v SSIM907 Policy Analytics: Dissertation or Research Consultancy Project 2025/2026 Module details During term 1, an information session will be held on preparing a dissertation or a research consultancy project. This will be sometime during November – please check your timetables, as this session will appear there at some point in the coming weeks. Following this session, students will be asked to fill in a questionnaire about their preferred topic and whether they are interested in writing an independent dissertation or collaborating with an external partner as part of a research consultancy project. This questionnaire will help us in allocating the most suitable supervisor. If you would like to discuss your ideas for your dissertation prior to November, please contact me via email and we can arrange an appointment. In consultation with your supervisor, you will undertake an extended piece of original research related to policy analytics and/or evidence-based decision-making in a subject area related to your interests. All this really means is that you will use data to answer a research question and consider the practical/policy implications of your findings in your write-up. This process may involve working with a non-academic partner if you choose to complete a dissertation based on a research consultancy project. It is an assessment that we very much hope you will benefit from and enjoy, but it will likely require significantly more work than any assessment you have done previously. It also accounts for a significant proportion (one third) of the credits making up your Master’s degree. Module aims This module aims to: 1. Provide you with an opportunity to conduct independent research-based academic work in the area of policy analytics related to a topic you wish to pursue further 2. Develop your ability to apply your data analysis skills to provide novel insights on a research topic. This may be consultancy or workplace based. 3. Enhance your awareness of the methodological, ethical and practical concerns of social science and data driven research. Learning outcomes Module-Specific Skills 1. Demonstrate in depth knowledge of a specialised subject area; 2. Design an individual research programme, incorporating appropriate policy analytic methods; 3. Collate and analyse subject-specific information from a range of appropriate sources. Discipline-Specific Skills 4. Assimilate and critically analyse data from an appropriate range of sources; 5. Demonstrate how research fits within policy context and the implications that the research will have for policy practitioners. Personal and Key Skills 6. Develop cogent arguments; 7. Communicate complex information and ideas effectively in writing; 8. Undertake an individual research project; 9. Manage your own work. Work Placement Process Arrangement of placements is largely self-directed. The following 3 scenarios are common paths to securing a placement that students have followed in the past. 1. You have an existing contact, or you make your own speculative approach to an organisation and they agree to offer you a placement. In this case, we would check that your placement would meet the module requirements and if it did, then proceed to formally approve your placement. 2. You identify a number of organisations within a sector that would be of interest to you, and ask us to contact these organisations on your behalf to see if they are able to offer you a placement. 3. Organisations that have previously hosted placement students offer placements again if they have appropriate projects and supervision capacity at the right time. In this case, we would circulate a summary of the placement that is on offer to you and invite interested students to apply. If more than one student applies for one position, the decision is ultimately with the placement provider as to who they take on. Research Proposal Formative Assessment You should write a project proposal detailing your research or consultancy project. This should be a maximum of 1500 words and include reflection on the research questions to be answered, the data to be used, the methods to be applied and any potential ethical issues that may arise as a result of the analysis. Please see the section on Ethics Approval. If you think you may have ethical issues regarding your proposal, you should discuss this as early as possible in term 2, as the ethics committee meets less frequently in term 3. You should send this directly to your supervisor by the end of Friday 15th May 2026. Assessment Summative Your sole summative assessment on this module is: 1 x 12,000 word dissertation due early September. Exact date TBC. I will update you when this is confirmed. Learning The dissertation coordinator is Dr Lizzie Simon. The role of the dissertation coordinator is to: • Assign a supervisor to your project based on a research proposal submitted by you • Discuss and try to resolve any difficulties that may arise in relation to your dissertation supervision throughout the year. Once assigned a supervisor, you should address any specific concerns related to your project to your supervisor. If you have decided to change your topic you should still meet with your assigned supervisor to discuss this before getting in contact with the dissertation coordinator. You should only contact the dissertation coordinator directly if an issue arises that cannot be resolved in supervision meetings. Dissertation supervisor Your dissertation supervisor will provide general guidance in the research process. More specifically, they will: • Provide a sounding-board for developing your ideas; • Help you identify a relevant literature/debate to address; • Help you to formulate a viable research question (although they will not provide you with a research question); • Make suggestions about the organisation and structure of your dissertation; • Recommend a methodology or general approach to your research; and, • Challenge you to make explicit and defend underlying assumptions. You can expect to meet with your supervisor four times between January and July. Please bear in mind that term 3 ends on Friday 12th June 2025. Please be aware that your supervisor may be available less frequently in July and August due to other commitments. You are therefore expected to co-ordinate these meetings with your supervisor, bearing in mind any periods that they may not be available. It is therefore in your interest to schedule meetings during term 3 when your supervisor is more likely to be available. To make the most out of these meetings you should prepare for them by writing an outline of the progress made, as well as an outline of specific questions and topics you want to concentrate on next. Styles and practices of supervision may vary depending on the subject matter, individual students’ particular needs, and staff members’ teaching methods. Ethics approval NB: If you think you may have ethical issues regarding your dissertation proposal, you should discuss this as early as possible in term 2, as the ethics committee meets less frequently in term 3. When you write your proposal detailing the research or consultancy project, you should include some reflections on any potential ethical issues which may be involved in your work. For example, if there are any sensitive data being analysed, what steps will be included to mitigate any risk to respondents being accidentally identified. In this particular example, you might choose to avoid reporting any low frequencies in any outputs. Your supervisor will examine your proposal and may refer this to the departmental Ethics Officer in the event of uncertainty regarding potential ethical issues. In the event that this is necessary, the Ethics Officer will be able to advise whether a full ethical review is necessary. In this eventuality, approval of the Humanities and Social Sciences Faculty Research Ethics Committee involves making sure your human subjects give informed consent to participating in your research, and makes provisions for the use, security, and privacy of data (including the identity of your participants, any information they divulge, their demographics and any photo, video or audio recordings made). Your supervisor will be able to help you with this. More information is available here: https://universityofexeteruk.sharepoint.com/sites/SSISResearchEthicsCommittee Please be aware that the deadlines for submissions to the ethics committee meetings are listed on the following page: https://universityofexeteruk.sharepoint.com/sites/SSISResearchEthicsCommittee/SitePages/Introduction-to-SSIS-Research-Ethics-Committee.aspx The rules around ethics approval for your dissertations are generally as follows: · If your project does not use any data about individuals or confidential data about organisations (e.g., it relies on country-level data), it does not require research ethics review. · If your project uses secondary data secured from data archives and large, well-known survey projects, it will be covered by the module-wide ethics approval we have completed on your behalf and will not require research ethics review. · If your project uses other, lesser-known, sources of secondary data or plans to harvest data online (from social media, forums etc.) you should consult with your supervisor as to whether you will need to undergo ethics review. Dissertation supervisors can decline an application if the project involves risks to its participants or the student cannot be effectively supervised. o For those considering conducting online research please read the guidance here: https://universityofexeteruk.sharepoint.com/sites/SSISResearchEthicsCommittee/SitePages/Conducting-Research-Online.aspx · If your project collects new survey data, and does not target narrow or vulnerable populations, you will need to discuss the process of data collection with your supervisor and prepare a participant information pack, a consent form. and a draft of the survey, questionnaire or experiment you plan to administer. Please contact the module convenor who can send you templates for these forms. These must then be sent to the module convenor for approval. Dissertation supervisors and the convenor can decline an application if the project involves risks to its participants or the student cannot be effectively supervised. o For those considering this route, please read the guidance here: https://universityofexeteruk.sharepoint.com/sites/REGComms/SitePages/Informed-Consent.aspx?web=1 Structure of the dissertation It is not necessary to structure your dissertation in any particular way, and there is a wide variety of dissertation structures students choose to employ, but an example dissertation structure is as follows: Title. This should make the topic of your dissertation clear and, ideally, also indicate your main argument or research findings. Abstract (approx. 300 words). A brief outline of your dissertation research, setting out what your research does, what it finds and the implications of the findings. Table of contents. Use meaningful section headings that signpost the main points of the dissertation and indicate how they fit together. Introduction (approx. 1,000 words). Explain the research problem you are attempting to solve, and how your dissertation will do this. Be explicit about what your main argument or finding is and provide an overview of the content of individual chapters. Body. This is the main bulk of your dissertation, which examines the problem and gives evidence in logical sequence. While the number of chapters may vary and different disciplines may have different structuring conventions, the dissertation’s body is generally organized into three chapters (approx. 3,000 words each). The first chapter is usually a literature review that establishes your research puzzle and situates your research within a broader academic debate (What is new about your research? What gap are you trying to address in the existing literature?). The next two chapters are typically a data and methods chapter and a results chapter. The first sets out the data you are using, why this is suited to addressing your research problem, and gives a brief explanation of how the data looks (descriptive statistics). It also explains how you will use this data in your dissertation, i.e., the methods employed. The results chapter then explains what you find through the process of data analysis. Conclusion (approx. 1,000 words). Your conclusion should reiterate your main argument or research findings as set out in the introduction, but in a more sophisticated way given the analysis built up in the body of the dissertation. It may also identify areas or questions for further research and discuss the limitations of the analysis you have conducted. In this section, you should reflect on the implications your findings have for policy and/or practice. Bibliography. This is a list of all the sources used in your dissertation. Use a consistent style. of referencing and provide full bibliographical information. Structure of the research consultancy project We recognise that the structure and format of a report produced for a research consultancy project may differ from a traditional dissertation. For example, it may be more appropriate to include an Executive Summary rather than an Abstract. The proportion of the research consultancy project devoted to the literature review may differ from a traditional dissertation. Most reports examining issues of public policy would include a literature review with citations, even if these were referenced using footnotes rather than typical academic formats. This is why a single format is not prescribed for either a dissertation or a research consultancy project. The project should represent your own work and therefore your contribution to the report. If the work is part of a larger, co-authored report then the section written by you should be the submitted work for assessment. Word limit Your dissertation should be 12,000 words in length. It is important that you keep to the word length both to encourage concise writing and to ensure equity between students. If you exceed the specified word limit for an assessment, you will be subject to the following penalties: • Up to 10% over length: No deduction from final mark • 10-20% over length: Deduction of 5 marks from final mark • 20% or more over length: Maximum mark of 50% The word count excludes the bibliography, appendices, abstract, table of contents and any other tables and figures. Footnotes count towards the word count (unless they are used as part of your referencing system). Please use them concisely and sparsely. If a point is important enough to be expanded upon at length it should be included in the body of your work. You are responsible for including an accurate word count; failure to be honest in this respect will itself be penalised under 1.1.d of the University’s cheating and plagiarism regulations. Style, references and bibliography You are free to use any established referencing system. The key thing is to be consistent and accurate in your use of your chosen referencing style. Many different examples are modelled in the books and journals you use in your studies. The style. used by an academic for a given publication is determined by the conventions of the publication rather than personal preference. One of the most used systems is the Harvard Style. For basic instructions on how to reference using the Harvard Style. see: https://www-citethemrightonline-com.uoelibrary.idm.oclc.org/category-list?docid=CTRHarvard Dissertation submission You should submit your dissertation electronically via ELE by 2pm on Tuesday 1st September 2026. Assessment criteria Your dissertation will be double-marked, i.e. marked separately by two independent examiners. All written work is judged according to the following criteria: Knowledge and coverage of the material. Do you have a good understanding of all the issues? Have you covered all the relevant material? Have you researched the topic in adequate depth? Structure and argument. Is your work clearly structured? Is it analytical? Is your argument well supported? Does it avoid unnecessary repetition? Critical technique. Does your work show an awareness of scholars’ debate and disagreement on a topic? Does your work show an awareness of the problems inherent in and the biases of particular source materials? Originality. How original is your work in terms of content and structure? How far do you express your own views? Style. and presentation. Is your work clearly written? Does it conform. to the style. guidelines laid down in the relevant departmental guidance? Do the references conform. to the style. guide provided by the Department? Have you checked it for spelling and grammatical errors? Overlap of assessed work Students are reminded that they are not permitted to submit the same piece of work for assessment in two different modules or substantially reproduce essay or exam answers within modules. Essays or dissertations which are found to duplicate entirely, or in part, the work which a student has already submitted for assessment will be subject to a penalty depending on an assessment of the severity of the case. In extreme cases a mark of zero might be awarded. It is permissible to develop and extend upon earlier submitted work. Students who are concerned about possible overlap in their assessed work should seek advice from Dr Simon.
