LUE1002 Assessment 2 Task Sheet (Writing) Take-Home Argumentative Essay Comprises 25% of your final course grade Your final written assignment due for this course is an Argumentative Essay of 900 – 1,100 words. This is an individual task. Your work will be graded for its preliminary planning, paraphrasing, content, organisation & cohesion, citation & referencing, and task achievement. For more details about grading, see the marking scheme on pages 5-7. Details of the assessment areas follows: The Scenario To encourage critical thinking about issues of global concern and the development of excellent skills of oral and written expression among students, the Office of Student Affairs is organising an essay contest with linked mini-presentation and viva. As a Lingnan University student, you want to bean entrant in the contest to express your views on the given topic. Essay Topic The topic for the essay contest is social media. You need to explore the topic from an academic and interdisciplinary perspective, and present your thoughts in the form of an argumentative essay that addresses a debateable question about social media. This genre of writing requires you to develop a specific/novel/interesting question related to the topic; investigate the issue; collect, generate, and evaluate evidence; and establish a position on the topic in writing of a formal academic style. Here are some questions that may help you brainstorm possible issues related to the topic: • Has the role of social media had a positive or negative impact on one area of life or society in which you’re interested? • In what way(s) has social media changed the way we see the world and/or communicate with others? • Are social media making our lives (as individuals or as societies) better or worse? Please note that these are only some of the possible questions you may explore in relation to social media. If you have other ideas, you are free to explore them – as long as the question remains argumentative and ‘debatable’. Remember that your GENERAL ideas need to be narrowed down into a more manageable, specific, original and debatable question for your essay. For example, you may choose to focus on one specific type of social media and explore its impact on the lives (e.g. learning, politics, health, business) of aparticular group of people (e.g. elderly people in Hong Kong). Students are reminded that ‘originality’ is rewarded in the ‘content’ marking criteria (30% of criteria). You will lose marks if you use a debatable question presented in other LUE1002 course materials or assessments without changing the focus somehow or adding a ‘twist’ to the question (focussing on a more specific question or issue). The most original essays which add a unique contribution are likely to be best received (and achieve higher grades). Essay Requirements You need to: • write an essay of between five and six paragraphs (you should NOT use section headings) • show your awareness of different arguments on the issue. • express your stance with a clear thesis statement highlighting all the supporting arguments • explain your ‘pro-arguments’ with support from both your own logical explanations and reference to the literature (sources). • include at least one counterargument and refutation. • cite at least 3 English written sources which should come from at least 2 different disciplines (for example, education + history). o You may use any sources in the sources found through Lingnan library portal searches or any other sources that are appropriate for the genre. o If your chosen article has an interdisciplinary focus, treat it as ONE discipline and choose your second article from a different discipline or a different combination of disciplines. o Your in-text citations and reference list should be in APA style. o You should put your reference list (name it “References”) on anew page. o You should type in the discipline for each source you have used in bracketed italics, e.g. (Psychology) at the end of each reference entry. For examples, see the Research Readings list on Moodle. o You should mainly use paraphrases/summaries from the literature (with citation) to support your arguments. Where appropriate, you may also use quotations (but you are discouraged from excessive use of quotations which do not count towards the word count and must not exceed 10% of the overall essay). Students must read and reference the original literature, not summaries generated by AI (no citations to Gen AI should be made). The research and writing process You should keep a folder of your preparation work, known as the “Work in progress folder”. This should include screenshots of interactions with GenAI, drafts, plans and anything you do in preparation for the assessment. You will submit all of this as a zip file alongside the final submission of your essay. This will not be assessed and there is no penalty for non-assessment. However, if there is a question over the authorship of your essay this folder can be considered. There are three stages of submission of this essay assignment: 1. Plan (question, thesis and outline) You must write and submit a plan that includes: your chosen essay question, your thesis statement and an outline of your essay organisation. 2. Paraphrase table You will submit a ‘Paraphrase Table’ that showshow you plan to paraphrase, cite and reference some of the sources for your essay. 3. Final Submission You will submit a final version of your argumentative essay in two parts: 1) the full essay and 2) a zipped file of your“Work in progress folder”. Suggested process of researching and writing the essay Think about the Social Media topics that interest you and conduct some general reading around the topic to understand the key terms and issues. Check that there are academic readings and sources of information related to the topic. Identify a topic for the essay and aska classmate to give you feedback on your title and thesis. Search for more academic source materials to support your argument. Revise your essay question (if necessary), write a thesis statement and outline Use any feedback from your peers and tutor to make sure your counterarguments and any refutations are aligned to your thesis. Take notes from sources and begin paraphrasing some pro-arguments and counterarguments from the sources. Complete the paraphrase table and submit to Moodle. Complete your first draft. Make sure you have convincing refutations for your counterarguments. Conduct a self-review, peer review and edit your final draft. Submit your final essay (along with your ‘Work in progress folder’ through Turnitin on Moodle.
