Project 2: Classification Network Task1: CIFAR-10 Training Dataset CIFAR-10 Data distribution Each team should select ONE of the following data distributions: ·IID Data Distribution Ensure that the training dataset follows an IID (Independent and Identically Distributed) pattern—i.e., an equal number of samples for each class. i.e., 5000 images for each class. ·Non-IID Data Distribution Use a non-IID training data setup. Specifically, the number of images in Classes 0–4 should be half the number in Classes 5–9. i.e., 2500 images for each Classes 0–4; 2500*2 images for each Classes 5–9, Challenge: 1-Minute Training on T4 GPU Achieve at least 0.70 test accuracy within 1 minute of training using a T4 GPU. Task2: Questions Question 1 (Submission in the same .python file): Why does non-IID data distribution drive a degrade in learning performance? What other factories could also result in performance degradation? Why? Question 2 (Submission in the same .python file): What kind of neural network architecture(s) is more suitable for learning in a limited time? (consider the challenge) Why? Marking Scheme Task Marks Complete and run the full training pipeline 10% Achieve test accuracy above 0.60 with IID (or with Non-IID) data distribution 10%(+5%) Achieve test accuracy above 0.70 with IID (or with Non-IID) data distribution 10%(+5%) Achieve test accuracy above 0.80 with IID (or with Non-IID) data distribution 10%(+5%) Complete Challenge (1-minute training) 10% Clear code and well-organized submission 15% 2 questions 20% Additional Notes . This is a group project. You are expected to complete all tasks collaboratively. . Submit only the `.ipynb` file (Jupyter Notebook or similar), which should be able to reproduce all your results. . Each group should decide whether to take on the IID or non-IID setup and adjust the data distribution accordingly. . In your submission: Clearly demonstrate that all performance criteria and challenges have been met. Include plots, explanations, and subtitles to make your submission easy to follow and understand.
Asset Management Tutorial 5 AQRIs Momentum Funds PracticaI appIications of portfoIio strategies and performance measurement AQR is a hedge fund based in Connecticut, that is considering offering a new Iine of product to retaiI investors, nameIy the abiIity to invest in the price phenomenon known as momentum. This case highIights the difficuIties transIating a hedge fund strategy into an open–end retaiI product. AQR’s investment team is preparing for a board meeting to make the case for an open–end fund aimed at retaiI investors that foIIows a momentum strategy. Read the Harvard case and, using the information contained in the case study, come to the tutorial prepared to discuss the following: 1. Describe what a price momentum strategy in stock markets is and what the evidence in support of this strategy Iooks Iike. 2. What is the economic source of momentum’s returns? 3. What type of investment strategy wouId a retaiI fund pursue to impIement momentum? How wouId this differ from a momentum–based strategy that a hedge fund wouId pursue? WouId you expect the mutuaI fund to achieve a different return reIative to the hedge fund? 4. What type of benchmark index shouId AQR use for its retaiI fund? What are the key considerations when AQR chooses a benchmark for its retaiI fund? 5. Do you think AQR shouId offer a retaiI momentum fund? Why or why not?
COMP1511 25T1 — Assignment 2 - CS Amusement Park Overview Welcome to CS: Amusement Park In response to a growing demand for better theme park management, the Amusement Park Association has recruited you to create a program that designs and simulates the operations of a bustling amusement park to ensure all visitors leave with a smile. Assignment Structure This assignment will test your ability to create, use, manipulate and solve problems using linked lists. To do this, you will be implementing an amusement park simulator, where rides are represented as a linked list, stored within the park. Each ride will contain a list of visitors currently in the queue for that ride. The park will also contain a list of visitors who are currently roaming the park, and not in the queue for a specific ride. Starter Code This assignment utilises a multi-file system. There are three files we use in CS Amusement Park: Main File ( main.c ): This file contains the main function, which serves as the entry point for the program. It is responsible for displaying the welcome message, prompting the user for the park's name, and initiating the command loop that interacts with the park. Main File Walkthrough Header File ( cs_amusement_park.h ): This file declares constants, enums, structs, and function prototypes for the program. You will need to add prototypes for any functions you create in this file. You should also add any of your own constants and/or enums to this file. Implementation File ( cs_amusement_park.c ): This file is where most of the assignment work will be done, as you will implement the logic and functionality required by the assignment here. This file also contains stubs of functions for stage 1 you to implement. It does not contain a main function, so you will need to compile it alongside main.c . You will need to define any additional functions you may need for later stages in this file. NOTE: Function Stub: A temporary substitute for yet-to-be implemented code. It is a placeholder function that shows what the function will look like, but does nothing currently. The implementation file cs_amusement_park.c contains some provided functions to help simplify some stages of this assignment. These functions have been fully implemented for you and should not need to be modified to complete this assignment. These provided functions will be explained in the relevant stages of this assignment. Please read the function comments and the specification as we will suggest certain provided functions for you to use. NOTE: If you wish to create your own helper functions, you can put the function prototypes in cs_amusement_park.h and implement the function in cs_amusement_park.c . You should place your function comment just above the function definition in cs_amusement_park.c , similar to the provided functions. We have defined some structs in cs_amusement_park.h to get you started. You may add fields to any of the structs if you wish. Structs The following enum definition is also provided for you in cs_amusement_park.h . You can create your own enums if you would like, but you should not modify the provided enums. Enums HINT: Remember to initalise every field inside the structs when creating them (not just the fields you are using at that moment). Getting Started There are a few steps to getting started with CS Amusement Park. 1. Create a new folder for your assignment work and move into it. $ mkdir ass2 $ cd ass2 2. Use this command on your CSE account to copy the file into your current directory: $ 1511 fetch-activity cs_amusement_park 3. Run 1511 autotest cs_amusement_park to make sure you have correctly downloaded the file. $ 1511 autotest cs_amusement_park NOTE: When running the autotest on the starter code (with no modifications), it is expected to see failed tests as there is still very little code to make up the assignment! 4. Read through Stage 1. 5. Spend a few minutes playing with the reference solution -- get a feel for how the assignment works. $ 1511 cs_amusement_park 5. Think about your solution, draw some diagrams to help you get started. 6. Start coding! Reference Implementation To help you understand the proper behaviour of the Amusement Park Simulator, we have provided a reference implementation. If you have any questions about the behaviour of your assignment, you can check and compare it to the reference implementation. To run the reference implementation, use the following command: $ 1511 cs_amusement_park You might want to start by running the ? command: Example Usage Allowed C Features In this assignment, there are no restrictions on C Features, except for those in the Style. Guide. If you choose to disregard this advice, you must still follow the Style. Guide. You also may be unable to get help from course staff if you use features not taught in COMP1511. Features that the Style. Guide identifies as illegal will result in a penalty during marking. You can find the style. marking rubric above. Please note that this assignment must be completed using only Linked Lists. Apart from strings, do not use arrays in this assignment. If you use arrays instead of linked lists you will receive a 0 for performance in this assignment. Banned C Features In this assignment, you cannot use arrays for the list of rides nor the lists of visitors and cannot use the features explicitly banned in the Style. Guide. If you use arrays in this assignment for the linked list of rides or the linked lists of visitors you will receive a 0 for performance in this assignment. FAQ FAQ NOTE: You can assume that your program will NEVER be given: Command arguments that are not of the right type. An incorrect number of arguments for the specific command. Additionally, commands will always start with a char . A video explanation to help you get started with the assignment can here found here: Stages The assignment has been divided into incremental stages. Stage List
Degrees of MEng, BEng and BSc in Engineering ENG2088 Optical Engineering 2 Friday 28th April 2023. Release time: 0930 1100 Exam duration: 1.5 hours to complete exam plus 30 mins to upload submission Total marks available 100 marks. Attempt ALL questions. • Write your student ID at the top of every page that you submit. • The numbers in square brackets in the right-hand margin indicate the marks allotted to the part of the question against which the mark is shown. These marks are for guidance only. • This is an open book exam and you may consult your notes and any other available reference material. However, you are advised against directly copying from lecture slides or published materials. • Marks will be awarded on the basis of understanding and application of the subject. Therefore candidates should ensure their answers show all intermediate steps and as- sumptions in calculations. Answers given without relevant working or justification will receive partial marks only. • A computational device or calculator may be used. • Although you can discuss how to approach the exam, and revise with other students, you must not discuss specific exam questions or answers with other students. This is collusion and will result in conduct action. Q1. A symmetrical biconvex lens with a focal length of 40mm is used to image an object 25mm from the lens (a) The refractive index of the lens material is 1.6, hence find the radius of curvature of the spherical lens surface. You can assume the thin lens approximation. (b) Draw a ray diagram of this optical setup. (c) Is the image real or virtual? (d) Is the image upright or inverted? (e) Where is the position of the image? (f) What is the magnification of the image? (g) It is observed that image from a large diameter lens of this specification is degraded (blurred) when compared to a small diameter lens with otherwise the same specifica- tion. What is the cause of this aberration? Q2. The James Webb Space Telescope (JWST) is currently deployed to make observations primarily in the infrared spectrum. It has a 6.5m diameter primary mirror with a focal length of 131.4m. In this question we consider the hypothetical case where the primary