ECM1414 Data Structures and Algorithms Requirement In this exercise you will implement two sorting algorithms and compare their computational complexities, as measured by the number of comparisons, expressed as a function of the length of the list being sorted. 1. Implement the following (see lecture notes for guidance): lessThan(x, y), which performs a standard comparison operation (using “x < y”) and increases the global number of comparisons by 1. You should use this function instead of x < y in the following functions so that you have an easy way of counting comparison operations for the complexity analyses. insert(item, list), which uses the straight (linear) insertion method to insert an element item into a sorted list list. insertSort(list), which sorts a list list by insertion, using the insert function. split(list, list, list), which splits a list in the middle into two (see lecture notes for the detailed description). merge(list, list), which merges two sorted lists, and return the merged list. mergeSort(list), which sorts a list by recursive merging. randomList(n), which generates a list of random integers, of length n specified by the user (the integers should be in the range [-10n, +10n]). 2. Use these procedures to write a function listdemo(n), which demonstrates the above functions by generating a random list of length n, sorting it by both insertSort and mergeSort, and printing the original unsorted list and the number of comparisons made in each case. In your hard-copy submission you should include print-outs of four runs of listdemo(n), with n = 25, 50, 75, 100. 3. Now for n = 200, 400, 600, 800, 1000 generate 5 random lists of length n and tabulate the number of comparisons made in sorting each list both by insertSort and by mergeSort. Plot these results in a graph, clearly distinguishing between data for insertSort and data for mergeSort (e.g., using different symbols or colours). Your graph should have n, the length of the list, plotted along the horizontal axis, and the number of comparisons plotted along the vertical axis. In the same graph, for each n, plot the number of comparisons for sorting (a) the already sorted list [1, 2, 3, … , n], and (b) the reverse-sorted list [n, n - 1, … , 2, 1], using both sorting methods. 4. Assuming that the average-case and worst-case complexity functions of the two sorting algorithms are of the form. an2 (linear insert sort) and bn log2 n (merge sort) respectively, use your data to form. empirical estimates of the coefficients a and b. To this end, you may and it helpful to tabulate the values of cn=n2 and cn=(n log2 n), where cn is the number of comparisons. Also use your data to form. a hypothesis about the best-case complexities for the two algorithms. 5. Comment on your results, with reference to the theoretical complexity analyses of the algorithms used, best and worst cases, and the choice of complexity measure. To what extent is the theory borne out in practice? What have you learnt from this exercise that will be useful in future?
CMPSC431W Phase 2 Progress Review The Pendulum Problem In class, we discussed how the second-order differential equation describing the motion of a simple pendulum can be treated as the two separate differential equations shown where g is the acceleration due to gravity, 9.81 m/s2, L is the length of the pendulum, and θ is the an- gular position relative to the vertical axis. Recall that for a simple pendulum, we neglect complicating factors like the weight of the connecting rod, friction at the hinge, and air resistance. Your task is to write a script. to study the motion of such a pendulum. Before you start programming, write down the discretized governing equations for this problem using the explicit (forward) Euler method. Use subscripts k and k + 1 to denote the known values at step k and the values to be determined at step k + 1. Remember, when using explicit Euler, the terms on the right-hand side should always reflect information from time step k. For a pendulum with length L = 1 m starting from rest position θ0 = π/3 at t = 0, calculate the angular position, θ, angular velocity, ω, and angular acceleration, α, up to time t = 20 s with ∆t = 0.005 s. Using the velocity and position values, calculate the total energy per unit mass of the pendulum at each timestep. The total energy per mass, Etotal, is the sum of potential and kinetic energy as shown below where h, the vertical displacement from the rest position, is a function of θ and L. Plot your three kinematics vectors—position, velocity, and acceleration vs. time—on the same axis. In a separate figure window, plot the total energy of the pendulum vs. Repeat this experiment to generate a second set of plots, but this time, treat Equation 2 implicitly as explained in class. That is, the calculation of the angular position at the next step, θ(k + 1), should be based of the newly-calculated velocity at the next step, ω(k + 1), on the right-hand side as opposed to the current velocity, ω(k). As a reminder, this leads to a “semi-implicit” approach overall since we’re still treating Equation explicitly. Using your plots to support your discussion, does forward Euler conserve energy over time? Does using a smaller timestep size, ∆t
CSC 216 SE Materials Context: This assessment assesses student’s capabilities to identify key cloud characteristics, service models and deployment models. During this assessment, students should go through the four case studies identified below and prepare a short report (250 words each) around the case studies as per the instructions. Case Study 1: ExxonMobil moves to Cloud “XTO Energy is a subsidiary of ExxonMobil and has major holdings in the Permian Basin, one of the world’s most important oil-producing regions. To overcome the challenges of monitoring and optimizing a vast number of widely dispersed field assets, XTO Energy has been digitalizing its Permian operations. By using Microsoft Azure IoT technologies to electronically collect data and then using Azure solutions to store and analyse it, XTO Energy gains new insights into good operations and future drilling possibilities”. (Microsoft, 2018) Read the full Case study: https://customers.microsoft.com/en-us/story/exxonmobil-mining-oil-gas-azure Case Study 2: Autodesk Builds Unified Log Analytics Solution on AWS to Gain New Insights “Autodesk, a leading provider of 3D design and engineering software, wants to do more than create and deliver software. It also wants to ensure its millions of global users have the best experience running that software. To make that happen, Autodesk needs to monitor and fix software problems as quickly as possible. Doing this was challenging, however, because the company’s previous application-data log solution struggled to keep up with the growing volume of data needing to be analyzed and stored.” (Amazon Web Services, n.d) Read the full Case Study at https://aws.amazon.com/solutions/case-studies/autodesk-log-analytics/ Case Study 3: ‘Pay by the Drink’ Flexibility Creates Major Efficiencies and Revenue for Coca-Cola’s International Bottling Investments Group (BIG) “BIG’s stated goal is to drive efficiencies, higher revenue, greater transparency and higher standards across all of its bottlers. But, the bottlers within BIG each faced very unique challenges inherent to their business and markets. Thus the challenge for the business was how to address the unique complexities and requirements of a very diverse group of bottlers with efficient infrastructure and standardized processes.” (Virtual Stream, n.d) Read the full Case Study at https://www.virtustream.com/solutions/case-studies/coca-cola Case Study 4: Rocketbots improves its systems availability in difficult regions while optimizing the cost. “Since Rocketbots in its essence is a software solution built on the cloud, they needed the availability to give their customers their high-end solution at any time. For other providers giving Rocketbots the availability, they needed in Southeast Asia proved difficult. By leveraging Alibaba Cloud’s many data centers throughout Asia, Rocketbots was able to give their customers an optimized solution that would work well and more importantly was available when they needed it.“ (Alibaba Group, n.d) Read the Complete Case Study: https://www.alibabacloud.com/customers/rocketbots Instructions: The assessment requires you to prepare a report based on the case studies mentioned above. Report Instructions: Start off with a short introduction (approximately 250 words) stating what the report is about and some basic information relevant to the case study. For example, you can provide background information including some context related to cloud computing. This section will be written in complete sentences and paragraphs. No tables, graphs, diagrams or dot points should be included. The main body of the report should comprise of four different sections of 250 words each (one section for each of the above mentioned case studies). With each section specifically addressing the following questions about the case study. Introduction of the case What was the challenge? How the challenge was solved? What were the different service models each utilized? What services of public cloud providers each case study used? What are the different deployment models each utilized? Reflection Finally, write a conclusion (approximately 250 words) as a summary of your analysis of the case. This section brings together all of the information that you have presented in your report and should link to the purpose of the assessment as mentioned in the introduction. You can also discuss any areas which have been identified as requiring further investigation and how this will work to improve or change our understanding of the topic. This section does not introduce or discuss any new information specifically, and like the introduction, will be written in complete sentences and paragraphs. No tables, graphs, diagrams or dot points should be included.