LO03 PROJET 2024-2025 PROGAMMATION DE TÂCHES Ce projet a pour objectif de créer un programmateur de tâches appelée « pcron ». 1 FONCTIONNEMENT ET SYNTAXE La commande « pcron » est chargée de faire exécuter par le système toutes tâches (commandes et scripts) définies et planifiées à l'avance. Ces tâches allant de la simple commande aux scripts complexes peuvent ainsi être exécutées à heure fixe et même de façon périodique, et font l'objet de messages de compte-rendu. La commande lit régulièrement les fichiers présents dans le répertoire /etc/pcron/ et le fichier /etc/pcrontab pour voir si des tâches doivent être exécutées. Chaque action de « pcron » ajoute une ligne de message dans le fichier /var/log/pcron. Par défaut si une commande lancée par la commande « pcron » produit un affichage, il est dirigé vers la sortie standard. L’usage de la commande « pcron » est en principe réservé à l’administrateur. On peut toutefois autoriser certains utilisateurs. Pour cela, on en dresse la liste sur des lignes successives dans le fichier /etc/pcron.allow, et de façon symétrique, on peut mettre dans /etc/pcron.deny la liste des utilisateurs non autorisés. Exemple : seuls Jean et Charles ont la permission d'utiliser le service « pcron » : $ cat pcron.allowJean Charles Une commande « pcrontab » permet la programmation du service « pcron ». La syntaxe de cette commande est la suivante : pcrontab [-u user] {-l | -r | -e} pcrontab –u toto -l affiche le fichier pcrontab de l'utilisateur toto situé dans le répertoire /etc/pcron/ tcontab –u toto -r efface le fichier pcrontab de l'utilisateur toto pcrontab –u toto -e crée ou édite (pour modification) un fichier temporaire dans /tmp ouvert dans vi. Lors de la sauvegarde, le fichier est écrit dans /etc/pcron/pcrontabtoto. Chaque ligne du fichier pcrontab contient 7 champs. Les 6 premiers champs déterminent les moments d'exécution de la tâche décrite au 7ème champ. Les 6 premiers, séparés par des espaces, appelés champs temporels, décrivent la périodicité : 15 secondes (0-3), minutes (0-59), heures (0-23), jour du mois (1-31), mois de l'année (1-12), jour de la semaine (0-6, 0=dimanche) Le 7ème est la commande à exécuter, ce peut être naturellement un script. Un champ temporel peut contenir : - Une valeur précise et valide pour le champ (par exemple 15 dans le champ minutes) - Une liste de valeurs valides, séparées par deux points (1:3:5 dans le champ mois : janvier, mars, mai) - Un intervalle valide (1-5 dans le champ jour : du lundi au vendredi) - * pour signifier toutes les valeurs possibles du champ (* dans le champ minute : toutes les minutes) - */4 dans le champ heures : toutes les 4 heures. - Un ou plusieurs « ~nombre » peuvent être ajoutés afin de désactiver certaines valeurs dans l'intervalle. Par exemple, « 5-8~6~7 » est équivalent à « 5:8 ». Exemples # Exécution toutes les quatre heures chaque 1er et 15 de chaque mois 0 0 */4 1,15 * * commande LO03 PROJET 2024-2025 PROGAMMATION DE TÂCHES # Provoquer un reboot la machine chaque 1er et 15 du mois à 2h 30 min 30 sec du matin 2 30 2 1,15 * * /sbin/shutdown -r # Appeler un script de sauvegarde tous les lundis a 3 h 15 du matin 0 15 3 * * 1 /usr/bin/backup # Exécution toutes les minutes passées de 15 secondes 1 * * * * * commande # Exécution tous les matins du lundi au vendredi à 7 h 30 0 30 7 * * 1-5 commande # Exécution tous les quarts d'heure de 15h à 19h du lundi au vendredi seulement en 1ère quinzaine de chaque mois de l’année sauf le mois d’avril et le mois de mai. 0 0,15,30,45 15-19 1-15 1-12~4~5 1-5 commande # Trouver puis nettoyer le répertoire /tmp des vieux fichiers (non modifiés depuis 3 jours) tous les 1ers jours de chaque mois à 2 heures du matin 0 0 2 1 * * find /tmp -atime 3 -exec rm -f {}; 2 PRECISIONS Toutes ressemblances avec des commandes existantes telles que les commandes crontab, anacron, fcron ou tous dérivés du service cron ne sont pas volontaires. En conséquence, il n’est pas conseillé d’utiliser ces commandes pour effectuer le projet. 3 EXTENSIONS Toutes les extensions au sujet seront les bienvenues. L’interface utilisateur est laissée à votre discrétion. 4 RAPPORT ET PRÉSENTATION Ce projet doit être effectué exclusivement en trinôme. Un rapport final de quelques pages doit être rendu avant le lundi 24 février 2025. Une présentation et un test du Shell seront effectués pendant une quinzaine de minutes la dernière semaine du trimestre (du 24 au 27 février). Bon courage ! ! !