mirror is the only focusing element. (a) What is the f-number for the JWST primary mirror? (b) Approximating a circular aperture, a point source (star) images to an Airy diffraction pattern. What is the diameter of the Airy disk (to first irradiance minimum) at the imaging sensor for a near-IR wavelength of λ = 2.0 μm? (c) The NIRCam imaging sensor for this near-IR wavelength uses 2040 × 2040 sensor arrays with the imaging area measuring 1.63m on each side. Is the resolution of the image limited by diffraction or the pixel dimension? (d) Calculate the angular field-of-view of this single imaging sensor. Figure Q2: Plot of the function J1(x)/x, where J1(x) is a Bessel function of the first kind. Q3. Zinc Selenide (ZnSe) is often used in the optics of infrared instruments, such as those on the JWST. It has a refractive index of 2.44 at a wavelength of λ = 2.0 μm, which is to be used throughout this question. (a) What is the critical angle for total internal reflection? [3] (b) What is the reflectivity (irradiance) at normal incidence from a ZnSe surface in vac-uum? [4] (c) Explain what Brewster’s angle corresponds to. [4] (d) What is the value of Brewster’s angle for incident light on a ZnSe surface in vacuum? [5] Q4. At the exit facet of a cleaved optical fibre, the emitted light into air at a wavelength of 1300nm can be approximated with a transverse Gaussian irradiance profile with a e2/1 diameter of 5 μm and a flat phase-front. (a) What is the Rayleigh range for this optical beam? [4] (b) What is the far-field Numerical Aperture (NA) for this optical beam? [4] (c) A ×40 microscope objective is used to collimate this optical beam. What is the focal length of the objective? [4] It is a standard microscope objective for a compound microscope based on the standard 160mm tube length. (d) What consideration should be made regarding the Numerical Aperture of the micro-scope objective to ensure the beam retains its transverse Gaussian irradiance profile? [3] (e) Calculate the e2/1 irradiance diameter of the collimated beam immediately following the microscope objective. [4] (f) The cleaved end of the fibre is modified, such that the exit facet takes a convex form. and the light is emitted with the same transverse Gaussian irradiance profile, but now with a curved phase-front. Sketch a diagram that indicates the subsequent change to the beam propagation in air. [6] Q5. The gap between two pieces of industrial machinery is monitored by using it in one arm of a Michelson interferometer, with the other arm being of fixed length. The interferometer uses a red laser of wavelength λ = 650nm. Table Q5 shows the time of day after which the specified number of whole fringes have emerged at the centre of the interference pattern. Determine an estimate for the rate of change of the gap. You may use graph paper, spreadsheet or mathematical computing software to calculate providing you include it in your upload. [18] Table Q5: Recorded time of day when specified number of fringes have emerged in pattern
Assessment Details Module Name and Module Code: LC Lifespan Psychology B: Social Psychology of the Person (36241) Module Learning Outcomes: 1. Demonstrate knowledge of historical and conceptual debates within the field of social psychology and individual differences. 2. Demonstrate knowledge of a range of research methods and techniques used to study the person in social psychology and individual differences. 3. Understand and critically evaluate the empirical evidence underpinning selected theories relating to social psychology and individual differences. 4. Demonstrate skills in searching for and evaluating scientific evidence related to social psychology and individual differences. 5. Develop cogent arguments about topics in social psychology and individual differences using appropriate empirical evidence. Assessment Title: What matters most when explaining human behaviour: social or individual factors? Restrictions on Time/Length: 1000 word in-course written assignment Submission Format: .doc, .docx, .pdf Is the use of generative AI permitted in this assessment? (please select one of the statements) RED – Generative AI tools cannot be used Within this assessment the use of generative AI, including ChatGPT or similar, is not allowed. This is because use of generative AI would not be appropriate for this assessment and could undermine the skills assessed (ability to demonstrate one’s own understanding and critical reflection on the taught content). Using generative AI to contribute to your assessment will result in you being in violation of the University’s Code of Practice on Academic Integrity which may have implications for your future studies. If generative AI is not permitted in this assessment, how have you mitigated against the effects of the inappropriate use of generative AI tools in this assessment? Rather than using all in-class time for the delivery of new content, we will use a flipped classroom approach to encourage students to cover new content independently prior to the session. In-class time will then be used to promote scaffolded critical reflection, a skill they will then be able to use in their writing of the in-course assignment (dissuading a reliance on generative AI). We will also use workshops to help them develop their ideas related to the main assessment. These approaches allow the opportunity for students to discuss with the module team, and their peers, their work and ideas and answer any questions that might arise. Finally, the in-course assignment purposely encourages the students to draw on content from across multiple teaching weeks and to integrate what they have learnt across the whole course into their final assignment. This should guard against students using generative AI to structure their arguments. Individual or Group Individual Assessment Weighting: 100% (Lifespan B, but 50% of the synoptic assessment of Lifespan A and B). Deadline: 08/05/25, 13:00 (1pm) Planned Feedback Date: 30th May 2025, 17:00 (5pm) By submitting work you agree that this assignment submission is your own, original work. Assessment Task Essay Title: What matters most when explaining human behaviour: social or individual factors? In this short essay assignment, you are required to select topic(s) covered during the Lifespan Psychology B: Social Psychology of the Person module (e.g., personality & wellbeing, aggression, prosocial behaviour) when answering the question. The maximum length of answers is 1000 words (excluding title page and reference list). Your answer should include at least 7 references. There must be a clear introduction and conclusion in your essay. Specific Guidance - Select topic(s) from the lecture series that interests you. Be sure to state what topic(s) you are writing about in the title or the introduction paragraph. - The essay title suggests a weighing up of social and individual factors. You can approach this essay in a number of ways, o You may wish to focus on one topic, either social or individual differences and use the principles and research of the other to critique. o You may wish to focus on two topics and argue the case for context being important in whether individual or social factors are more important. - Whatever argument you choose, be sure to support your claims with evidence from research, and to answer the question and demonstrate your understanding you need to address both social and individual explanations of your chosen topic area. - Your answer should be clearly structured with a definite introduction and conclusion. - Refer to specific examples of research (not anecdote) to support your argument. It is not appropriate to refer to Lectures, magazines, websites, or Wikipedia at University. We expect you to use original primary sources (e.g., peer-reviewed journal articles) or reputable secondary sources (e.g., monographs, textbooks, literature reviews). - Give concise summaries of the studies you mention and consider the strengths/limitations of the studies you discuss. - In your conclusion consider what kind of research might be needed in the future to help answer the question. Submission · Include a completed School Assessment Submission and Use of Gen AI Form. as the first page of your assessment. · Please number each page in your document. The files should be saved with the letters LA followed by your student ID number. For example: LA_12345678. Files should be submitted as word documents. Assessment Criteria Students must comply with the Code of Practice on Academic Integrity when undertaking assessments. Grading and feedback will focus on the School of Psychology undergraduate essay marking criteria: 1. Knowledge and understanding of the topic (i.e., sound knowledge of the topic at hand and accurate use of terminology). 2. Analysis (i.e., the ability to analyse, synthesise, and evaluate material). 3. Reading and Referencing (i.e., relevant reading and accurate referencing). 4. Essay Structure (i.e., structured so that argument and discussion are clear and coherent). 5. Language (i.e., good standard of formal English with few errors/mistakes). 6. Use of generative AI (ensuring you adhere to the generative AI policy for this assessment) You will receive written feedback on Canvas alongside an overall mark. The feedback on this assignment is designed to help you in the future essays (e.g., Lifespan Psychology B). Written feedback will be structured as follows: 1. A comment about notable strengths of your essay. 2. A comment about why you have received a particular grade. 3. A comment about how you can improve future work. 4. A response to any request for specific feedback on your cover sheet. Resources available to you · Lectures will be pre-recorded and uploaded and made accessible prior to the Lifespan B lecture slot, and live lectures will be held every week during Semester 2 (we advise you watch the pre-recorded material prior to the live lectures). These sessions are hosted by the module lead and/or the tutor who has created the content for that week and provide an opportunity to discuss coursework. · The seminars focus on essay preparation and provide an opportunity for verbal feedback on your coursework assignment before the submission date. · Reading will be detailed in the resourcelist for the module, further references lists are supplied for each topic. · You can receive informal feedback on your ideas by speaking with members of the module team at the end of lectures or during workshops. · You can post questions about your essay ideas on the anonymous discussion board and members of the module team will respond. · The University Library Academic Skills Gateway provides additional support and training in academic writing. · Full details about how to check your essay is written in APA style. can be found in: American Psychological Association (2020). Publication Manual of the American Psychological Association (7th Edition). Washington, DC: American Psychological Association. The APA also has useful online resources for in-text citation and referencing. · If you wish to improve your writing style, one useful and accessible resource is: Pinker, S. (2014). The Sense of Style. The Thinking Person’s Guide to Writing in the 21st Century. London: Penguin. · Refer to ‘Submission of Coursework’ in the Undergraduate Programmes Handbook for details on how to layout (present) your assessment. · You can find examples of this type of coursework assessment in the Bank of Assessed Coursework in the Undergraduate Programmes Handbook.