4483/8995 Software Technology Assignment Part2 1. Complete the program below to compute the area of a rectangle as shown below. If the input values are non-numeric, print an appropriate error message import javafx.application.Application; import javafx.geometry.Insets; import javafx.geometry.Pos; import javafx.scene.Scene; import javafx.scene.layout.GridPane; import javafx.stage.Stage; public class ComputeArea extends Application { @Override public void start(Stage primaryStage) { GridPane pane = new GridPane(); pane.setAlignment(Pos.CENTER); pane.setPadding(new Insets(11.5, 12.5, 13.5, 14.5)); pane.setHgap(10); pane.setVgap(10); // Your code goes here Scene scene = new Scene(pane, 300, 200); primaryStage.setTitle(“Calculate Area”); primaryStage.setScene(scene); primaryStage.show(); } public static void main(String[] args) { launch(args); } } 2. Complete the program below to drag the text “DRAG ME” to the text “DROP HERE” and replace the text with “DRAG ME”. import javafx.application.Application; import javafx.scene.Group; import javafx.scene.Scene; import javafx.scene.paint.Color; import javafx.scene.text.Text; import javafx.stage.Stage; public class DragAndDropDemo extends Application { @Override public void start(Stage stage) { stage.setTitle(“Drag And Drop”); Group root = new Group(); Scene scene = new Scene(root, 400, 200); scene.setFill(Color.LIGHTGREY); final Text source = new Text(50, 100, “DRAG ME”); source.setScaleX(1.5); source.setScaleY(1.5); final Text target = new Text(250, 100, “DROP HERE”); target.setScaleX(1.5); target.setScaleY(1.5); // Your code goes here root.getChildren().add(source); root.getChildren().add(target); stage.setScene(scene); stage.setResizable(false); stage.show(); } public static void main(String[] args) { Application.launch(args); } } 3. Write a program to choose an image from the desktop and display the image. Note “Clear” option is only shown when there is an image displayed. You are required to use Scene Builder to generate the FXML file.
ENGINEERING VISUALIZATION Minimum Submission Requirements Create a Lab3 folder (note the capitalization convention, include no extra characters in the directory name) that contains the following files: asm txt Commit and Push your repository Tag the commit that you would like to be graded The tag must be in the form. Lab3_submission_# (note the capitalization convention) Lab Objective This lab will introduce you to the MIPS ISA using MARS. You will write a program that iterates through a set of numbers and prints either “Flux,” “Bunny,” or “Flux Bunny.” Lab Preparation Read chapters 2, 3, and 7 from Introduction To MIPS Assembly Language Programming. Download and walk through Part 1 of the MARS tutorial. You will need to download Fibonacci.asm. Specification You will write a simple program in the MIPS32 language using the MARS integrated development environment. This program will prompt the user for a number. Next, the program will iterate through a set of integers (starting at 0, ending at the number input by the user) and print to the console one of four outputs depending on the number. If the number is evenly divisible by 5 (with no remainder), then the output is “Flux.” If the number is evenly divisible by 7, then the output is “Bunny.” If the number is divisible by both 5 and 7, then the output should be “Flux Bunny”. Lastly, if the output is not divisible by either 5 or 7, then the number itself should be printed. An example of the expected output is given. The output should match this format exactly (note the capitalization convention). There should be a new line character after each output: Please input a positive integer: 10 Flux Bunny — program is finished running — Note that part of our grading script. is automated, so it is imperative that your program’s output matches the specification. The prompt should be “Please input a positive integer: ” NOT “Please enter a positive integer: ”. There should be one space after the “:” in the prompt. The prompt should be the first text printed to the console. “Flux” and “Bunny” should be capitalized. There should be no space printed after the numbers. A new line character should be printed after the last number. Your code should end cleanly without error. Make sure to use the exit syscall. You may assume that the user input is a positive integer i.e. no error handling is required. Files Lab3.asm This file contains your code. Header Comment Your code should include a header comment with your name, CruzID, date, lab number, course number, quarter, school, program description and notes. Every program you write should include information like this. This is a good opportunity to start developing effective code documentation skills. An example header comment is shown below. #################################################################################### # Created by: Last Name, First Name # CruzID # 7 August 2018 # # Assignment: Lab 64: Hello World # CMPE 012, Computer Systems and Assembly Language # UC Santa Cruz, Fall 2018 # # Description: This program prints ‘Hello world.’ to the screen. # # Notes: This program is intended to be run from the MARS IDE. #################################################################################### Every block or section of code should have a comment describing what that block of code is for. In-line comments should be lined up (using spaces) for ease of readability. Register Usage You are permitted to use $v0, $a0 and the temporary ($t) registers for this lab. Registers $v0 and $a0 should only be used for the syscalls. At the beginning of your code, and optionally at the beginning of each block of code, indicate the functionality of the registers used. For instance, if you are using $t0 and $t1 for the user input and and loop counter, respectively, your comments should include something like the following: # REGISTER USAGE # $t0: user input # $t1: loop counter White Space Line up instructions, operands, and comments to increase readability. Code should be indented from labels. Bad Example LOOP: LI $t1 2 #initialize $t1 ADDI $t0 $t0 1 #increment $t0 BLT $t0 $t1 LOOP #determine if code should re-enter loop Good Example LOOP: LI $t1 2 # initialize $t1 ADDI $t0 $t0 1 # increment $t0 BLT $t0 $t1 LOOP # determine if code should re-enter loop A Note About Tabs It is preferable to line up comments using spaces as opposed to tabs. Text editors can have different standards for the width of one tab character. For this reason, it is preferable to line up comments using spaces, not tabs, so that the code appears the same regardless of text editor. README.txt This file must be a plain text (.txt) file. It should contain your first and last name (as it appears on Canvas) and your CruzID. Your CruzID is your email address before @ucsc.edu. Your answers to the questions should total at least 8 sentences with complete thoughts. Your README should adhere to the following template: ———————— Lab 3: Looping in MIPS CMPE 012 Summer 2018 Last Name, First Name CruzID ————————- The text of your prompt (“Please input a positive integer: ”) and output strings (“Flux” and “Bunny”) are stored in the processor’s memory. After assembling your program, what is the range of addresses in which these strings are stored? Write the answer here. What were the learning objectives of this lab? Write the answer here. Did you encounter any issues? Were there parts of this lab you found enjoyable? Write the answer here. How would you redesign this lab to make it better? Write the answer here. Grading Rubric 6 pts assembles without errors 13 pts output matches the specification 1 pt format of prompt 1 pt format of “Flux” 1 pt format of “Bunny” 1 pt format of “Flux Bunny” pt format of integer pts conditions for printing “Flux” 2 pts conditions for printing “Bunny” 2 pts conditions for printing “Flux Bunny” 2 pts conditions for printing integer 2 pts readme file complete (should at least 8 sentences total with complete thoughts)
Data Structure | Algorithm INSTRUCTIONS Please note that your group must not start the modelling task until each member individually has completed the week 6 Applied logical model for the property rental case study, pushed it to their private repo, and compared your answer with that provided in the sample solution to check their understanding. This task continues the work you have started in assignment 1A by refining/extending the model you developed and implementing it as a set of tables under your Monash Oracle database account. Since this is an ongoing development process based on your assignment 1A submission and marker feedback, you must ensure that your assignment 1A submission and the marker feedback remains confidential and is only seen by the members of your group and the unit teaching staff. Assignment 1B’s brief must be read in conjunction with the assignment 1A brief – i.e. your final model must encompass both sets of requirements. You may modify your assignment 1A conceptual model in any manner you wish as you work through assignment 1B, provided your final model meets both sets of requirements. Your assignment 1A conceptual model will not be submitted or assessed again, updates are only part of the group working towards your logical model. In developing your final logical data model, composite attributes present on your conceptual model must be expanded into their component simple attributes, unless otherwise directed. If the supplementary material presented in this document does not guide you in deciding the components, you may make any reasonable decision on their simple component attributes. Further discussions with Clean Up Inc (CUI) have revealed the points listed below: i.Local Authorities are classified into the following fixed types: ○ Borough ○ City ○ District Council ○ Shire ○ Town ii.Road surfaces are classified into the following fixed types: ○ Asphalt ○ Concrete ○ Unsealed iii.Bins supplied to properties will be replaced if needed, the fixed reasons noted are: ○ Damaged by owner ○ Bin Failure (fair use eg. old age) ○ Damaged during pickup of waste ○ Stolen iv.The types of waste collected by CUI currently include green waste, landfill, standard recycle and glass. The company would like to be able to easily add new types of waste for collection which suit particular local authorities needs. v.Waste collections are made at one of the following fixed intervals: ○ Weekly ○ Fortnightly ○ Monthly vi.The RFID codes used to identify bins are recorded as a 16 character hexadecimal number. For recording purposes it is important to be able identify what the actual charge was made for the supply of a bin to a property. This bin charge is determined by what contract the bin was supplied under. Note that this is not necessarily the bin charge under the current contract, it may be that the bin located at the property was supplied under a previous contract. vii.Each truck driver employed by CUI is assigned a unique driver number. Drivers are approved by the company to drive individual trucks in the fleet. A given truck may be driven by many approved drivers. Each truck is identified by its Vehicle Identification Number (VIN). When a driver is approved to drive a particular truck the date of that approval is recorded. Note that there is no dependency between truck make and model (such details are not necessarily unique to a particular make/model). viii.When a truck is making a pickup of a bin from a property on a particular date, if the bin is detected by the truck’s on board scales as being too heavy, the waste is not collected, and this bin collection is flagged as being overweight (Y). If the bin is not overweight, it is flagged as not overweight (N) and collected. A particular type of waste can only be collected once on any given date from a particular property. However a property may have different types of waste collected on the same date. ix.CUI have indicated that they wish all phone numbers in the system to be recorded as simple attributes. x.Clean Up Inc have supplied the following two forms as samples of those which are used within their business. You should note that the data shown is incomplete and only representative of the type of data for each item.