Objective:Your task is to create a Java program that extracts/scrapes the data from the website for both TV shows and movies. The program should utilize parallelism to improve the efficiency of data fetching. Once the data is fetched, save single value fields to separate RDS databases for TV shows and movies, and store other data to DynamoDB. Additionally, implement a fallback mechanism where if saving to the database fails, the program should write the output to a CSV file. Ensure appropriate logging is implemented to print necessary information during the execution.Requirements:1. Data Fetching:● Extract relevant information such as title, description, release date, genre, duration, cast, director, etc.2. Data Storage:● Save single value fields (e.g., title, release date) for TV shows to one RDS database and for movies to another RDS database. You will need to create the tables in the database shared.● Store all other data (e.g., description, genre, cast) for both TV shows and movies to DynamoDB. The dynamo table will be created with a primary key.● Implement batch processing for saving data to the databases to improve efficiency.3. Fallback Mechanism:● If saving to the database fails for any reason, write the output data to a CSV file and share the same.● The CSV file should include all the fetched data fields for each TV show and movie.4. Database Schema:● Design appropriate database schemas for RDStables to store the single value fields for TV shows and movies separately. Document your schema designs.5. Implementation:● Write clean and well-documented Java code using the latest technology.● Utilize parallelism (e.g., Java threads, ExecutorService) for data fetching to improve performance.● Utilize libraries/frameworks such as Spring Boot for web scraping, database interaction, and HTTP requests.● Implement batch processing for database operations using Spring Batch or similar technologies.● Implement logging statements to print necessary information during execution.6. Testing (Optional):● Implement unit tests to ensure the correctness of your code.● Test your program with various scenarios to handle edge cases gracefully.7. Documentation:● Write clear documentation explaining how your program works, including any assumptions made and potential limitations.● Include setup instructions, usage examples, and any additionalinformation that may be helpful for someone reviewing your code.Additional Notes:● You are encouraged to use the latest Java technologies and libraries to demonstrate your knowledge and skills.● You are required to upload all the source code with dependencies in your GIT and share the repository to us.● When extracted, the code needs to be runnable on a new machine with Java 11+.● Pay attention to efficient batch processing implementation for database operations to optimize performance.● Ensure that the CSV output is well-formatted and contains all necessary data fields.● Utilize parallelism effectively to improve the efficiency of data fetching.● Implement logging statements strategically to provide insights into the program's execution flow.● Deployment using docker (optional)；
553.420/620 Intro. to Probability Assignment #1 Due Friday, Sep. 9 11:59PM as a PDF upload to Gradescope. 1.1. Three people a,b, and c play “hot potato” . One of them picks up a ball (the hot potato). The person with the ball is allowed to toss the ball to anyone but themselves. (a) If two tosses take place, how many sample points are in this sample space? (b) Please specify the sample space Ω, i.e., write it out as a set. (c) If there are 9 people instead playing this game and 8 tosses take place, how large is the sample space? 1.2. There is one supermarket in town. Charlie uniformly at random visits the supermarket exactly one day during the week; David also visits the supermarket uniformly at random one day during the week. What’s the probability Charlie and David both visit the supermarket on the same day? 1.3. Every day a kindergarten class chooses one of the 50 state flags to hang on the wall, without regard to previous choices. We are interested in the flags that are chosen on Monday, Tuesday and Wednesday of the week. (a) How many possible ways are there to observe the flags on these three days? (b) What’s the probability that Maryland’s flag is hung on Monday and Iowa’s flag on Wednesday? (c) What’s the probability that Maryland’s flag is hung at least two of these three days? 1.4. Feller’s An Introduction to Probability Theory and Its Applications, Volume 2 has 670 pages. Dr. Torcaso opens the book, flips to a random page, and then closes the book. This is repeated 10 times. How many different sequences of pages can Dr. Torcaso obtain? 1.5. There are 8 topping options for a pizza, and as many or as few of the toppings are allowed to be selected. How many different combinations of toppings are there for the pizza? 