ACX3800|5800 Accounting for Climate Change Assignment 3 (Individual Assignment) “Learning Reflection” Weighting: 5% of the total marks for the subject (marked out of 10 in total) Due Date: To be submitted before Friday, 2 May 2025 , 11.55 p.m. Word Limit: 500 words; does not include Reference List. Formatting: Font size 12 pt, Normal margins, 1.5 line spacing, Arial font. First order headings in bold, second order headings in italics. Referencing: Please see the resources on Academic Integrity on Moodle in the Section “Unit Information” . Generative AI: Detailed information on the use of Generative AI for purposes of this assessment is provided in a separate section below the assignment. Information on how to appropriately declare the use of material obtained through the use of Generative AI can be found here. Learning objectives assessed This assignment is designed to assess your achievement of the following unit learning outcomes: • Evaluation of the role of accounting in addressing climate change and related issues Overview Assignment 3: Unless we start taking immediate accountability for plant and animal species, we will be losing critical parts of Earth’s system. Facing an extinction crisis, there is a prevalent knowledge gap as to how accountability for mitigating climate change and addressing biodiversity loss can be achieved. The aim of this assessment is to reflect on your overall learning when it comes to accounting for climate change and biodiversity, with a specific focus on the integration of Generative AI for deep versus surface learning. The assignment is designed to evaluate the strengths and limitations of Generative AI in designing accounting recommendations focused on mitigating climate change. Through the assignments, students will foster their skills of identifying ethical, technical and professional considerations when integrating AI into accounting work. Assignment 3: Learning Reflection “Accounting for Climate Change and Biodiversity through the Use of Generative AI” Drawing on your in-person learning experience in this unit so far and, in particular, your experience in using Generative AI in Assessment 2, you are asked to reflect on the role of Generative AI in supporting and/or limiting the role accounting can play in mitigating climate change and addressing biodiversity loss. In this learning reflection, you should address: • Your experience in using Generative AI for the creation of your recommendations in Assessment 2 from an ethical, technical and working professional perspective. • How your ideas about accounting’s role in mitigating climate change and addressing biodiversity loss were impacted by the recommendations generated by AI in Assessment 2. • How the use of Generative AI in Assessment 2 has helped (or not helped) foster your transversal skills as evidenced through the critical reflection required in Assessment 2. • Your experience of the use of Generative AI in hindering and/or supporting your learning engagement and overall learning journey Importantly, your learning reflection should go beyond simply describing what you did and what you experienced, it should demonstrate critical thinking, personal insight and a clear understanding of the strengths, limitations and ethical considerations of using Generative AI in professional and academic contexts. Assignment Submission The above task should be addressed through a learning reflection submitted electronically before Friday, 2 May 2025, 11.55 p.m. via Moodle. The learning reflection should be uploaded in a *.pdf format. Do not include the submission cover page provided by the university, the content of this is covered by the online submission system. Use of Generative AI The use of Generative AI tools for this assessment task is strictly restricted to correction of spelling and grammar. As outlined in theAustralian Standards for Editing Practice, editing assistance should be limited to elements such as language and expression (clarity, grammar, spelling), completeness, and consistency. Thus, substantial redrafting of entire paragraphs or larger sections of writing by Generative AI (including digital assistance tools such as Grammarly) would fall outside these limits, as would translation into English of a substantial body of text that has been drafted in another language. The use of Generative AI for this purpose is not permitted. All use of Generative AI needs to be appropriately acknowledged, for guidance seeMonash Learn HQ. Assessment Criteria Your work for Assignment 3 will be marked out of 10. A matrix outlining the assessment criteria for the learning reflection, and how your work will be assessed against these criteria is provided below in Appendix A.
Diploma in Information Technology Interaction Design Instruction for CA3 Group Assignment April 2025 Semester Assessment This assessment is over 100 marks. It constitutes 40% of the overall assessment. The group assignment will cover 30% and the group presentation will cover 10%. Rationale of Group Project The rationale of the group project is to enable collaborative learning with your peers and learning to work as a team, which is commonplace in workplace environment. Students learn to apply theories taught in class and textbooks to real world situations. In line with this objective, students are not allowed to reuse old assignments, or submit projects from previous semesters or copy largely from sources, particularly from the internet. Forming Group Students are to form. groups of 4 to 5 students per group. As this a group project, each member is expected to put in his/her fair share of the effort into the project. It is essential that groups manage their group effectively to complete this project. Students should resolve group dynamics issue and may seek the mediation through the lecturer as early as possible. Last minute mediation will not be entertained. Students may request for peer evaluation as a final resort if all mediation fails. Finally, the lecturer reserves the right to assign a mark to an individual student different from the rest of the group if that student is deemed not to have put in his/her fair share of effort into the project. Case Study: Yale School of Art The Yale School of Art is a graduate school that confers Master of Fine Arts Degrees in Graphic Design, Painting/Printmaking, Photography, and Sculpture. It has a website that provides information about its school such as admissions, exhibitions, publications, news and public events. However, it has received several feedback from its existing and potential students that the website interface is frustrating to use. As such, the management decides to hire a design team to investigate further and improve the website. The website is located at the following link: https://www.art.yale.edu/ Group Tasks: Study and research on the case study provided above. Your group is to write a research report with words not exceeding 7000 words and generate any kinds of illustrations/diagrams/prototypes where necessary. The group is to satisfy the following requirements: 1. Referring to the case study, identify FIVE (5) examples of interfaces that may inadvertently elicit negative emotional responses. Give a brief discussion for each example, including the type of negative emotions that may be evoked. Side note: Each example must be identified with a screenshot. Types of negative emotion include anger, overwhelmed, nervousness, sadness, fear, frustration, resentment and disappointment. 2. Based on the examples identified in Task 1, suggest a relevant improvement for each example that may prevent the negative emotional responses. 3. Based on the improvements proposed in Task 2, generate/illustrate ONE (1) High-Fidelity prototype. Side note: You are to use any design tools of your group’s preference. 4. Using the prototype from Task 3, use the Questionnaire data gathering technique and propose a detailed plan on how it will be conducted. Conduct a small-scale data gathering activity in accordance with the proposed plan on at least TWENTY (20) participants. Side note: You are to use any Questionnaire tool of your group’s preference. The Questionnaire must consist of FIVE (5) questions collecting quantitative data and FIVE (5) questions collecting qualitative data. The collected data (questionnaire responses) must be submitted as a separate file in (.csv) or (.xlsx) format. 5. Using the data gathered from Task 4. Explain how you can analyse the data using basic Quantitative and Qualitative analysis. The explanation should include diagrams, charts, or illustrations (any) that supports summarising and decision making. 