CS157B: Spring 2021 HW #2: Embedded Static & Dynamic SQL This coursework is individual. While discussion among students about the coursework is encouraged each student should have a unique submission and be able to explain their code. If plagarism is suspected students will receive zero for the coursework. There are two options for the coursework. Option 1: The goal of this option is to add some functionality to handle networking and consistency issues in existing multiplayer games. You may select the game and language of your choice but please include the source of your game in your submission. If you would like to use java as your language I would recommend using https://github.com/apetenchea/SpaceInvaders as your multiplayer game. If you would like to use javascript. I would recommend using https://github.com/geckosio/phaser3-multiplayer-game-example as your multiplayer game. Please feel free to share sources on the forum if you find something you think other students may find useful. The additional functionality which should be added to the are as follows: Introduce an artificial network delay to simulate some of the challenges which take place in networked games. This should vary over time to simulate real network conditions. Static network delay will be given partial marks. Implement bucket sychronization so that all clients have the same frame. rate so the game can be considered “fair” Implement interest management so that a large map exists on the primary copy of the game while information on objects which are sent to secondary copies should only contain information relavent to that client Implement dead reckoning so that players continue to update in the event that network problems cause delays in updates received about player position Implement smooth corrections so that players move towards the correct position after drops in network communication to prevent jerky animation Introduce some form. of cheat which allows one client to perform. a game action that cannot be done by other clients. This can take multiple forms. One example would be to increase the movement speed of one player Introduce some checking on the server side which allows the cheating to be detected. This cheating detection should be general rather than specific to how you implemented the cheat. E.g. If you implement a move cheat you should check for unrealistic movements in player position rather than looking for a specific function call. There is a video on how to get started with the Java option that can be found at https://qmplus.qmul.ac.uk/mod/kalvidres/view.php?id=1560995. The deliverable is concerned with the design of the game. You are expected to upload one zip file containing all the source files for your coursework by 10am the 20th of April. You are also expected to upload a 5-10 minutes video of your code running and explain the features you implemented. This could be demonstrated in the application e.g. showing only some of the game sprites for Interest Management or via the code e.g. explaining the code that creates an artificial delay. There is a seperate link for video uploads that can be found at https://qmplus.qmul.ac.uk/mod/assign/view.php?id=1892626. Information on submitting a video assignment can be found at https://elearning.qmul.ac.uk/guide/submitting-a-video-assignment/. Please note that the submission of a demonstration video is mandatory and failure to submit will result in zero marks. Both the code and video are required for the project. The marks for this option are as follows: Artificial Network Delay (4 marks) Bucket Sychronization (6 marks) Interest Management (6 marks) Dead Reckoning (6 marks) Smooth Corrections (6 marks) Cheating (4 marks) Cheating Detection (4 Marks) Code Style. and Readability (4 marks) (total 40 marks) Option 2: The goal of this option is to expand the work you have done in lab 1 and 2 to create a system which will allow the distributed processing of matrix calculations. The system should have the following features: A REST interface that allows matricies to be uploaded as files. The files can be any format but I would recommend using the space character to seperate elements and new lines to seperate rows for simplicity. A guide on uploading files can be found at https://spring.io/guides/gs/uploading-files/. The component should be able to accept matricies of arbitrary size but you can assume they are square matricies whose dimensions are powers of 2 so you can use the divide and conquer approach utilized in lab 1. If a matrix is not this size the REST interface should throw an error. The REST interface should also have functionality to trigger the matrix multiplication and present the results. The gRPC client code should be integrated into the REST interface to call the addBlock and multBlock functions on the gRPC server. Partial marks will be awarded for matrix multiplication which does not allow matricies of an arbitrary size. A gRPC server which provides access to the addBlock and multBlock functions. These functions should be able to accept any square matrix whose dimensions are powers of 2. There should be multiple instantiations of the gRPC server. You should have at least eight gRPC servers threads. There are two ways to go about this. You could use a large instance with 8 cores e.g. a e2-standard-8 and configure the gRPC threading model to access each of these cores or you could have 8 small instances e.g. e2-micro and configure the gRPC client to spread the load among these servers. I would recommend the later. Please note that you should have sufficient credit for the module to implement the proposed system if you manage it correctly e.g. stop instances if you are not using them. Managing your credit is part of the challenge so requests for additional credit will not be entertained. The performance improvement via scaling is not quite linear (Adding needs to be done after multiplication) but you should see a signficant performance improvement as you add more gRPC servers. Frequently large scale workloads use the notion of a deadline to determine how many servers should be assigned to a workload. Your system should have a deadline based scaling function. A footprinting function should be implemented to determine the time required for multiplying one block and this should be used to determine the minimal number of servers required to achieve the deadline. You can ignore the adding time for this component (this may lead to a workload exceeded the deadline which is fine). The marks for this option are as follows: REST Interface (10 marks) gRPC Server (6 marks) gRPC Scaling (10 marks) gRPC Deadline Footprinting and Scaling (10 marks) Code Style. and Readability (4 marks) The deliverable is all the code used for your system. You are expected to upload one zip file containing all the source files for your coursework by the 10am the 20th of April. You are also expected to upload a 5-10 minutes video of your code running and explain the features you implemented. This could be demonstrated in the application e.g. showing a speedup when multiple gRPC server thread are used or via the code e.g. explaining the code that handles footprinting. There is a seperate link for video uploads that can be found at https://qmplus.qmul.ac.uk/mod/assign/view.php?id=1892626. Information on submitting a video assignment can be found at https://elearning.qmul.ac.uk/guide/submitting-a-video-assignment/. Please note that the submission of a demonstration video is mandatory and failure to submit will result in zero marks. Both the code and video are required for the project. Guidance for deadline based scaling Last year a number of students had questions about how to implement deadline based scaling so I am including my advice here for clarity. You will have multiple gRPC stubs which represent the server on the client side. In terms of code it will look something like this: ManagedChannel channel1 = ManagedChannelBuilder.forAddress(“IP_ADDRESS_1”, 8080) .usePlaintext().build(); ManagedChannel channel2 = ManagedChannelBuilder.forAddress(“IP_ADDRESS_2”, 8080) .usePlaintext().build(); ManagedChannel channel3 = ManagedChannelBuilder.forAddress(“IP_ADDRESS_3”, 8080) .usePlaintext().build(); … MatrixServiceGrpc.MatrixServiceBlockingStub stub1 =MatrixServiceGrpc.newBlockingStub(channel1); MatrixServiceGrpc.MatrixServiceBlockingStub stub2 = MatrixServiceGrpc.newBlockingStub(channel2); MatrixServiceGrpc.MatrixServiceBlockingStub stub3 = MatrixServiceGrpc.newBlockingStub(channel3); … You then need to do the footprinting e.g. find out how long one function call will take. You can use System.nanoTime() or System.currentTimeMillis() for this e.g. long startTime = System.nanoTime(); //gRPC function call long endTime = System.nanoTime(); long footprint= endTime-startTime; Please be aware that gRPC supports asynchronous calls so make sure that the server has responded before you mark the endTime. In lab one we use a blocking stub so this is not an issue but to scale effectively you will need a non blocking stub so be careful when you are using different types. More information can be found at https://grpc.io/docs/languages/java/basics/. After we have the footprint we need to calculate the number of multiply block calls we need and divide to get the number of servers required to meet the deadline which is supplied by the user. It will be something like the following: int numberServer=(footprint*numBlockCalls)/deadline You will then need to split the blocks among the different stubs. You could do this with if/else/switch statements or use something like ArrayList https://docs.oracle.com/javase/8/docs/api/java/util/ArrayList.html to keep a queue of blocks which need to processed for each server.
COMM2000 Creating Social Change: From Innovation to Impact - 2026 General Course Information Course Code : COMM2000 Year : 2026 Term : Summer Course Details & Outcomes Course Description Do you want to lead change and implement social innovations? Would you like to find ways to address complex social problems? This course is for aspiring change agents across all sectors, including business, not-for-profit and government. You will develop practical skills to lead complex systems to create better social outcomes. We explore the issues that policymakers, industry leaders and social service providers grapple with every day, such as inequality, place-based disadvantage, mental health, homelessness, and human rights. We will introduce models for systems change, and social innovation. The course will equip you with a broad understanding of social systems and the keys to initiating and sustaining positive social change. Through a range of local and global case studies, you will acquire the skills to identify and analyse stakeholders and structural elements in the social challenges that shape society. Join us to become a catalyst for change and make a tangible impact on society! Course Aims This course aims to introduce students to Systems Thinking and social change scenarios. It provides an overview of how sectors (public, private, and not-for-profit) create social impact and how they can work together more effectively to achieve positive social change. Students will examine these change processes within specific sectors as well as how these sectors interact to generate change. Catalysts and barriers to change will also be considered. Students will be given the opportunity to put this learning into practice by planning their own change process to solve a social problem. Relationship to Other Courses This course aims to introduce students to systems thinking and societal change scenarios. It provides an overview of how sectors (public, private, and not-for-profit) create social impact in Australia and how they can work together more effectively to achieve positive social change. Students will examine these change processes within specific sectors as well as how these sectors interact to generate change. Students will put this learning into practice by planning their own change process to address a social problem. This course is a compulsory core course in the Business Sustainability and Social Impact major. It can also be taken as a Business School elective or as a General Education course for students from other UNSW faculties. It is designed to complement learning within the broad range of programs from across the University. Course Learning Outcomes Course Learning Outcomes CLO1 : Explain how a systems thinking approach supports positive social impact. CLO2 : Discuss the drivers of, and barriers, to positive social change. CLO3 : Compare and contrast approaches to social change in different cultural contexts. CLO4 : Design a social change process integrating ethical, environmental and sustainability concepts and practices. CLO5 : Justify complex social impact ideas logically and persuasively based on relevant evidence. Course Learning Outcomes Assessment Item CLO1 : Explain how a systems thinking approach supports positive social impact. • Storyboard Presentation • Critical Analysis Video • Proposal Plan • Social Change Proposal CLO2 : Discuss the drivers of, and barriers, to positive social change. • Storyboard Presentation • Critical Analysis Video • Social Change Proposal CLO3 : Compare and contrast approaches to social change in different cultural contexts. • Social Change Proposal CLO4 : Design a social change process integrating ethical, environmental and sustainability concepts and practices. • Proposal Plan • Social Change Proposal CLO5 : Justify complex social impact ideas logically and persuasively based on relevant evidence. • Storyboard Presentation • Critical Analysis Video • Proposal Plan • Social Change Proposal Learning and Teaching Technologies Moodle - Learning Management System Learning and Teaching in this course The overall pedagogical philosophy of this course is based on the belief that learning is an active process requiring engagement and immersion. Due to the dynamic nature of social change this course will be highly interactive and discussion oriented. It will utilise innovative and varied learning, teaching and assessment strategies designed to apply content to practical examples and case studies. Learning activities and teaching strategies: In order to maximise the collaborative and experiential nature of this course, a 'flipped' learning and teaching approach will be used that will help to support deeper student engagement and outcomes. The flipped approach means students undertake reading and researching independently and use face-to-face class time for active and interactive learning. You have three major resources to help you learn: 1. The course materials comprise readings, references, insights and commentary for each unit. You will do much of your learning independently by working through the course materials and completing the learning activities. 2. Your class discussions are conducted during intensive face-to-face classes. Your facilitator's role is to guide your learning by conducting class discussions, and answering questions that might arise after you have done the week's work. The facilitator also presents insights from practical experience and understanding of theory, providing you with feedback on your assignments, and directing discussions that will occur between you and your co-participants. 3. Your co-participants are an invaluable source of rich learning content for you. Their work and life, and their willingness to question and debate the course materials, your views and those of the facilitator, represent a great learning opportunity. They bring much valuable insight to the learning.