1.6. Adam is playing poker. On each turn, since he is aggressive and doesn’t know how to fold, he either checks or raises. There are 6 bets in a given hand. Find the amount of sequences of actions that Adam can perform in one hand. 1.7. How many subsets of {1, 2, . . . , n} exclude the subset {1, 2, . . . , k}, where 1 ≤ k ≤ n? 1.8. A manager has 165 players from which they are trying to fill a roster of 11 different positions. How many rosters are possible? 1.9. There are 8 horses in a race at Pimlico. The first horse to finish is ranked 1, the second horse to finish is ranked 2, and so on. All horses finish the race, there are no ties. (a) How many rankings are possible? (b) The rank 1, 2, and 3 positions are sometimes called the win, place, and show positions, respectively. How many win, place, show results are possible? 1.10. We have a standard deck of 52 cards. We turn over the top 5 cards one at a time. (a) How many arrangements are possible? (b) Find the probability all cards are red (the diamond ♢ and heart ♡ suits are red, other suits are black). (c) Find the probability colors alternate. (d) (separate question) Suppose when we turn over the 5 cards we replace each card we turn over into the deck and re-shuffle before drawing the next, then how many possible outcomes are there now? 1.11. Suppose k and n are positive integers with 1 ≤ k ≤ n. How many sequences of length n con- sisting of the distinct integers from the set 1 through n have the first k entries from the set 1 through k? 1.12. 10 people sit in a row of chairs. How many distinct arrangements of seats are there? Also, if all such seating arrangements were equally likely, what’s the probability Fred is seated next to Carrie? 1.13. 10 people sit at a round table. How many distinct arrangements of seats are there? Any arrangements that can be obtained by rotating the people at the table around but not changing the order of the seats are considered identical. Also, if all such seating arrangements were equally likely, what’s the probability Fred is seated next to Carrie? 1.14. A lottery card consists of 6 distinct numbers from 1 to 90 inclusive. (a) If the order is relevant in determining a winner, how many different lottery cards are there? (b) If the order is irrelevant in determining a winner, how many different lottery cards are there? 1.15. Gary creates a workout plan at a gym. There are 28 different machines, and the order in which he selects machines influences his workout. How many different ways can Gary create a workout consisting of 7 machines if (a) Gary can repeat a machine at any point in the workout? (b) Gary cannot repeat a machine in the workout? (c) Gary can repeat a machine in the workout but just not consecutively? 1.16. Consider the word BOOLAHUBBOO. (a) How many anagrams are possible? (b) How many of these anagrams end BOOBOO? (c) How many anagrams have all the B’s grouped together? (d) How many anagrams have all the B’s grouped together and all the vowels grouped together? 1.17. In how many ways can a coach create tee-ball team of 9 players from a collection of 15 players? 1.18. Harry buys 5 cookies from Insomnia Cookie. In how many ways can he create the box so that all the flavors are distinct if there are 40 different flavors? 1.19. Vincent has all 9 trophies from High Tide in his room. He wants to move 4 of them to Simon’s room. In how many ways can Vincent select 4 trophies to give to Simon? 1.20. How many binary sequences (sequences only consisting of 0 and 1) of length 14 have exactly 6 ones? 1.21. A dissertation defense committee at Johns Hopkins is a group of 5 people: one is the student’s dissertation advisor, 3 are eligible members of the faculty in the advisor’s department, and an eligible faculty from outside the advisor’s department. Rhee Lee-Smart is trying to form her dissertation com- mittee. Her dissertation advisor is Justin Case from the Department of Civil Disobedience (DOCD). There are 600 other eilgible university faculty that can serve but only 8 of these belong to DOCD. How many dissertation committees can Rhee form? 1.22. I deal you 8 cards from a (well-shuffled) standard deck of 52. What’s the probability that you get exactly 2 of each suit? 1.23. From a pack a 20 m&m’s there are 5 red, 4 blue, 3 green, 6 yellow, and 2 orange. Assume the candies are well-mixed. Only simplify if it’s something nice. These are separate questions unless noted otherwise. (a) We grab a handful of 4 m&m’s from this pack. What’s the probability that you grab exactly 2 red m&m’s? (b) The plan is to line up all 20 m&m’s. What’s the chance that no two red m&m’s are adjacent? (c) (continued from part (b)) What’s the chance the exactly two red m&m’s are adjacent? h.24. Eight points are chosen on the circumference of a circle. How many chords can be drawn by joining these points in all possible ways? If the eight points are considered vertices of a polygon (say, the points are equally spaced on the circumference), how many triangles and how many hexagons can be formed? h.25. Consider all 9! orderings of the digits 1 ; 2; 3; 4; 5; 6; 7; 8; 9. How many of them have the 1; 2 and 3 preceding the 4 and 5? For example, 926314857, 216359784, 123645879 and 783926154 are good.