6. Generate a well-design presentation slides that summaries Tasks 1 to 5. Side note: The presentation slides will be used for the actual presentation. You are to submit them in (.pptx) format as a separate file. 7. Referring to the Core Module on Design Thinking, each group member should summarize their reflections on how the principles can be applied to our main module Interaction Design. This should include insights on key elements like empathy, ideation, and prototyping, and how they can improve user interactions. Group members should also highlight any challenges in applying these methods to the Interaction Design module and suggest potential solutions. For all Tasks, you are required to relate and reference to the Case Study. Also, it is recommended that your explanation/illustration are as detailed as possible. An assessment marks allocation for this research report can be found in the appendix of this assignment. Do note that the appendix is a guideline on how the group’s research report will be evaluated. Assessment Topics Topics 1 to 16 Instructions Report Format 1. The report should have a cover page, content page, introduction, write-up on the task, conclusion, references and appendices 2. The cover page should include: i. Institution name (and institution logo) the programme ii. Module name, semester and year iii. Date of submission iv. All group members’ full name and student ID 3. The references should be presented in Harvard format and should have at least THREE (3) references. Report Word Limit Not exceeding 7000 words Penalty Marks for Late Submission of Assignment By one day: 20% to be deducted from total marks. More than one day: submission will NOT be graded. Important Dates of CA3 Assignment CA3 Group Assignment Deadline: 8 May 2025, 11.59am Submit your assignment via Canvas. All assignment files must be submitted in order to be graded. Lecturer Contact You should contact your lecturer via your SIM email whenever you have any issue about your project. Plagiarism and Collusion The submitted report must show evidence that this is students’ own work. No marks will be awarded if there are no workings or reasonable explanations. Please be reminded that plagiarism and collusion is a serious offence, and all cases will be referred to the administration. Grades will be withheld if the submission is suspected for plagiarism or collusion till investigations are completed. Submitting Assignment All assignment files are to be uploaded with your group number, institution name, the module name and CA3 (i.e. Group_No_SIM_InteractionDesign_CA3). The files to submit are as follows: 1. Research Report (Word document in .docx format) 2. Questionnaire responses (data file in .csv or .xlsx format) 3. Presentation Slides (PowerPoint presentation in .pptx format) For example, if you are in group 2, your files should be named as: 1. Group_2_SIM_InteractionDesign_CA3.docx 2. Group_2_SIM_InteractionDesign_CA3.csv 3. Group_2_SIM_InteractionDesign_CA3.pptx All students should keep a copy of assignment submitted. Appendix Requirement Marks Task 1 (Examples) 15 marks Task 2 (Improvements) 15 marks Task 3 (Prototype) 15 marks Task 4 (Questionnaire) 20 marks Task 5 (Analysis) 20 marks Task 6 (Group Presentation Slide) 5 marks Task 7 (Core Module Reflection) 10 marks
Final Project: Regression Analysis Overview This project builds on your understanding of regression analysis and challenges you to apply these techniques to real-world data. The aim is to critically analyze variables, create regression models, and make data-driven decisions while interpreting outputs to draw meaningful conclusions. The final deliverable will include your analyses, insights, and a reflective piece. Learning Goals and Tasks Learning Goal 1: Speculating Variable Importance 1a) Which variable in the dataset do you believe is the most important for predicting post-graduate earnings? Justify your choice with real-world reasoning and examples. 1b) Which variable do you believe is the second-most important for predicting post-graduate earnings? Provide a detailed explanation for your choice. 1c) Identify a potential interaction between two variables that could influence post-graduate earnings. Discuss the real-world implications of this interaction. Learning Goal 2: Simple Linear Regression 2a) Run a simple linear regression using university price as the predictor and average earnings after graduation as the dependent variable. Analyze the output by answering: i. Is price significant at the 5% significance level? ii. How do you expect post-graduate pay to change with a $1 increase in university price? iii. How effective is the regression in explaining variability in earnings? Refer to the R-squared value. Is this value low or high in your opinion? Why? iv. Are there any noticeable patterns or issues in the residuals? What do they suggest about your model? 2b) Consider transforming either the predictor or dependent variable (e.g., using logarithms or other transformations). Would this improve the model? Justify your decision based on the data. 2c) Select another variable from the dataset that you find interesting. Run a simple linear regression with this variable as the predictor and average earnings as the dependent variable. Analyze the regression in the same way as in Question 2a, and discuss how this variable compares to university price as a predictor of post-graduate earnings. i. Is that variable significant at the 5% significance level? ii. How do you expect post-graduate pay to change with a 1 unit increase in your variable? iii. How effective is the regression in explaining variability in earnings? Refer to the R-squared value. Is this value low or high in your opinion? Why? iv. Are there any noticeable patterns or issues in the residuals? What do they suggest about your model? Learning Goal 3: Data Preparation and New Variables Review the dataset and identify opportunities to create new variables. Using techniques such as IF statements, addition, multiplication, or division, construct at least one new variable to enhance your analysis. 3) Describe the new variable(s) you created. Why did you create them? How did you create them? How do they improve the dataset’s usefulness for regression analysis? Learning Goal 4: Multiple Regression Build a multiple regression model incorporating at least: • Two numerical variables. • One dummy variable representing a categorical variable. • One interaction term between two variables. • Your newly created variable. 4a) Assess the quality of your multiple regression model: i. Is the overall regression significant? How do you know? ii. Which variables are significant predictors, and what does their significance tell you about their impact on post-graduate earnings? iii. How well does the model explain the data (R-squared and adjusted R-squared)? 4b) Compare the results of your multiple regression to the simple linear regressions from Questions 2a and 2c. What additional insights does the multiple regression provide? Are there limitations to the model? Learning Goal 5: University Comparisons 5a) Select your top-choice and bottom-choice universities (excluding USC) when you were applying for college. Search online for their costs and average exam scores, as well as USC’s. Submit those figures for this question, and where you found them. 5b) Using your regression model from Question 4a, predict post-graduate earnings for students from both your top- and bottom-choice universities. 5c) Compare these predicted earnings to the predicted earnings for USC students. Are the predictions consistent with your expectations? Explain why or why not. 5d) Reflect on the results. What do these predictions suggest about the factors influencing post- graduate earnings? Are there any surprises in your findings? Learning Goal 6: Reflection on Strengths and Preparation for the Future 6a) Reflect on your personal strengths in completing this project. What aspects of the project came naturally to you? What are you most proud of in your work, and why? 6b) Identify areas where you feel you could improve. Were there any specific parts of the project that felt particularly challenging or tedious? How might you overcome these challenges in the future? 6c) Consider how this project has prepared you for future job opportunities. How did working on this project help you think about using data to solve real-world problems? How will you communicate your strengths and the skills you demonstrated in this project to future employers? Deliverables Report: A written document with the following points. It should be written narratively, like a journal article, addressing the points above. 1. Answers to all questions above, including detailed justifications and analyses. 2. Clear presentation of regression outputs, residuals, and any transformations made. 3. Visualizations to support your findings, where appropriate. 4. A discussion of assumptions and limitations for your models. 5. Learning goal 6 should be on a separate page as everything else --- it is for you to use when applying for things. Submission Details • Format: Submit a PDF report with Excel output included. • Grading Criteria: o Clarity and depth of analysis. o Justification and reasoning. o Presentation and accuracy of results. o Style. it should be formatted as a narrative piece, as if written for an academic journal. o Quality of the reflection piece.