ISEN1000 – Introduc0on to Software Engineering Assignment Specification Learning objectives 1. Design and develop software adhering to basic modularity concepts, verify whether code is following basic modularity concepts, and refactor if not. 2. Design test cases using black-box and white-box testing approaches. 3. Implementing test codes based on test cases, execute them, and test a production code. 4. Use version controlling to keep track of a small software engineering project. 1. Introduction Basic concepts of version controlling, modularity, and so8ware tes:ng are the key topics you have learned in the second half of this unit. This assessment evaluates your competency in above areas of so8ware engineering. It expects the knowledge you have gained via lectures, prac:cal classes, and con:nuous assessments to design and implement a simple piece of so8ware following modularity principles, verifying your code against a review checklist and refactor it, if needed, and design test cases and test the code you have developed. You will document your work in each stage so that another person can understand the work you have done and reflect on your own work for improvements. You will use a version control system to keep track of all the ac:vi:es of the whole assessment task. Your work will be assessed based on the code, documenta:on you produced, and a demonstra:on of your work. Mark of the assignment is given out of 100 and the assessment is worth 50% of your final mark (overall mark of the unit) as specified in the unit outline. 2. Scenario Your team is developing a program to manage college :metables. There will be mul:ple units being run. With each unit having mul:ple classes and each class having mul:ple students. Each unit will need to: • Display its name • Display Unit ID • Display the UC and contact details • Classes in that unit Each Class will need to: • Display its name • Display teacher and contact details • Display its :me • Show the students enrolled into that class Each Student will need to: • Display name • Display Student ID • Display Contact details • Display classes they are enrolled into Your program overall will need to: • Add/Remove Units • Add/Remove Classes • Add/Remove Students • Validate all data Your program will not need to (but can be included if desired): • Check for student :metable clashes • Check for class clashes • Manage student grades 3. Detailed description Considering the scenarios given above, you will (a) design and implement suitable produc:on code following modularity guidelines (b) Design test cases and test your produc:on code using proper tes:ng processes. (c) You will use basic version control methods to keep track of your work. You are expected to cover all func:onali:es expected in the scenarios, with any suppor:ng func:onality needs to fulfill the given tasks, such as a checking the validity of inputs (as per the scenarios). When designing your produc:on code, you must think about tes:ng also. Choosing how to take input, and make available output: You are free to decide how to handle imports/exports of your software modules. Imports can be parameters, keyboard inputs, or text files. Exports can be available via return values, displaying on screen, or wri:ng to a text file. You are expected to think about how easily the overall software you design can accommodate more func:onali:es later and reusability (such as providing more informa:on when a Lucky Number is known). Your work will be organized in seven parts as described below. 1. Version Control: Apply version control process to keep track of a simple so3ware project [16 marks] First, read all assessment tasks and get a clear idea of what you are supposed to do in this assignment. You are supposed to use version controlling and keep track of all your work (documents and code both) relate to this assignment in a single Git repository. All your code must be in a directory called “code” and documents should be in a directory called “documents”. Derive a short plan, iden:fying what branches you will need, and why you need them, and when the branches will be merged. Now, create a Git local repository (do not use GitHub) for this assessment using your surname and ID as part of the repository name following the format __ISErepo). Commit all code and documents you create in the rest of the assessment as you create and modify them. Make sure you commit your changes as and when you are doing them, but not all at once at the end. Note: There is no hard rule about what each commit should contain, and you are expected to show your ability to use version control meaningfully. 2. Modularity: Design modules following good design principles [ 9 marks] Looking at the given scenario, iden:fy most suitable modules you will need for a so8ware to achieve the required func:onality, considering the good modularity principles discussed in lectures/ worksheets. a. Write down module descrip:on/s for modules you decided to implement. You must apply good modularity principles you have learned in lectures/ worksheets when iden:fying and planning modules. Each module descrip:on should include short, meaningful name, clear and detailed explana:on on what the intended task of the module, how it gets inputs to do the intended task and how the outputs make available, as shown in the module descrip:on examples of Lecture 8, slides 24-39, Lecture 9 slides20-33. How imports, if any, of the modules are to be handled: You are free to decide which input method/s are to be used in which of your modules (parameter passing, keyboard entry, or reading from text files.). How exports(results), if any, of the modules are to be handled: You are free to decide which input method/s are to be used in which of your modules. (Return values, display on the screen, or write to files). However, in the Tes:ng sec:on, you must demonstrate your ability to test different input methods/output methods. Therefore, design different modules to use different import/export methods so that you can demonstrate tes:ng skills. You should decide on suitable, meaningful names for all modules and variables. You may make assump:ons, if you think they are required, and state them clearly. b. Explain your design decisions, and how good modularity principles are considered in your modules. Note 1 In this unit, “modules” refers to any sub-part of a program. The terms “module” and “sub- module” are used interchangeably. The module/s you design in this stage affect the rest of your assessment. Therefore, read the whole assignment properly before finalizing the answer for this sec0on. You are strongly advised to use itera0ve approach especially for task 2 and 4. 3. Modularity: Implemen:ng the produc:on code, reviewing, and refactoring [20 Marks] a. Implement the modules designed in the part 2 above considering the good modularity principles discussed in lectures/ worksheets. b. You can use either Python (Python3) or Java for your implementa:on. Execute and verify that you have got your code running without syntax errors. Note: This step will create a produc0on code, not a test code. c. Create a short review checklist to check whether you have followed good modularity principles. You are expected to cover all basic guidelines covered in lecture 7. d. Review your code using the prepared checklist, iden:fying any issues. You must use the format suggested in the worksheet 7 to record your results. Each module must be reviewed for modularity issues. e. If you have iden:fied any issues, refactor your code to address such issues. Explain how your code is improved now. If no refactoring is required, jus:fy your decision. f. A8er refactoring, revise your preliminary descrip:ons of your modules and shown as revised module descrip:ons. 4. Test design [25 marks] a. Black box test design [16 Marks] Based on the module descrip:ons wrioen by you in part 2 above (OR the revised version a8er refactoring in Part 3 above, if any revision is done), design suitable test cases to test your modules using following methods: I. equivalence par::oning. II. boundary value analysis. You must design test cases using equivalence par::oning approach for all modules you have defined. You may use boundary value analysis for some of the modules only. Men:on clearly which approach is used in each test design. Describe briefly how you decide your test cases. b. White-box test design [9 marks] Look at your code implemented in part 3 above and iden:fy at least two modules where white-box tes:ng approach will be beneficial. Design test cases to cover func:onality of the selected modules using white box tes:ng approach. Test at least two different types of constructs relate to paths you have learned. Indicate clearly which modules are tested with white-box approach. Describe briefly how you decide your test cases. Note 2: In this sec:on (Test design), showcase your ability to test wide verity of situa:ons: • Tes:ng test data of different data types: Integers, Strings, Boolean values. • Tes:ng various forms of inputs: parameter passing, keyboard input, text files. • Tes:ng various forms of outputs: return values, console outputs, text files. (Refer “General instruc:ons” sec:on for more informa:on) Note 3: Your test data must include following data items among other test data items (in any test cases of your choice, either in a) or b) above): Last four digits of your student ID, and your last name as appear in your ID. 5. Test Implementa:on [20 Marks] Implement your test designs for part 4 and part 5 above using either Python or Java. You may use test fixtures to organize your test code. Using a unit test framework is op:onal. Run your test case and obtain results. Iden:fy any test failures and then aoempt to improve your code. 6. Summary table of your work (Traceability matrix) [ 5 marks] Produce a table which shows the following informa:on to help you and the marker to check the work you have done (E BB : black-box, WB: white-box P: equivalence par::oning, BVA: boundary value analysis). Design of test cases Test code implementaAon and execuAon Mod ule nam e BB (EP) BB (BV A) WB Dat a type /s Form of Input/ output EP BVA White-Box xxx done done not don e yyy done don e …. You may note the total marks as per the above detailed descripAon is 90. The rest ofthe marks (10 marks) will be allocated tomarks of documentaAon (for the Cover page, IntroducAon, Discussion, formaIng etc.) as explained in secAon 7. 4. Documentation You need to document what you have done in each stage of the assessment so that another person can get a clear idea about what you have done. You must produce a short report, colla:ng all your work as part of your submission. Your report name must be of the following format: “ __ISEReport” Your report must bewriSen in markdown. Refer hSps://www.markdownguide.org/ if you are not familiar with the markdown (.md ) format. This file format is helpful when tracking your documenta0on using a version control system. Your report should include following sec:ons and content: a. Cover page [1 mark] Include the assessment name, your name as in Moodle, Cur:n student ID, prac:cal class (date/ :me). This may not be in a separate page, but as the first thing in your document in a clear format. b. Introduc:on [1 mark] A brief overview of work you have done. c. Module descrip:ons [7 marks, part 2 of the assessment task] Original module descrip:ons you have created for part 2 of this assessment. An explana:on on your design decision, and why you have chosen modules as the way you have done and any assump:ons you have made, if any. d. Modularity [10 marks out of 20 marks of the part 3 of the assessment task] A descrip:on on how to run your produc:on code with correct commands. Sample output of running your produc:on code. You must use screen shots to support your answer in this sec:on. A brief explana:on on how different modularity concepts is applied in your code. Your review checklist, results of reviewing your produc:on code using the review checklist, with explana:on on your results, and refactoring decisions. Revised module descrip:ons resulted a8er refactoring, if any (a8er doing the part 3 of the detailed descrip:on) e. Black-box test cases [16 marks of the part 4 (a) of the assessment task] All test cases you have designed for part 4 of this assessment, produced in the tubular test design format shown in lecture 8, assump:ons you made if any, and brief explana:on on your test design decisions. f. White-box test cases [9 marks of the part 4 (b) of the assessment task] All test cases you have designed as the answer for part 5 of this assessment, produced in the tubular format shown in lecture 10, brief explana:on on your test design, and any assump:ons you made. g. Test implementa:on and test execu:on [3 marks out of 20 marks of the part 5 of the assessment task] A brief descrip:on of how to run your test code with correct commands. Results of test execu:on with outputs of test successes and failures, with short discussion of results/improvements from part 5 of this assessment. You must use screen shots to support your answer in this sec:on. h. Summary of your work (traceability matrix)[ 5 marks] Table you have produced in the part 6 of this assessment. i. Version control [3 marks out of 16 marks of the part 1 of the assessment task] Log of the use of your version control system (image of the log is sufficient), any explana:on /discussion on version control. (refer part 1 of the detailed descrip:on) j. Discussion [5 marks] Reflect on your own work including summary of what you have achieved, challenges you have faced, limita:ons and ways to improve your work with other features you have not considered, and any other informa:on you wish to present. Your report would be around 12-20 pages. 5. What you will be submitting Your submission will be done in three steps. Submission step 1: Youmustsubmit asigned and dated assignment cover sheet in PDF format to the “Assignment submission: cover sheet” link provided in the assignment folder. Blank assessment coversheet is available under Assessments page of Moodle. You can sign a hard copy and scan it, or you can fill in a so8 copy and digitally sign it. Submission step 2: Your documenta:on, i.e., your report (refer sec:on4), should be submioedtothe Turni:nlink (“Assignment submission: step2 documents only”) provided in theassignmensolder. Yourreportsubmioed to this link should beinPDF format.(Youmustconvertyourreportin markdownformat toaPDFfilebeforesubmi[ng tothis link). Your report namemust follow the following format: “ __ISEReport” Submission step 3: You must submit single zip file of all the work produced in this assessment to the “Assignment submission: step 3” link provided in the assignment folder. First, create a folder with name _ student ID>_ISEAssignment. Then place all your work inside this folder. Example : JohnWhite_12134567_ISEAssignment
CME213 Radix Sort Introduction In this programming assignment you will implement Radix Sort, and will learn about OpenMP, an API which simplifies parallel programming on shared memory CPUs. OpenMP is an API which enables simple yet powerful multi-threaded computing on shared memory systems. To link the OpenMP libraries to your C++ code, you simply need to add -fopenmp to your compiler flags. You can then specify the number of threads to run with from within the program, or set environment variables: setenv OMP_NUM_THREADS 4 (for csh shell) export OMP_NUM_THREADS=4 (for sh/ksh/bash shell, e.g. on icme-gpu1) If you find yourself struggling, there are many excellent examples at: https://computing.llnl.gov/tutorials/openMP/exercise.html We will cover OpenMP in class. You can learn more about OpenMP at the official website: http://openmp.org/ Please do not modify the filenames, Makefile or any of the test files. Only files you need to modify are main q1.cpp and main q2.cpp. Since this homework does not use GPUs, you can do all the testing and submission on Corn. Do not forget to set the number of threads before running your program. However, if you would like to get acquainted with the ICME GPU cluster, instructions to run the codes on it are provided in B. Typing make will make all the files; typing make main_q1 will only make the first problem etc. Problem In this problem, you will implement Radix Sort in parallel. If you need a refresh on the details of Radix Sort, you should refer to the accompanying Radix Sort Tutorial. Radix Sort sorts an array of elements in several passes. To do so, it examines, starting from the least significant bit, a group of numBits bits, sorts the elements according to this group of bits, and proceeds to the next group of bits. More precisely: 1. Select the number of bits numBits you want to compare per pass. 2. Fill a histogram with numBuckets = 2numBits buckets, i.e. make a pass over the data and count the number of elements in each bucket. 3. Reorder the array to take into account the bucket to which an element belongs. 4. Process the next group of bits and repeat until you have dealt with all the bits of the elements (in our case 32 bits).