ASSIGNMENT 3: MICROTEACHING – VIDEO UPLOAD ASSESSMENT: 20% INDIVIDUAL ASSIGNMENT DEADLINE: How to submit: Copy chosen activity from portfolio and paste in template provided with link to video in You Tube. TASK: In Assignment 2, you have already created and designed activities based on poems, short stories, songs and biography. Produce an online teaching video based on ONE of the activities from your portfolio. 1. The length of the video is a maximum of 15 minutes. 2. You can use any software available for free on the internet or in your devices. 3. Example : Powerpoint slides, iMovie (ios) or Movie Maker (windows). 4. You must upload your video to You Tube and change the setting to UNLISTED. 5. You can add links and any other visuals to enhance your “teaching” and the video. 6. Your video must have an introduction and a conclusion. 7. You must provide references to whatever items you used in your video including songs, videos, ideas, in APA format. 8. Put in the slides, pictures of handouts, pictures and teaching materials that you may use. RUBRICS: The rubrics has been posted for your reference. Note: · A penalty of 1 mark will be deducted if your video is less than 8 minutes. · If the video cannot be opened (accessed), a penalty of 1 mark will be deducted. · Late submission will result in penalty of 1 mark deducted for the first 12 hours and 1 mark deducted for every 1 hour until you submit your work. ASSIGNMENT 3 – MICROTEACHING EDE60304 TEACHING LANGUAGE ARTS STUDENT’S NAME STUDENT’S ID NO GENRE (Choose ONE) POEMS / SHORT STORIES / SONGS/ BIOGRAPHY NAME OF ACTIVITY DETAILS OF CLASS ( Level, Age) LINK TO VIDEO DESCRIPTION OF ACTIVITY MATERIALS REMARKS Note: Save your document as Your Name Microteaching EDE60304 Example: Gabriel Beltran Microteaching EDE60304 Make sure your link (uploaded to YouTube) is accessible.
MATH2003J, OPTIMIZATION IN ECONOMICS, BDIC 2023/2024, SPRING Problem Sheet 14 Question 1: Compute the principal minors, the Hessian, and the bordered Hessian of the following func tions: (a) f(x, y, z) = e x+y + z. (b) g(x, y) = xy. (c) h(x, y) = e x cos y. Question 2: Consider the function defined for x, y > 0. (a) Sketch the level sets Ca and the upper level sets Pa of f, for a = 1, 0,−1. (b) Use the definition to examine if f is quasi-concave. (c) Use the Second order derivative test(s) to examine if f is concave and/or quasi-concave. Question 3: Let f be a function of n variables defined over a convex set S ⊂ Rn. (A) f is quasi-concave (i.e. the upper level sets Pa are convex for all a). (B) f has the following property: “for every points x, x0 ∈ S which satisfy f(x) ≥ f(x0) then they also have to satisfy: f((1 − λ)x + λx0) ≥ f(x0) for all λ ∈ [0, 1] .” Show that the above 2 statements are equivalent. That means (A) implies (B) and (B) implies (A).