ASSESSMENT 3 BRIEF Subject Code and Title GPF104: Game Production Foundations Assessment Assessment 3 - Arcade Game - Milestone 2 (Functional Game Individual/Group Individual or Group Length Playable game with win/lose condition. Learning Outcomes a) Develop a game from concept to completed work through a command of scripting, game design and audio-visual asset generation and implementation. Iterate and evaluate game mechanics and design to enhance user experience, playability and game feel. b) Identify & iterate key elements of user experience, playability, desirability, credibility, and usability. c) Plan and manage a project through agile methodology and related tools. d) Develop an understanding of how audio-visual elements synthesise with game mechanics and design to influence user experience. Submission Milestone 2: Polished Arcade Game - By 11:55pm AEST/AEDT Sunday of Module 10 (Week 10) Weighting Milestone 2 - 35% Total Marks Milestone 2 - 100 marks Assessment Overview: This summative is a direct continuation of a game that was previously proposed and planned in Assessment 1. It will be delivered across two separate Milestone (Assessment) submissions. The Milestones will form. the basis for the expected deliverables for each Assessment. Projects are encouraged to be developed and iterated as their designs progress. These changes should be evolutions from previous states, not completely new ideas. At submission, the game should be playable with a clear communication of progression paths, win/loss states and any other specific gameplay mechanisms. Artwork should be contextually relevant to the game, supporting the gameplay experience and the context. Audio should contribute to the user experience and context of the game while communicating interaction and relationships with the environment and other game entities. GUI should be providing a quality user experience. The final game should be a completed work with a level of content appropriate to the design. Additionally, the product should be polished to a high standard in terms of art, audio and gameplay. Your project should meet or exceed the expected deliverables by each respective due-date with clear adherence to your agile project structure. This will be demonstrated by regular updates tracking the progress of your project. Milestone 2 - Functional Arcade Game (Week 10) Overview: For this Milestone, students are asked to further develop their prototype, and submit a fully functional product based on their milestone two (2) deliverables. By the time of submission, the game should be playable with a clear communication of progression paths, win/loss states and any other specific gameplay mechanisms. Artwork should be contextually relevant to the game, supporting the gameplay experience and the context. Audio should contribute to the user experience and context of the game while communicating interaction and relationships with the environment and other game entities. GUI should be providing a quality user experience. The final game should be a completed work with a level of content appropriate to the design. Additionally, the product should be polished to a high production standard in terms of art as well as gameplay. Each aspect of the game should reflect on-going user testing, feedback and iteration. In summary - the game experience should be complete from end to end. Instructions / Submission: Game: • To be eligible for assessment, the game needs to be fully functional and should be submitted as a working executable. • Submission should include both the executable and the project files, should be archived and named as requested in submission filename section. Agile Project: • Links to an accessible cloud-based project plan which reflects consistent weekly updates in- line with agile development. • Testing logs and data from at least two play-test sessions. Testing data should be accompanied by an analysis of the results and evidence of how they influenced the project development (approx. 300-500 words). All group members will receive the same mark unless the project plan reflects a significant derivation from the expected workload for each individual. Attribution & 3rd Party Content All content derived from third party sources must be referenced using APA 6th Edition and relevant licenses must be included with project. The (core’ of the game must not be based on complete game templates. Engine extensions are allowed. Speak with your lecturer if you need clarification. General file structure & naming convention Lastname_FirstName_Subjectcode_Assessment2_Milestone_2.zip - Lastname_FirstName_Subjectcode_A2_M2_Build.zip - Lastname_FirstName_Subjectcode_A2_M2_Project.zip - Lastname_FirstName_Subjectcode_A2_M2_Documentation.pdf/docx Note : If your executable requires a platform. other than Windows 10 or any peripherals other than a keyboard, mouse or gamepad then you must confirm with your lecturer the availability of these for assessment of your submission.
Degrees of MEng, BEng and BSc in Engineering OPTICAL ENGINEERING 2 (ENG2088) Friday 21st May 2021 Release time: 0930 (BST) for 3 hours Recommended time for completion: 90 minutes Total 100 marks. Answer ALL questions. • The numbers in square brackets in the right-hand margin indicate the marks allotted to the part of the question against which the mark is shown. These marks are for guidance only. • A physical or software calculator may be used. Candidates should ensure their answers show all intermediate steps in calculations or otherwise risk a reduction in the awarded marks. • This is an open book exam and you may consult your notes and any other available reference material. However, the answers you submit must be entirely your own work — the marker needs to be able to assess your understanding of the material. Do not copy from lecture slides, books, online sources or anywhere else. • Although you can discuss how to approach the exam, and revise with other students, you must not discuss specific exam questions or answers with other students. This is collusion and will result in conduct action. Q1. A right-angled prism can be used to return an optical ray in the same plane, as shown in [9] figure Q1. What is the minimum refractive index of the prism for this to occur by total internal reflection? Figure Q1: Return of an optical ray using a right-angle prism Q2. A compact camera has the following specifications: Sensor: “1-inch” CMOS (13.2mm × 8.8mm), 20.1 MP, aspect ratio 3:2 Lens: 24 to 120mm, f /1.8–2.8. Using the maximum focal length at an aperture setting of f /2.8, (a) Make a sketch of the optical system, simplifying the camera to a single lens with a [8] co-located aperture. Draw and label a marginal ray from an object located at infinity. Draw and label the chief ray taken from the edges of the entrance window. (b) What is the aperture diameter? [4] (c) What is the horizontal angular field-of-view? [6] (d) Calculate the permissible circle of confusion diameter C, typically taken as 1/1500 of the sensor diagonal dimension. How does this compare to the pixel pitch? [4] (e) Determine the value for the hyperfocal distance [5] (f) What is the minimum distance that an object would appear in acceptable focus, whilst objects at infinity also appear in acceptable focus? What is the required camera focus setting? [5] Q3. The refractive index of water for visible light can be taken as n = 1.33. (a) What is the (irradiance) reflectivity R(θ = 0) for normal incidence from a flat water surface? [5] (b) What is Brewster’s angle θB in air for a flat water surface? [5] (c) What is the (irradiance) reflectivity RTE(θB) for transverse-electric linear polarised light at Brewster’s angle for a flat water surface? [9] Q4. The double slit shown in figure Q4 is illuminated by a laser with a wavelength of 500nm. (a) Determine the mathematical form. of the Fraunhofer difraction pattern. [6] (b) How many bright fringes will be displayed within the central lobe? [6] (c) Sketch the difraction pattern. [6] (d) A thin transparent plate is introduced immediately in front of one of the slits only. It results in an optical phase diference of π radians. What happens to the fringe pattern? [6] Figure Q4: Pair of slits in an opaque screen. One major unit on the grid corresponds to a length 0. 1mm Q5. A green LED emits with a centre wavelength ofλ = 530nm and alinewidth of Δλ = 40nm. (a) What is the coherence length of this optical source? [6] (b) This LED with a difuser is used as the optical source for a Michelson interferometer. Describe the visibility of interference fringes as the arm length diference starts at -1mm and increases monotonically to 1mm. [4] (c) Calculate an estimate for the total number of visible fringes which appear and then disappear over this scan range. [6]
LAWS8214 GLOBAL COMMON LAW SYSTEMS Term 1, 2025 Final Assignment Research Essay Weighting 40% of total marks for LAWS8214 Global Common Law Systems. Due date Friday, 9 May 2025 at 11:59pm AEST Submission platform This assessment should be submitted via a Turnitin Assignment activity located on the Moodle course page for this course. General information about Turnitin is available here. This application contains functionality including similarity reports to assist with assessing academic integrity. Assignment format Your assessment should be typed, double spaced and 12 pt font (Times New Roman, Arial or Calibri). The preferred paragraph formatting for the body of your document should be 1.5 or double spacing (footnotes can be single spaced). The assignment must contain text only- no images of text are permitted. Use a footnote referencing system (no intext referencing). Please include page numbers and leave margins to allow for comments. File upload document format You must only submit your answer as an MS Word document (.doc or .docx). UNSW provides free access to MS Word to all students. See UNSW IT here. Do NOT submit your answer as an Apple Pages file (Turnitin cannot read Pages files). Do NOT submit your answer as a PDF unless there is a good reason why you cannot submit a MS Word document. Please attach a Faculty cover sheet, which will not be included in the word count and can be accessed on the course Moodle page. You are allowed ONE submission only. It is your responsibility to upload the correct document. Markers will assess the document that is submitted. Submission confirmation We strongly advise you to double check that you have submitted the correct document / final version of your paper. You can do this by checking the submission extract in the digital receipt pop-up you receive INSTRUCTIONS This assessment will test basic knowledge and skills acquired during the course, while at the same time providing enough flexibility for you to pursue a topic that may work for your interests or prospective specialisation. a) RESEARCH ESSAY TOPICS Choose ONE of the following topics: 1. Equity, as a distinct branch of common law systems, developed the doctrine of fiduciary duties, filling a gap in the common law in order to protect vulnerable parties from exploitation. Examine how ONE NON- COMMON LAW system compares with Australia in dealing with the problem of vulnerability of parties in close commercial relationships. 2. The rights of AustraIia’s First Nations peopIe have been greatIy advanced by AustraIia’s growing obligations under international law in recent decades. To what extent is this claim valid? How does Australia compare to other countries with significant populations of Indigenous citizens in this regard? Choose ONE other country (of common law or civil law origins) to make the comparison. 3. The Australian High Court case of Vanderstock v Victoria [2023] HCA 30; (2024) 98 ALJR 208 demonstrates the difficulty for governments in balancing climate change mitigation initiatives with the need to maintain adequate levels of taxation revenue. Is this less of a problem in non-common law systems? Show by comparison to the legal position governing fuel excises and electric vehicles in ANY ONE NON-COMMON LAW ASIAN JURISDICTION. Students need to use the comparison to build a persuasive, supported argument about the legal topic on which they chose to focus. It is insufficient to simply describe the law of different jurisdictions and/or how things work in different jurisdictions – papers should not be structured as follows: “The law in Kwangya is …, whereas the law in MIXXTOPIA is …” . It is also insufficient to merely describe commonalities and differences. The task is to express a clear view about the chosen topic and use the comparison between the two jurisdictions/systems/orders to advance it. Also, remember that engagement with legal scholarship is essential to legal writing in common law systems and to the development of law through precedent, and is, therefore, one of the assessment criteria. For further information regarding the requirements of the research essay, please consult the Marking Rubric for this item of assessment in Moodle. b) SUBMISSION DATE The submission date for the final assignment is: Friday, 9 May 2025, 11.59pm.