CSC370 Database Ex.1 Consider a disk with average seek time of 10 ms, average rotational latency of 5 ms, and a transfer time of 1 ms for a 4KB block. The cost of reading/writing a block is the sum of these values (i.e. 16 ms). We are asked to sort a large relation consisting of 10,000,000 blocks of 4KB each. For this, we use a computer on which the main memory available for buffering is 320 blocks (somewhat small memory). We begin as usual by creating sorted runs of 320 blocks each in phase 1. Then, we do 319-way merges. Determine the number of phases needed, and evaluate the cost of the Multi Phase Multiway Merge Sort. Ex.2 Build a B+ tree index with n=3 using the following sequence of keys: 2, 15, 31, 32, 6, 18, 19, 20, 3, 4, 5, 40, 41, 42 Redraw the tree each time an insertion is done. Ex.3 Consider the following query plan. What is the cost in terms of number of I/Os for this plan? Notes. The result of the left selection, being small, is kept in main memory, where it is sorted. The result of the right selection is pipelined to the join operator, i.e. the generation of the sorted sublists for the first phase of sort is done on the fly. Do not count the I/Os for writing the final results (after projection). Consult queryeval.pdf for the table statistics. Ex.4 For each of the schedules of transactions T1, T2, and T3 below: 1. r1(A); r2(B); r3(C); r1(B); r2(C); r3(D); w1(A); w2(B); w3(C); 2. r1(A); r2(B); r3(C); r1(B); r2(C); r3(A); w1(A); w2(B); w3(C); do each of the following: i. Insert shared and exclusive locks, and insert unlock actions. Place a shared lock immediately in front of each read action that is not followed by a write action of the same element by the same transaction. Place an exclusive lock in front of every other read or write action. Place the necessary unlocks at the end of every transaction. Tell what happens when each schedule is run by a scheduler that supports shared and exclusive locks. ii) Insert shared and exclusive locks in a way that allows upgrading. Place a shared lock in front of every read, an exclusive lock in front of every write, and place the necessary unlocks at the ends of the transactions. Tell what happens when each schedule is run by a scheduler that supports shared locks, exclusive locks, and upgrading. iii) Insert shared, exclusive, and update locks, along with unlock actions. Place a shared lock in front of every read action that is not going to be upgraded, place an update lock in front of every read action that will be upgraded, and place an exclusive lock in front of every write action. Place unlocks at the ends of transactions, as usual. Tell what happens when each schedule is run by a scheduler that supports shared, exclusive, and update locks. Ex.5 Consider the following sequence of UNDO log records: [START S] [S,A,60] [COMMIT S] [START T] [T,A,10] [START U] [U,B,20] [T,C,30] [START V] [U,D,40] [V,F,70] [COMMIT U] [T,E,50] [COMMIT T] [V,B,80] [COMMIT V] Suppose that we begin a nonquiscent checkpoint immediately after one of the following log records has written (in memory): a) [S,A,60] b) [T,A,10] c) [U,B,20] d) [U,D,40] e) [T,E,50] For each, tell: i) When the [END CKPT] record is written, and ii) For each possible point at which a crash could occur, how far back in the log we must look to find all the possible incomplete transactions. Ex.6 Consider the previous exercise, but interpret the log as a REDO log. For each (a,b,c,d,f), tell: i) At what points could the [END CKPT] record be written, and ii) For each possible point at which a crash could occur, how far back in the log we must look to find all the possible incomplete transactions. Consider both the case that the [END CKPT] record was or was not written prior to the crash. Ex.7 For each of the following relation schemas and sets of FD’s: a) R(A,B,C,D) with FD’s AB→C, B→D, CD→A, AD→B. b) R(A,B,C,D) with FD’s A→B, B→C, C→D, D→A. Indicate the BCNF violations (if any). Decompose the relations, as necessary, into relations that are in BCNF.
CA2401 A List Of College Courses Requirement For this project I have written a node class that is pretty much identical to the one that appears in Chapter 5 of your text. And for the data type I have written a little class that stores information about a single college course. And I have written a main that will allow a uniform. program interface to facilitate my grading. You can copy these on your prime account with the command cp /home/jdolan/cs2401/projects/project3/* or you can download them from Blackboard. (The test.cc file that you find in this directory is just a little file I wrote to make sure that everything compiles and that the input and output are working – you can delete it after you take a quick look at it. You will need the other three files. For this project we will be writing another container class. This one will be built with a linked list constructed using the node-class nodes that I have given you. Now with the first container class that we wrote the order of the items did not matter, and could be changed by the class itself if it was convenient. The second container that we wrote was a sequence. Items stayed in whatever order the programmer had chosen to use in putting them into the container with the internal iterator. But there are also containers where the order is maintained by the container itself. Where there is only a single insert function, and it always puts items into the container at the spot where they would go in an ordered list of those items. Such lists can only be used to store data types and classes that have comparison operators. So your assignment is to create a class that will have, as private variables, a string for the students name and a pointer to the head of a linked list which is built from the nodes that I have provided. The list will have the following capabilities: 1. The ability to add an additional course to the list – the course will be inserted to the correct spot alphabetically by the list class itself (not by the application program) 2. The ability to display all the courses taken on the screen. 3. The ability to remove a course with a function that takes the name of the course as a parameter 4. The ability to return the total hours taken 5. The ability to return the student’s GPA. To do this you pass through the list obtaining the point value of each course by multiplying number_grade * hours and accumulating these “points” into a single sum, which is then divided by the total hours that the studet has taken. The main that I have written will offer the user a chance to do each of these functions, plus a testing of the copy constructor which is done by making a copy of the list, allowing the user to delete a course from the copy, and then allowing the copy to go out of scope. Even though you are only testing one of the Big 3 you are expected you are expected to write all three. There will also be a file-backup of all the data. The program should load the student’s name and list of courses when it starts up and save the altered list to the same file when it is exiting. Again, we will ask for the student’s username to determine the name of this file. If no file exists the program since the student may be in their first semester of college.
NFE2140 MIDI Scale Player Requirement A fully working console application should be written in C++ which presents a main menu to a user asking if they would like to: 1. Enter new data and play scale 2. Load data from file and play scale 3. Quit the application For options 1 and 2, the scale should be played by outputting a series of appropriate MIDI messages. Your program should be able to play scales with the following options: 1. Scale type (chromatic, major or minor). 2. Starting note of the scale (any valid) 3. Whether the scale ascends or descends 4. Length of each note (100 to 2000 milliseconds) 5. Instrument used to play the scale (either piano, trumpet, guitar or violin) 6. How many times the scale should be played (1 to 5) For main menu option 1 – the user should enter the data required above and then the scale should play. After playing the scale, the user should be given the option to save their input choices to a file for later playback. Filename should be input by the user. They will then be returned to the main menu. For main menu option 2 – the user should type the name of the file they wish to play. After loading and playing, they will be returned to the main menu. Main menu option 3 should exit the program. Note: All files can be read from/written to the current working direction. You do not need to handle full file paths. Higher marks will be awarded for: Efficient code Use of functions Loops Arrays/Vectors Classes Error checking for appropriate values on all user input Adhering to the house style.