EFB335 Investment Task 1 Methodology We categorized the asset classes into active and passive fund managers. To select the best active fund managers, which are equities and property, we prioritize the Morningstar Rating (4 or 5 stars) for past performance and the Morningstar Medalist Rating (Gold, Silver, or Bronze) for future potential. Our selection is based on several key criteria, including the 5-year annualized total return and 5-year annualized standard deviation to assess long-term performance, volatility, and stability. Additionally, we consider the 2-year annualized total return to capture more recent performance. For passive management, including fixed-income and cash, we focus on selecting fund managers who replicate the performance of indexes in lower-risk investments. Australian Equities We selected two fund managers for this asset class. The first is Chester High Conviction, which holds a 5-star Morningstar Rating and a Silver Morningstar Medalist Rating. It boasts the highest 5-year annualized total return in its asset class, along with a relatively low annualized standard deviation of 15.47%, indicating lower volatility compared to its peers. Despite its recent performance (1- to 2-year annualized returns) being less remarkable, we chose this fund for its long-term stability and consistent performance. The second fund manager is Hyperion Small Growth Companies, which holds a 4-star Morningstar Rating and a Gold Morningstar Medalist Rating. It has the second-highest 5-year annualized total return and has performed exceptionally well in the recent 2 years, with the highest 1-year and 2-year annualized total returns. Although its 5-year annualized standard deviation is relatively high, we selected this fund based on the belief that it will continue to perform. well in the future. International Equities We selected GQG Partners Global Equity Fund for its strong 5-year performance and low standard deviation, holding a 5-star Morningstar Rating and a Gold Medalist Rating. We also selected Alphinity Global Equity, rated 5 stars with a Silver Morningstar Medalist Rating, ranked third in 5-year total return. We chose this fund for its lower standard deviation and minimal performance difference compared to the second-ranked fund. Property For property, we selected GDA Diversified Property Trust for its highest 5-year annualized total return and lowest standard deviation in its class. It also boasts the highest 3-year total return and a strong 2-year total return. Fixed-Income We chose the Vanguard Aust Corporate Fixed Interest and Western Asset Cnsrv Inc A because their returns are consistent with the index trends, as demonstrated in the chart. Cash We chose CFS Wholesale Cash and Advance Cash Multi-Blend due to their consistent performance with the index trend. Task 2 To calculate the annualized total return, we use the formula (1+n total return/100)^(1/n)-1, where n represents the time period of the total return. For the annualized standard deviation, we multiply the monthly standard deviation by the square root of 12. It's important to note that the sample formula is used to calculate the standard deviation. Chester High Conviction (Equity AUS) I. 3-month annualized total return: -0.0316. and standard deviation: 4.61%. II. 6-month annualized total return: 0.14. and standard deviation: 8.47%. III. 1-year annualized total return: 0.0974. and standard deviation: 10.24%. IV. 3-year annualized total return: 0.0898. and standard deviation: 12.19%. V. 5-year annualized total return: 0.1304. and standard deviation: 15.47% Hyperion Small Growth Companies (equity AUS) I. 3-month annualized total return: 0.0173. and standard deviation: 9.43%. II. 6-month annualized total return: 0.2575. and standard deviation: 20.16%. III. 1-year annualized total return: 0.2685. and standard deviation: 21.04%. IV. 3-year annualized total return: 0.0459. and standard deviation: 26.28%. V. 5-year annualized total return: 0.1281. and standard deviation: 24.01%. GQG Partners Global Equity Fund (equity Global) I. 3-month annualized total return: 0.0406. and standard deviation: 12.42%. II. 6-month annualized total return: 0.5788. and standard deviation: 19.17%. III. 1-year annualized total return: 0.3711. and standard deviation: 14.86%. IV. 3-year annualized total return: 0.1812. and standard deviation: 13.09%. V. 5-year annualized total return: 0.1725. and standard deviation: 11.77%. Alphinity Global Equity (global equity) I. 3-month annualized total return: 0.04929. and standard deviation: 13.23%. II. 6-month annualized total return: 0.43496. and standard deviation: 14.06%. III. 1-year annualized total return: 0.2208. and standard deviation: 13.32%. IV. 3-year annualized total return: 0.116. and standard deviation: 14.24%. V. 5-year annualized total return: 0.1446. and standard deviation: 12.69%. GDA