Math 5632 Exam #5A Spring Semester 2022 1. (20 points) A. You are given two assets with the following statistics. It is requested that you construct a portfolio consisting of positions in these stocks that has an expected annual rate of return of 10%. Determine if such a portfolio exists, and find the variance of the return of this portfolio if it does. The correlation coe cient of the returns for these two stocks is -0.2. 2. (20 points) A. You wish to sell 50 one-year calls on a stock with the following parameters: S(0) = 20, σ = 0.5, Q = 0.07, r = 0.02, δ = 0.01, K = 23. You will use the method of ∆-hedging to reduce your risk, with rehedging occuring every six months. What is your total profit, assuming that any money added or removed from the portfolio is invested at the risk-free rate? The stock price over the course of the year takes on the following values: S(0) = 20, S(1/2) =25, S(1) =23. It is intended that you use the Call and Put Values Excel Workbook for this problem; you must show how you change the inputs and use the outputs on this workbook in order to receive credit for this problem. 3. (20 points) A. Stock in XYZ corp has been found to have a volatility of 20%. The risk-free rate is 4% (annual, continuously compounded), and the current stock price is 50. The stock does not pay dividends. Using the CRR model, calculate the price of an 12-month geometric average strike Asian call using a period length of 6 months. You do not need to write out the entire value tree for this problem, but you must show complete work for any credit. 4. (20 points) A. A portfolio consists of a number of European call contracts, all on the same asset and with the same expiration. The strike prices for these calls are 2 , 5, and 8. (a) Draw the payof diagram for this portfolio below. (b) On the next page, work out how many calls of each type you must hold to make the portfolio, given that the payof for the portfolio at various prices is given as follows. You may indicate that a call has been written by stating that the portfolio contains a negative number of that contract. You must show complete work justifying your conclusions in this part to receive any credit.
Degrees of MEng, BEng and BSc in Engineering Optical Engineering 2 (ENG2088) Friday 13th May 2022 0930–1100 Total 100 marks. Answer ALL questions. • The numbers in square brackets in the right-hand margin indicate the marks allotted to the part of the question against which the mark is shown. These marks are for guidance only. • This is an open book exam and you may consult your notes and any other available reference material. However, you are advised against directly copying from lecture slides or published materials. • Marks will be awarded on the basis of understanding and application of the subject. Therefore candidates should ensure their answers show all intermediate steps and as- sumptions in calculations. Answers given without relevant working or justification will receive partial marks only. • A computational device or calculator may be used. • Although you can discuss how to approach the exam, and revise with other students, you must not discuss specific exam questions or answers with other students. This is collusion and will result in conduct action. Q1. A thin convex lens has a focal length of 60mm. It is used to image an object placed 40mm in front ofthe lens. There is an aperture of diameter 20mm placed a distance 10mm behind the lens. (a) Draw a diagram of the optical setup. Draw and label the marginal rays. [8] (b) Determine the size and position of the entrance and exit pupils. [7] (c) What is the type and location of the image? [4] (d) What is the image magnification? [4] (e) What is the value of the numerical aperture? [5] Q2. A student compound microscope comes with 3 objectives: 4× (NA=0.1), 10× (NA=0.25) and 40× (NA=0.65), and a 10× eyepiece. (a) What is the focal length of the 10× objective (assuming the standard tube length of 160mm) [4] (b) What is the distance in air between the objective lens and the object? [4] (c) What is the focal length of the 10× eyepiece? Assume a close working distance of 250mm. [4] lenses could be used for eyesight to resolve an optical image of a red blood cell. Indicate the assumptions you have used in this determination. Q3. A Young’s double-slit experiment is carried out using visible monochromatic light to illuminate a pair of narrow slits separated by d = 0.25mm. (a) If the separation between bright fringes at the centre of the interference pattern is observed to be 7.0mm on a screen a distance of 3.0m from the slits, what is the wavelength of the light? (b) A perspex wedge (refractive index of 1.50) is placed over the slits as shown in figure Q3. If the wedge angle is 0.045◦ , what happens to the interference pattern on the screen? Figure Q3: A perspex wedge placed before the double slits (not to scale) Q4. Light from the sky refiects of the surface of a pond. Use a refractive index of 1.33 for the water. (a) What should be the orientation of a polariser in order to attenuate refiections from the pond surface? (b) For what incident angle on the pond surface will the refiected light be observed to vanish? Q5. A Michelson interferometer uses a laser with a wavelength of 530nm. A cuvette of thickness 10mm is placed in one arm containing a glucose solution. As the glucose concentration increases, 88 fringes are observed to emerge at the screen. What is the change in refractive index of the glucose solution?