CA2401 The Universal List Requirement In our upcoming projects we will find a lot of use for an extremely versatile container, one that can hold anything without size limitations and easily change its size to fit the requirements of the moment. This list will be similar to the sequence class that we created for Project Two, but it will be implemented differently and the iterator access will be done as an external iterator. This list will also be implemented as a template, allowing it to hold any type of data. This will be our universal list. Our list will be a doubly linked list. In a doubly linked list each node has a pointer pointing to the next node and another one pointing to the previous node. (The “node” after the last item is NULL and the “node” previous to the first one is NULL as well.) This will require the definition of a different node class from what’s in the book (p. 324). So you should start your project by making a Dnode class for nodes appropriate for use in a double linked list. Make this class template so it can hold any kind of data. You will need functions to access next, previous, and data as well as functions to set_next, set_previous and set_data. You should provide a constructor that uses default arguments that will set the pointers to NULL. Now using, this node class, develop a template list class. You will need pointers for head and tail, and these may initially be the only private variables that you need. Your class will have functions for front_insert, rear_insert, front_remove, and rear_remove. Remember to program incrementally. To help you with this I have written a file called main1.cc. When you first open this file you will see that everything has been commented out, except the default constructor for the Dlist class. So begin by writing just the Dnode class, and then a list class with just a default constructor. Compile and run. Then uncomment the next block of code and write the implementation for the functions that are called in that block. (Note that STL classes don’t have “show_all” functions, but I find it very useful to have one as you develop the class.) Continue this progress, compiling and running for each block as you uncomment it. If you get a crash go back and fix it before going on. (Compile with g++ -g main1.cc) The list is holding dynamic memory (although the node class does not). This means that the default forms of the “Big 3” do not work correctly so you will need to define a Big 3 for this class. The destructor is much the same as one for a singly linked list, but the other two are different because in copying the list you must remember to maintain both pointers. Work carefully and use drawings. A minor misstep and can lead to major seg faults on down the road. There is code that does some testing of these in the main1 file as well. The last thing that you will develop in this process is a bidirectional, external iterator. You will need to make an additional class for this, a class which will closely parallel the node_iterator class in the book. (p. 330). You will then alter the list class to include begin, end, r_begin, and r_end functions (book: p. 338) , and finally adding insert_before and insert_after functions that will each take an iterator and an item to be item to be added, and a remove function that takes an external iterator as its argument. The Application – Color Squares As many of you may know colors on a computer are frequently represented as a hexadecimal number, such as cc0099. (Hexadecimal numbers are base 16 numbers and consists of the digits 0 – f.) This number is actually three numbers, with the first two digits representing the intensity of red, the second two the amount of green and the third pair blue. There are 256 possible values for each color. (A total of 16,777,216 different colors can be represented in this way with 000000 being black and ffffff being white.) I have developed a small class to store color swatches, much like something used in a paint store. Each “swatch” consists of a hexadecimal number representing the color, and two decimal numbers representing the dimensions of the swatch in millimeters. This class is in ~jdolan/cs2401/projects/project4. I have also provided a data file listing a whole collection of these swatches called swatches.txt. There are also a couple of executables that will convert these numbers in viewable html files, as well as the application for the program, main2.cc. (This part will compile with g++ -g swatch.cc main2.cc) This application reads data from the aforementioned data file, and place the predominantly red colors at the start of the list, and the predominantly green colors at the back of the list, and the predominantly blue colors at the spot immediately following the centermost spot in the list. It then 1. Makes a copy of the list using either your copy constructor or your overloaded assignment operator 2. Removes the front, back and centermost swatch from the copy. 3. Outputs the original list frontwards 4. Outputs the copy frontwards. 5. Outputs the original list backwards. 6. Destroys the original list by alternating between removal of the first item and the last item, outputting each item as it is removed. 7. Outputs the copy backwards. Notice that there is no user interaction in this application. It simply runs the test and stops, outputting the results to the screen, one “swatch” per line with two or more blank lines between each of the outputs. Although it is not required you can see the colors by : 1. Redirect the output of your program to a file: a.out > result 2. Run either: p1p2_mkhtml result OR: labs_mkhtml result depending on what machine you’re on. 3. This will create a .html file which you can transfer to your local machine via winscp or something similar, if you are not in lab, and which you can then open by double-clicking All code should be adequately documented and nicely formatted. Your submission should include all four of the files that I am giving you as well as files for your dnode.h, iterator.h, dlist.h and dlist.template.
COMP331/557 – Class Test – 2021-Nov-09/10 Class Test. This is worth 15% of your grade. Due date: Wednesday, November 10th, 2021, 12:00 noon, via SAM as a single .pdf file. (https://sam.csc.liv.ac.uk/COMP/Submissions.pl?strModule=COMP331 or https://sam.csc.liv.ac.uk/COMP/Submissions.pl?strModule=COMP557) Photos of handwritten solutions are permitted as long as the submission is a .pdf file. Explain your solutions! The use of linear programming software is not permitted. Task 1 [20 marks] A manufacturer has three machines that each can produce the same product, but they all use different resources for the task: • Machine X uses 0.9 metric tons of iron and 1.5 metric tons of copper to produce 2.5 metric tons of the product. • Machine Y uses 2 metric tons of iron and 0.5 metric tons of nickel to produce 2 metric tons of the product. • Machine Z uses 3 metric tons of copper and 0.1 metric tons of nickel to produce 3 metric tons of the product. The manufacturer has 50 metric tons of iron, 50 metric tons of copper, and 50 metric tons of nickel, and wants to maximise the production of the product. (a) Write down the corresponding linear program in standard form. (b) Introduce slack variables and find an initial feasible primal dictionary to run the primal simplex algorithm, but do not actually run the algorithm! Task 2 [20 marks] The following figure is a graphical presentation of a linear program in standard form. with slack variables x3, x4, x5, and x6. As in the lecture, the darker area of a black line marks the area where xi ≥ 0. The objective function that we want to maximise is ζ = −x1, i.e., we want to find the leftmost point in the feasible region. We use Bland’s rule as the pivoting rule. We start the simplex algorithm with basis (1, 2, 5, 6). Your task is to run the simplex algorithm and analyse its run: list the basis at each pivot step and explain why this pivot step happens. Do not perform. any computations, but explain everything geometrically. x1 = 0 x2 = 0 x3 = 0 x4 = 0 x5 = 0x6 = 0 Task 3 [20 marks] Consider the following linear program: max 5 −4x1 +3x2 −6x3 x4 = 4 −x1 −x2 x5 = 6 −x2 −x3 x6 = 6 −x3 x1, x2, x3, x4, x5, x6 ≥ 0 From this dictionary we see that the basic feasible solution to the basis (4, 5, 6) is (x1, x2, x3, x4, x5, x6) = (0, 0, 0, 4, 6, 6). Perform. one pivot step of the simplex algorithm and write down the basic feasible solution after the pivot step. Task 4 [20 marks] Consider the following linear program: max 4x1 −3x2 +6x3 x1 +x2 ≤ −4 x2 +x3 ≤ −6 x3 ≤ 6 x1, x2, x3 ≥ 0 Write down the linear program that needs to be solved in phase 1 of the two-phase simplex algorithm (not the dual two-phase simplex algorithm, but the first two-phase simplex algorithm we discussed). Then take that linear program and write it in dictionary notation, perform. the very first pivot step, and in this way determine the first basic feasible solution for phase 1. Do not solve the linear program! Task 5 [20 marks] Determine the dual linear program for the following primal linear program: max 12x1 −10x2 subject to −4x1 +3x2 ≤ 10 4x1 −3x2 ≤ 20 x1 +4x2 ≤ 30 x1, x2 ≥ 0 Do not solve the linear program!
ENGG7302 Advanced Computational Techniques in Engineering Semester One 2020 - Final Examination This is an open book exam – all materials permitted. Instructions Answer all the questions. For further instructions, please refer coversheet. Part A. (54 marks in total, 6 marks each) For each question, select the correct answer (only one option is correct among the four ones; write down your answer in the answer booklets.) 1. Consider the full and reduced singular value decompositions (SVD) of a square matrix = ∑VH, for both SVDs, which of the flowing statements is correct: [1] U, V must be the same orthogonal matrices; [2] −1 = , = −1; [3] ∑ must be different from each other; [4] U, V may have the same rank. (a) [1], [2], [3], [4] (b) Only [2] (c) Only [4] (d) None of [1], [2], [3], [4] 2. Consider the 1-norm, 2-norm, ∞-norm and Frobenius norm of the matrix = [ 1 0 0 0 2 0 0 0 3 ], which norm has the largest value? (a) 1-norm (b) 2-norm (c) ∞-norm (d) Frobenius norm 3. If we use the normal equation method to solve the linear least square (LS) problems Ax=b, where the null space of A is empty. It may the following properties, [1] The matrix AHA is invertible; [2] The matrix AHA is singular [3] The LS solution is (AHA)-1 (AHb). We can definitely say that: (a) [1], [2], [3] are all correct (b) Only [1], [2] are correct (c) Only [1], [3] are correct (d) [1], [2], [3] are all incorrect 4. Consider the full singular value decompositions (SVD) of a matrix = ∑VH, and if we do further SVD operation on matrix = ZH, what is the relationship between the 1-norm of (norm_1()) and the smallest eigenvalues of (eig_s())? (a) norm_1() > eig_s() (b) norm_1() = eig_s() Semester One Final Examination, 2020 ENGG7302 Advanced Computational Techniques in Engineering Page 2 of 3 (c) norm_1() < eig_s() (d) none of (a),(b) and (c) 5. For the following matrices: A= 1 1 1 , B= 1 1 1 1 1 1 , C= 1 1 1 1 1 1 1 1 1 , these three matrices may have the following properties, [1] the same range; [2] the same number of non-zero singular values; [3] their 2-norm and Frobenius norm are the same; [4] the same eigenvalue decomposition. Which of the following is correct (a) [1], [2], [3], [4] (b) Only [1], [2], [3] (c) Only [1], [2] (d) Only [1] 6. Which of the following matrices are unitary matrix (UM) or orthogonal projection matrix (OPM)? [1] = [ 0 0 1 ], [2] = [ 0 − 0 ] , [3] = [ 1 − 1 ] , where 2 = −1 (a) [1] is not an OPM and [2] is an UM (b) none of them are UM (c) [1] and [3] are UM (d) [2] and [3] are OPM 7. Suppose a vector v is decomposed into orthogonal components with respect to orthogonal vectors q1,… qn, so that 1 21 2 0.H H Hn nr v q v q q v q q v q This implies that (a) The vectors iq are linearly dependent (b) is orthogonal to vectors q1,… qn (c) 0v (d) 1, nv q q 8. Consider the full SVD of a matrix = ∑VH, it may have the following properties [1] Only V is unique; [2] U is a unitary matrix; [3] any matrix A’s SVD can be calculated with the help of eigenvalue decomposition; [4] Only ∑ is unique. Which of the following is correct (a) only [2], [4] (b) [1], [2], [3], [4] (c) only [2], [3] (d) only [2], [3], [4] 9. For two vectors u=(0 -1 2)H , v=(1 2 0)H , their inner product and the rank of the outer product are (a) -2 and 0 (b) 2 and 0 (c) 0 and 3 (d) -2 and 1 Semester One Final Examination, 2020 ENGG7302 Advanced Computational Techniques in Engineering Page 3 of 3 Part B. (46 marks in total) Question 10 (13 marks) Consider a real, square ( × ) matrix = T, and its eigenvalues are distinct. Show that its eigenvectors are orthogonal. Question 11 (20 marks) Consider a matrix = [ 2 0 0 0 0 0 ] (a) Compute its full and reduced SVD; (b) Compute its pseudo-inverse; (c) Compute its condition number. Hint: for (a), it is unnecessary to implement detailed SVD calcuations based on eigenvalue decomposition, you can write down those matrices with essential explaination. Question 13 (13 marks) Given the vectors 1 = [ 1 0 1 ], 2 = [ 3 1 1 ], 3 = [ 2 −1 3 ] , which one best lies in the direction of = [ 1 1 1 ]? Explain by calculation.