Diversified Property Trust (property) I. 3-month annualized total return: 0.063. and standard deviation: 2.18%. II. 6-month annualized total return: -0.002. and standard deviation: 4.62%. III. 1-year annualized total return: -0.001. and standard deviation: 4.01%. IV. 3-year annualized total return: 0.1029. and standard deviation: 5.98%. V. 5-year annualized total return: 0.1061. and standard deviation: 6.22%. Vanguard Aust Corporate Fixed Interest (fixed income) I. 3-month annualized total return: 0.0076. and standard deviation: 2.94%. II. 6-month annualized total return: 0.0306. and standard deviation: 2.18%. III. 1-year annualized total return: 0.0599. and standard deviation: 3.28%. IV. 3-year annualized total return: -0.0021. and standard deviation: 4.49%. V. 5-year annualized total return: 0.0097. and standard deviation: 4.08%. Western Asset Cnsrv Inc A (fixed income) I. 3-month annualized total return: 0.0509. and standard deviation: 0.18% II. 6-month annualized total return: 0.0519. and standard deviation: 0.14%. III. 1-year annualized total return: 0.0514. and standard deviation: 0.41%. IV. 3-year annualized total return: 0.0271. and standard deviation: 0.82%. V. 5-year annualized total return: 0.0204. and standard deviation: 0.73%. CFS Wholesale Cash (money market) I. 3-month annualized total return: 0.0493. and standard deviation: 0.11%. II. 6-month annualized total return: 0.05124. and standard deviation: 0.09%. III. 1-year annualized total return: 0.0513. and standard deviation: 0.09%. IV. 3-year annualized total return: 0.0293. and standard deviation: 0.62%. V. 5-year annualized total return: 0.0214. and standard deviation: 0.56%. Advance Cash Multi-Blend (Money market) I. 3-month annualized total return: 0.0456. and standard deviation: 0.10%. II. 6-month annualized total return: 0.0453. and standard deviation: 0.10%. III. 1-year annualized total return: 0.0451. and standard deviation: 0.09%. IV. 3-year annualized total return: 0.0255. and standard deviation: 0.55%. V. 5-year annualized total return: 0.0177. and standard deviation: 0.51%. Task 3 Growth Assets: ● Australian Equities: Chester High Conviction, Hyperion Small Growth Companies ● International Equities: GQG Partners Global Equity Fund, Alphinity Global Equity ● Property: GDA Diversified Property Trust Defensive Assets: ● Fixed-Income: Vanguard Aust Corporate Fixed Interest, Western Asset Cnsrv Inc A ● Cash: CFS Wholesale Cash, Advance Cash Multi-Blend Portfolio asset allocation ● Conservative Portfolio - Growth 30% total allocation Australian Equities: 10% (5% Chester, 5% Hyperion) International Equities: 10% (5% GQG, 5% Alphinity) Property: 10% (GDA Diversified Property Trust) - Defensive 70% total allocation Fixed-Income: 50% (25% Vanguard, 25% Western) Cash: 20% (10% CFS, 10% Advance) ● Balanced Portfolio - Growth 60% total allocation Australian Equities: 20% (10% Chester, 10% Hyperion) International Equities: 20% (10% GQG, 10% Alphinity) Property: 20% (GDA Diversified Property Trust) - Defensive 40% total allocation Fixed-Income: 25% (12.5% Vanguard, 12.5% Western) Cash: 15% (7.5% CFS, 7.5% Advance) ● High growth Portfolio - Growth 85% total allocation Australian Equities: 30% (15% Chester, 15% Hyperion) International Equities: 30% (15% GQG, 15% Alphinity) Property: 25% (GDA Diversified Property Trust) - Defensive 15% total allocation Fixed-Income: 10% (5% Vanguard, 5% Western) Cash: 5% (2.5% CFS, 2.5% Advance) Correlation matrix Task 4 To calculate the annualized return of each portfolio regarding conservative, balanced and high growth we have to use the formula: Rgrowth=(w1×r1)+(w2×r2)+(w3×r3)+…+(wn×rn) Where w is the weights of each asset in each portfolio, r is the respective returns of each portfolio and n stands for how many assets we have. To calculate the Standard deviation we use the formula: Conservative portfolio - Growth 30% total allocation Australian Equities: 10% (5% Chester, 5% Hyperion) International Equities: 10% (5% GQG, 5% Alphinity) Property: 10% (GDA Diversified Property Trust) - Defensive 70% total allocation Fixed-Income: 50% (25% Vanguard, 25% Western) Cash: 20% (10% CFS, 10% Advance) I. 3-month annualized total return: 0.0342 and standard deviation: 0.0224 II. 6-month annualized total return: 0.1006 and standard deviation: 0.0301 III. 1-year annualized total return: 0.0853 and standard deviation: 0.0314 IV. 3-year annualized total return: 0.0437 and standard deviation: 0.0375 V. 5-year annualized total return: 0.0508 and standard deviation: 0.0356 Balanced portfolio ● Balanced Portfolio - Growth 60% total allocation Australian Equities: 20% (10% Chester, 10% Hyperion) International Equities: 20% (10% GQG, 10% Alphinity) Property: 20% (GDA Diversified Property Trust) - Defensive 40% total allocation Fixed-Income: 25% (12.5% Vanguard, 12.5% Western) Cash: 15% (7.5% CFS, 7.5% Advance) I. 