Math 5632 Exam 5 - Form A Tychonievich December 14, 2022 Problem 1 /25 You are given two assets with the following statistics. It is requested that you construct a portfolio consisting of positions in these stocks that has an expected annual rate of return of 15%. Determine if such a portfolio exists, and find the variance of the return of this portfolio if it does. The correlation coefficient of the returns for these two stocks is 0.2. Stock Expected return Variance of return X 0.04 0.5 Y 0.09 0.2 Problem 2 /25 You are given two assets with the following statistics. Determine the makeup of the market (tangency) portfolio if the risk-free rate is 0.02. The correlation coefficient of the returns for these two stocks is 0.2. Stock Expected return Variance of return X 0.04 0.5 Y 0.09 0.2 Problem 3 /20 A European put has current price 23 with Greeks as in the table below. The current stock price is 90. Estimate the value of the put if the stock price increases to 100 after 6 months, using the Delta-Gamma-Theta approximation. Delta Gamma Theta Vega Rho Psi -0.34 0.0057 -3.39 46.12 -107.33 61.43 Problem 4 /20 The following table contains premiums for European call options for a given stock, each of which has an expiration time of 6 months. Find an arbitrage opportunity from this data and construct a portfolio that will extract the arbitrage. Then calculate the minimum profit that your strategy will generate. The risk-free rate is r = 0.08 and the stock’s continuous dividend rate is δ = 0.02. Strike 80 100 110 Premium 38 32 28 Problem 5 /20 Stock in CRR corp has been found to have a volatility of 30%. The risk-free rate is 6% (annual, continuously compounded), and the current stock price is 50. The stock does not pay dividends. Using the CRR model, calculate the price of a one-year European call with a strike price of 55 using a period length of 4 months. Problem 6 /20 A stock obeys the Black-Scholes model with S(0) = 15, α = 0.05, r = 0.07,δ = 0.04, and σ = 0.3. Calculate the following expectation value: Problem 7 /20 A portfolio consists of a number of European call contracts, all on the same asset and with the same expiration. The strike prices for these calls are 2, 5, and 8. 1. Draw the payoff diagram for this portfolio below. 2. On the next page, work out how many calls of each type you must hold to make the portfolio, given that the payoff for the portfolio at various prices is given as follows. You may indicate that a call has been written by stating that the portfolio contains a negative number of that contract. You must show complete work justifying your conclusions in this part to receive any credit. Price 0 2 5 8 10 Payoff 0 0 4 2 4 Calls held
Diploma in Banking and Finance FIN5005 Credit Risk Analysis & Management Group Assignment (30% of course grade) Group Presentation/Viva (10% of course grade) 1. For this Group Assignment, form groups of 3 – 4 members. Each group member must contribute to the assignment compilation through processes including ideation, performing research and analyses and critical thinking. There are 2 parts to this assignment – Part A on personal home loans and Part B on company loans. 2. The maximum marks for this assignment are 100 marks, of which: • 75 marks shall be allocated to the analytical content of your report. • 25 marks shall be allocated to the group presentation/viva. The presentation should discuss salient points of your report. You may include a summary to reflect insights or soft skills acquired in this group assignment. You may consolidate your content in NOT more than TEN (10) PowerPoint slides. 3 PART A Please obtain relevant material from suitable sources including but not limited to the websites of any TWO (2) different banks operating in Singapore in respect of their housing loan (HDB apartment) products. Your group’s written report must address the following: a. From your research and the material culled from websites etc., describe/compare the housing loan products that your selected commercial banks in Singapore sell to their customers. In your group’s report, ensure that your group includes the purpose, maximum financing amount/quantum, tenure, usage, interest rate type, the basis of computing interest, repayment structure and any other relevant features of their home loan. Use a table to help you describe the above products and explain key concepts and terms used. (15 marks) b. Mary, 40-year-old senior corporate executives would like to buy a resale 4-bedroom HDB apartment at Pinnacle@Duxton, her first property for personal use in Singapore, with the expected purchase price of about $1.3 million. She would be living with her mother, an elderly dependent. She needs your advice and help to decide on a more suitable home loan package. She is not eligible to borrow directly from HDB. Hence, she needs to take up a bank loan. They are currently renting a private apartment. Mary’s personal cashflow statement for the last twelve months is as follows: Cash flow for last 12 months Cash inflows Salary (net of CPF Contribution) S$ 225,000 Interest and dividend income 25,000 Total Cash inflows 250,000 Cash outflows Insurance premium 10,000 Recreation & holidays 20,000 Personal Income Tax 25,000 Car loan 20,000 Living expenses 100,000 Total Cash outflows 175,000 Net Cash flows 75,000 Based on the income profile of Mary (you may be creative with her financial profile such as net worth and savings) and the two sets of product information on the selected banks’ home loan, recommend the more suitable package for her based on her financial profile. Support your recommendation with reasons/comparisons of benefits and costs from her perspective as a consumer. Incorporate the Monetary Authority of Singapore (MAS) rules on HDB property housing loans. You may tabulate your findings when necessary. (25 marks) 4. Part B (a) Select a publicly listed company on the Singapore Exchange (SGX). Assume that the company you have selected requires a corporate loan of $200 million to expand their business. You are the credit officer of the lending bank. You are required to conduct a credit evaluation of the company with the following qualitative analysis of the borrower. (i) business viability; (ii) operational efficiency; (iii) management quality; and (iv) the stage of growth (20 marks) (b) Working capital credit facilities for a small and medium enterprise You are the bank officer of a local bank. Your client, Grace Stationery Company (GSC) has approached you for a working capital credit line. You have gathered information on GSC, as follows: - • Grace Stationery Company (GSC) is a wholesale stationery company. As a small and medium enterprise, GSC manages its working capital carefully. It sells stationery to its customers on credit basis as most of its customers are corporate clients. GSC estimated about $9,515,000 is tied up in trade debtors. • GSC purchases stationery from India and Southeast Asia on 3 months credit. • GSC keeps 2 months inventory of stationery. • A summary of GSC financial result is appended. Your task is to determine the working capital requirement of GSC. (15 marks) 5. Submit the softcopy of your group’s written report in Microsoft Word via Canvas by 8 May 2025, 11.59 am. Penalties will be imposed on late submission, i.e. marks will be reduced by 20% if the assignments are submitted late but within 24 hours of the due date. After 24 hours of the due date, assignments that are submitted will not be marked and will be awarded zero marks. The report must NOT exceed 4,000 words. Please ensure a word count is indicated in your report. The word count does not include your cover page, content page and appendices. Any relevant research materials should be included in the appendices of the report. Please use Times New Roman Font 12 foryour group’s report, and all pages must be numbered.
XJEL3430 Digital Communications PROBLEM SET 1 Problem 1: Calculus a. Plot and label the following functions on the same graph: b. Suppose f(t) = 1, for t ∈ [ —1, 0), and f(t) = ∈ 1, for t ∈ [0,1]; It is zero otherwise. Plot c. Calculate for T = 1, 10, 100. What is Problem 2: Complex Numbers and Two-dimensional Vectors In this problem we reviewsome of the mathematical techniques used often when dealing with complex numbers and functions. If the setof real numbers corresponds to the pointsonthe x axis, complex numbers can be represented by the points on the two-dimensional xy plane. In fact, any complex number a + ib , where a and b are real numbers and i is the imaginary unit number, can be represented by a point with x-component a and y- component b on the xy plane; see Fig. 1. An alternative way to write a + ib is to use its polar representation , where = cosθ+ isinθ . Fig. 1: complex numbers on the plane a. Specify the following complex numbers on an x-y plane and find their corresponding r and θ : 4 + 3 i (1 - i )* + i 2 , * represents complex conjugate (1 + i ) e -iπ/2 b. Another way to represent a complex number is by assigning a vector to it, which is originated from the origin of the xy plane, and it ends at the corresponding point to the complex number of interest on the xy plane; see Fig. 1. Using vector representation, show how , where t denotes the time, changes with time. Is this function periodic or nonperiodic? How about the more general function , where ω>0 is the angular frequency? Is a periodic function, or nonperiodic? If periodic, what is its period? Problem 3: Fourier Transform Find the Fourier transform of the following functions. Try to use the properties of Fourier transform, alongside the existing tables for well-known functions. In each case, plot both functions. a. A rectangular pulse with time width 1, centered at time zero, and amplitude 1. b. A triangle pulse with time width 2, centered at zero, and peak value 1. c. The function in part (a) multiplied by sin(t), where t denotes the time parameter. Hint: It may be easier if you write sin(t) in terms of exponential functions. d. Problem 4: Gaussian Random Variables Gaussian random variables (RVs) are continuous RVs whose probability density functions (PDFs) are fully described by their mean and variance. If an RV X is Gaussian with mean μ and variance σ2 , it is denoted by and its PDF is given by For various reasons, we are interested in finding the cumulative distribution function (CDF) of X , x There is no closed form solution forthe CDF of a Gaussian RV. There are, however, various lookup tables, from which FX (x) can be numerically found. These lookup tables are commonly given in terms of the following three functions: 1. Q function: 2. Error function: 3. Complementary error function: (a) Show that Q(x) = 1 — FX (x) = Pr{X > x} , where X ~ N(0,1) . Find the numerical values for Q(0), Q(—∞) , and Q(∞) . (b) Show that if X ~ N( μ, σ2 ), then Hint: One way to show this isto write the left-hand side in terms of fX (x) , and the right-hand side using the definition of Q function. Try to change variable in one of your integralsto get the other one. Do not forget to change the interval over which you are integrating once you change the variable. (c) Suppose X ~ N(1,4) . Calculate Pr(X > 2) and Pr(X ≤ —2) . You may use the MATLAB function qfunc to find the numeric values for these probabilities.