SOFT2412_COMP9412 Exam Quiz Instructions 1.5 ptsQuestion 1 Adaptation Inspection Transparency Examination What aspect of empirical process control theory involves frequently examining the different Scrum artifacts and making sure the team is still on track to meet the current goal? 1.5 ptsQuestion 2 Larger Agile teams perform. better than small ones Agile teams work with the best developers; about 4-5 senior developers per team Agile teams that work harmoniously together perform. better than those with lots of conflict Members of Agile teams have mutual respect and mutual responsibility toward the work needs to be done. Which of the following is true about Agile teams? 1.5 ptsQuestion 3 Semantic versioning can help to manage dependencies between system packages, libraries and plugins. Patents grant inventor(s) the right to exclude others from making, using or selling and importing an invention for a limited time in exchange for public disclosure of the invention. Codeline specifies the component versions that are included in the system plus a specification of the libraries used and configuration files. In multi-version systems, there is never just one working version of a system. Which of the following statements is not correct? 1.5 ptsQuestion 4 Development happens in very short cycles in which requirements are turned into specific test cases which must fail before implementing the requirements Test-driven development is used exclusively by XP teams. Unit tests are written immediately after writing the code that they test Writing unit tests causes the whole project to take longer because the team spends more time writing code, but it’s worth it for the extra quality. Which of the following is true about test-driven development? 1.5 ptsQuestion 5 It contains the final version of all features It is delivered frequently It is an effective way to get feedback Which of the following is not part of an agile team’s mindset toward working software? It is the primary measure of progress 1.5 ptsQuestion 6 Jenkins stores files generated during the execution of the pipeline. Unit tests can usually be run without starting the whole application. The goal of Continuous Integration is to keep the software in a working state all the time. Continuous delivery is a software development practice where members of a team integrate their work frequently, usually each person integrates at least daily. Which of the following is not correct? 1.5 ptsQuestion 7 Open source software does not always imply that the software is free of charge. Gradle performs incremental builds in which parts of the build tree are always re- executed with every Gradle build command Unlike traditional software development models, planning and documentation are not required in Agile software development Git stores data as a stream of snapshots; it does store changed files Which of the following statement is correct? 1.5 ptsQuestion 8 Which of the following is correct? Choose all that apply. It is not possible to add actions to a Gradle task. The order in which tasks can run is determined using a directed acyclic graph. If a task in the build script. fails during execution, Gradle will still run the whole build. A "dry run" is a run where Gradle does not actually execute all the tasks you tell it to execute. Gradle build files are XML scripts One of the feature of Gradle is incremental builds. 1.5 ptsQuestion 9 When a certain event is triggered from GitHub.com, a HTTP GET payload is sent to the webhook's configured URL. When a certain event is triggered from GitHub.com, an XML payload is sent to the webhook's configured URL. When a certain event is triggered from GitHub.com, a HTTP POST payload is sent to the webhook's configured URL. When a certain event is triggered from GitHub.com, a secured payload is sent to the webhook's configured URL. Which of the following is correct. Choose all that apply. 1.5 ptsQuestion 10 If you don't have write access to the repository there is no way you can contribute. If you don't have write access to the repository where you'd like to create a pull request, you must create a fork, or copy, of the repository first. If you don't have write access to the repository where you'd like to create a pull request, you must create a fork, or copy, of the repository first. Which of the following statements is correct. Choose all that apply. You cannot specify which branch you'd like to merge your changes into when you create your pull request. 6 pts HTML Editor Question 11 A computer company was working on an experimental fighter. A quality control software engineer suspected that the flight control software was not sufficiently tested, although it had (finally) passed all its contracted test suites. She was being pressured by her employers to sign off on the software. Her employers said they will go out of business if they did not deliver the software on time. She did sign off. Is this an acceptable practice? Discuss your answer. 12pt Parag 0 words 6 pts HTML Editor Question 12 You are managing a development team that is building a software for global online bidding company called iBid. The company’s executive asked you to use an open-source software called BidOptimize1.1.3 which is released under the MIT license. The company's management plans to open source their new iBid software with a license. The company's executive wants to preserve its trademark and own branding. (a) Is the use of BidOptimize1.1.3 MIT license suitable for use of iBid? Explain your answer. (b) What advice would you make for the management regarding open sourcing iBid? Explain your answer 12pt Parag 0 words 9 ptsQuestion 13 Consider the following scenario. Feature: Movie should appear in alphabetical order, not added order Scenario: view movie list after adding 2 movies GIVEN: I am on the MovieFan home page WHEN: I follow “Add new movie” THEN: I should be at the “Create New Movie” page WHEN: I fill in “Title” with “Zero” AND: I select “PG-15” from “Rating” AND: I press “Save Changes” THEN: I should be on the MovieFan home page WHEN: I follow “Add new movie” THEN: I should be at the “Create New Movie” page WHEN: I fill in “Title” with “Apple Games” AND: I select “R” from “Rating” AND: I press “Save Changes” THEN: I should be on the MovieFan home page THEN: I should see “Apple Games” before “Zero” on the home page sorted by Title 1. Briefly explain the problem with the way the scenario is written. [3 points] Upload 2. Briefly explain how the way the scenario is written could be improved. [2 points] 3. Re-write the scenario to make the suggested improvement(s). [4 points] Write your answer for the above questions on a paper with your Unikey and SID and upload it through the "Upload" Input provided below. Choose a File 20 ptsQuestion 14 You are working in a development team that follows CI/CD practices. The team uses the following code snippet in their CI/CD server. Examine the code snippet and answer the following questions. plugins { id 'java' id 'jacoco' } repositories { mavenCentral() } dependencies { testImplementation 'org.junit.jupiter:junit-jupiter-api:5.6.2' testRuntimeOnly 'org.junit.jupiter:junit- jupiter-engine:5.6.2' } test { useJUnitPlatform() test.finalizedBy jacocoTestReport } build.gradle 1. One of your team members build the project by running “gradle clean build test jacocoTestReport”. Explain why it is not best recommended to run this command in this way. [3 points] 2. How the command in the previous question should be re-written? [3 points] 3. When you try “gradle run” command in your local workspace, an error triggers with the message “Task 'run' not found in root project”. Explain what caused the error from running "gradle run" command and how to fix it. [5 points] 4. Explain a CI practice that has been violated from the issue resulted in question part 3. [3 points] 5. What changes should be made in build.gradle to fix the violation of the CI practice identified in question part 4. [3 points] 6. In Jenkins, explain the important actions that should be included in the "Post-build Actions" to monitor the quality of your code. [3 points] Write your answer for the above questions on a paper with your Unikey and SID and upload it through the "Upload" Input provided below. Upload Choose a File 14 ptsQuestion 15 package calc; public class Calculator { public int add (int a, int b) { return a + b; } public int div (int a, int b) { if (b == 0) { throw new ArithmeticException("Division by 0"); } else { return a / b; } } public int isPositiveNumber (int a) { Consider the code snippet Calculator.java below which saved under “src/main/java/calc” directory: “Calculator.java”. Also, consider the code snippet “CalculatorTest.java” which is saved under “src/test/java/calc/” import static org.junit.jupiter.api.Assertions.*; import org.junit.jupiter.api.Test; import org.junit.jupiter.api.BeforeAll; class CalculatorTest { private static Calculator calcObj; @Test void testAdd() { assertEquals(3, calcObj.add(1, 2)); } @BeforeAll Upload if (a > 0) { return 1; } else if (a < 0) { return -1; } else { return 0; } } } public static void calcCreation(){ calcObj = new Calculator(); } } Calculator.java CalculatorTest.java 1. When the unit test is run using Gradle, it shows an error . Explain why the error is triggered and how to fix it. [4 points] 2. Assuming that the error explained in previous question is fixed. Explain in detail the “calcCreation” method. [4 points] 3. Extend the CalculatorTest.java to write a quality unit test code for the“isPositiveNumber” method. Your code must compile and run successfully. [6 points] Write your answer for the above questions on a paper with your Unikey and SID and upload it through the "Upload" Input provided below. Choose a File 15 ptsQuestion 16 C id il t th t i ki d l i “F t Consider an agile team that is working on developing a “Frequent Flyer” software application. The product backlog has 20 user stories which worth 128 SP. After 2 weeks of work, the team has reached the end of the first sprint. The user stories in the task board are ordered from the highest priority (at the top) to the lowest priority (at the bottom) as shown in the following table. The team is about to prepare for the sprint demo. The status of the task board is shown in the table below. User Story To Do In Progress Done 1. Book selected flight (8 SP) P1, P2 2. Load most recent flight (5 SP) P1 P2, P3 3. Enter flight date for a flight (3 SP) P4 P1, P2 4. Delete stored frequent flight (5 SP) P1, P2, P3 P4 5. Show my frequent flight list (3 SP) P1, P2 P5 6.Load selected previous flight (3 SP) P1, P2 The Team’s Task board (Px refers to the task of the corresponding user story) 1. Which user stories are you going to demonstrate in the Sprint Upload Demo? Why? [3 points] 2. What are the team’s estimated and actual velocity for that sprint? Illustrate how is it calculated. [4 points] 3. What is the estimated project duration? Illustrate how is it calculated. [3 points] 4. Suppose that an important feature support task was identified in the middle of the sprint. The team and the product owner agree that the task must be added to the sprint, but they do not know the effort estimate needed to complete it. Based on Scrum, discuss what should be done to deal with this scenario? [5 points] Write your answer for the above questions on a paper with your Unikey and SID and upload it through the "Upload" Input provided below. Choose a File