MSCI 342 Individual Coursework 2025 HindleTech Lift Modelling Part A - Analysis of Historical Lift Data for HindleTech Tower [20 marks] HindleTech own a commercial building in Manchester called HindleTech Tower, with 8 floors and a single lift. You will be supplied with a dataset of lift activity for a 14-day period in October 2024. Day 1 is a Monday, day 2 is a Tuesday and so on. Day 1: 1. How many lift trips were there? 2. Which floor experienced the most button presses? 3. Which floor was the most frequent destination floor for a trip? 4. What was the most common number of floors travelled (either up or down)? 5. Which hour of the day experienced the most trips (taken from when the button was pressed)? The whole 14-day period: 6. What was the total number of trips? 7. Which day (1-14) experienced the most trips? 8. Which day of the week (1-7) experienced the most trips? 9. How many times did the lift visit floor 8? 10. What was the longest gap between button presses? Part B - Flow Modelling of the HindleTech Tower Lift Activity [25 marks] Develop a flow model for the lift activity in HindleTech Tower and use it to produce the following results. For all 14 days, the lift was free at 8:00am and positioned on floor 2. Analysis of day 1: 11. What was the average waiting time for the lift? 12. What was the maximum waiting time for the lift? 13. How many trips involved no waiting at all? 14. How many trips involved a waiting time in excess of 1 minute? 15. What was the longest period of time when the lift was stationary? The whole 14-day period: 16. Across all 14 days, how many times did the lift travel all 7 floors in a single trip (up or down)? 17. Across all 14 days, what was the total number of trips with no waiting? 18. Across all 14 days, what was the longest consecutive sequence of trips where the lift passenger had to wait? 19. Across all 14 days, how many floors did the lift travel in total, up and down? 20. Across all 14 days, how many floors did the lift travel in total, up and down? Part C – Flow Modelling of the Isobel Mansions Lift Activity [15 marks] Isobel Mansions is a residential building with 12 floors and two lifts. You will be supplied with a dataset of lift activity for 5 days (Day 1 is a Monday). Develop a flow model for the activity of the two lifts and use it to produce the following results. Both lifts were free at 8:00am and positioned on floor 2. Day 1 Analysis: 21. How many trips involved no waiting? 22. How many more trips did lift A undertake over lift B? 23. How many more floors did lift A travel over lift B, in total4? 24. What was the longest unbroken run of consecutive trips for a lift (lift A or lift B)? 25. What was the longest stationary period of time2 for a lift (lift A or lift B)? Part D – Operational Changes to Isobel Mansions [15 marks] The owners of Isobel Mansions are concerned with the lift performance and waiting times, and are considering installing new technology from the company ‘Superfast Lifts’. Note: Each change is a separate, independent change. 26. SuperFast Lifts offer a new lift technology called MTFast™ whereby an empty lift can be operated at a faster speed compared to a lift with a passenger. They have provided a new travel time matrix for these empty lift movements. The lift speeds when a passenger is onboard would remain the same as currently. What would be the impact on the number of trips waiting more than 10 seconds, if MTFast™ was adopted? Base your results on all 5 days of activity data. Write a brief conclusion to your analysis. 27. To perform. routine maintenance, the owners of Isobel Mansions are considering closing lift B for a day, and thus lift A would carry all the passengers that day. What would be the impact on the number of trips waiting more than 10 seconds, if lift B was closed? Base your results on all 5 days of activity data. Write a brief conclusion to your analysis. 28. SuperFast Lifts also have a new technology called LiftDrop™ that will send an empty lift to a designated floor after a trip (if there isn’t already a lift at that floor, and there is sufficient time for it to get there before the next trip starts), rather than simply leaving the lift at the floor where it finished a trip. The lift sent would be the lift that gets to the designated floor the soonest. If LiftDrop™ was implemented, and the designated floor is floor 1, what would be the impact on the number of trips waiting more than 10 seconds? Base your results on all 5 days of activity data. Write a brief conclusion to your analysis. Model Design [25 marks] High marks will go to models which follows the design principles of the module, as laid out in the documentation and described during the lectures. The model should be well-designed, clearly laid out, easy to use and navigate, and with no unnecessary complexity. The model should also be flexible, transparent and be able to reproduce all the answers to the tasks should the data be altered or modified in the future. Data The data for each student is on moodle in a folder called ‘ HindleTech Data’. Each student receives a unique dataset, based on a code number. The code numbers are listed on moodle. You MUST use the correct dataset, as all are unique. Failure to do so will result in inaccurate results. Submission You are required to upload to moodle a single Excel 2024 model addressing the tasks. The model rules are: The model should operate successfully and at a reasonable speed on a University-spec. PC All answers should be provided in the correct cells on the User sheet Any macros used to generate results must be included in the model The model should not be password protected or contain links to external files The model should not have any significant bugs or problems, such as circular references No sheets should be hidden, and the sheet count should be reasonable Failure to adopt these rules will result in a mark penalty Deadline is 30th April 2025
XJEL3430 Digital Communications PROBLEM SET 2 Problem 1: Vector Spaces The vector-space concept introduced in class is applicable to many mathematical structures. It will help us visualize these structures by thinking of each member of them as a vector. You have seen the example of 2-dimensional vectors in Problem 2 of PSET 1. Another example is the set of periodic functions of period T, or, those of finite energy. More generally, a set of elements is a vector space if two conditions are satisfied: - First, we must be able to add these to-be-called vectors according to a proper “addition” operation. That is, if v and w belong to a vector space V, then v + w also belongs to V ; and - second, to scale them, let’s say for now, by complex numbers. That is if v ∈ V, then for any complex number c, cv is also a member of V. These are the two main properties that we can easily associate with geometric vectors in the xy plane. a) Consider the setV = {all periodic complex functions of time, t, with period 1} . Give/draw two example functions that belong to V. b) Show that if f(t) and g(t) are members of V, then so is f(t) + g(t) . c) Suppose f(t) belongs to V. For a complex number c, show that h(t) = c f(t) also belongs to V. d) Is V with the above addition and scaling operations a vector space? Problem 2: Inner Products and Projection We saw in the lecture that one valid choice of an inner-product operation for the vector space V = {all periodic complex functions of time, t, with period 1}, is given by where vf and vg , respectively, represent the vectors corresponding to functions f(t) and g(t) in V. (a) Verify that the functions φn (t) = e2πint , n ∈ Z , all belong to V. (b) Verify that φn (t) = e2πint , n∈ Z , are normalized, that is, they have unity length, according to the inner product in (1) . (c) Verify that φn (t) = e2πint , n ∈ Z , are orthogonal to each other, that is, for n ≠ m ∈Z , the inner product of φn (t) and φm (t) is zero. (d) Consider functions f (t) = cos(2πt) and g(t) = sin(4πt) . Can you expand these functions in terms of φn (t) = e2πint , n ∈ Z (that is, to write f(t) and g(t) as a linear combination, or, weighted sum of φn (t) functions) . (e) Find the inner product of f(t) and g(t) in part (d) . Problem 3: Sampling Theorem An analogue signal, x(t) , with Fourier transform as shown in the figure below, is the input to an ideal sampler followed by an ideal low pass filter. The ideal sampler takes consecutive samples by a train of Dirac delta functions, and, at its output, it generates We can control and change TS at our wish. The ideal low pass filter has a bandwidth WLP , which is also controllable. We denote the output of the low pass filter by y(t) , and its Fourier transform is denoted by Y(ω) . (a) Is x(t) a bandlimited signal? What is its bandwidth in rad/sec? Denote the bandwidth by W for the rest of this problem. (b) What is the Nyquist ratefor x(t) ? (c) Suppose TS = π/(2W) . Sketch the Fourier transform of xS (t) for —3W ≤ ω ≤ 3W . (d) Suppose TS = π/(2W) and WLP = W . Find y(t) in terms of x(t) . (e) Suppose TS = π/W and WLP = W /2 . Sketch Y(ω) for — 2W ≤ ω ≤ 2W . (You do not need to write Y(ω) in an analytical form.)