3-month annualized total return: 0.0345 and standard deviation: 0.0367 II. 6-month annualized total return: 0.1582 and standard deviation: 0.0546 III. 1-year annualized total return: 0.1167 and standard deviation: 0.0533 IV. 3-year annualized total return: 0.0711 and standard deviation: 0.0605 V. 5-year annualized total return: 0.0854 and standard deviation: 0.05805 High growth portfolio ● High growth Portfolio - Growth 85% total allocation Australian Equities: 30% (15% Chester, 15% Hyperion) International Equities: 30% (15% GQG, 15% Alphinity) Property: 25% (GDA Diversified Property Trust) - Defensive 15% total allocation Fixed-Income: 10% (5% Vanguard, 5% Western) Cash: 5% (2.5% CFS, 2.5% Advance) I. 3-month annualized total return: 0.0323 and standard deviation: 0.0526 II. 6-month annualized total return: 0.2177 and standard deviation: 0.0801 III. 1-year annualized total return: 0.1513 and standard deviation: 0.0768 IV. 3-year annualized total return: 0.0932 and standard deviation: 0.0857 V. 5-year annualized total return: 0.1153 and standard deviation: 0.0824
Elec4622 Laboratory Project 3, T2 2024 July 13, 2024 1 Introduction This is the third project, to be demonstrated and assessed within the regular scheduled laboratory session in Week 10. The project is worth a nominal 10 marks, but optional bonus marks are available. In this project, you explore various aspects of block-based motion estimation, including sub-pixel precision motion and telescopic motion searches. These topics were covered in Week 8. You should review the lecture notes on motion estimation and also download and study the materials entitled "Lab 5" on the class web-site, since these provide you with an introduction to block-based motion estimation. 2 Tasks Task 1: (5 marks) In your own time, complete the exercises in "Lab 5" - see the class web-site. In particular, you must complete the modifications to the "motion example" workspace, which are required to produce a colour output image which simultaneously shows the target frame. and the motion vectors Note that your program for this task needs to accept a block size parameter B and a searchrange parameter S, such that motion search range is ±S pixels in each direction. You should also be prepared to comment on (and demonstrate) the impact of different blocksizes and search ranges, on motion compensated MSE and the motion vector field. Task 2: (1 mark) Modify the search criterion used to find motion vectors, so that the best vector isconsidered to be that which minimizes MSE over the block, rather than SAD. What impact does this have upon motion compensated MSE and the motion vector field? Can you find a good explanation for your observations? Task 3: (3 marks) Modify the code from Task 2 to work with half pixel motion precision, using bi-linear interpolation of the reference frame. What impact does this have upon motion compensated MSE? Task 4: (1 mark) Extend Task 3 to allow quarter pixel motion precision and comment on the implications for motion compensated MSE. Task 5 (optional): (up to 1 bonus mark) Extend Task 4 to use windowed sinc interpolation with atl least 7-tap interpolation kernels, in place of bilinear interpolation What impact does this have on the motion compensated MSE? Task 6 (optional): (up to 3 bonus marks) Modify Task 3 to use a telescopic search. Specifically, your program should initially search over a coarse grid whose motion vectors v are multiples of 4, still constrained to the search range of ±S in each direction. After that, your program should perform. an incremental search at pixel precision, modifying the coarse motion vectors by at most ±3 pixels in the horizontal and vertical directions. Finally, a half pixel refinement stage should be employed, modifying the full-pel motion vectors by at most ± in each direction. Time this telescopic search method and compare it with the original method of Task 3; be sure to use release builds for all timing. Also investigate the impact of the telescopic search on motion compensated MSE-you should be prepared to try to explain your observations. Task 7 (optional): (up to 3 bonus marks) Modify Task 3 to use a multi-scale search with 3 scales. Specifically, you should use the Gaussian pyramid from Project-2 (based on windowed-sinc downsampling) to create representations of the two frames at 4/1 resolution and 2/1 resolution, in addition to the original resolution. Starting with the 4/1 resolution versions of the two frames, perform. a full-pixel search, for which the search range is [S/4] at the reduced resolution. After that, your program should double all the block motion vectors found from the 4/1 resolution search and perform. an incremental search within the 2/1 resolution versions of the two frames, modifying these doubled block motion vectors by at most ±2 pixels in each direction. Finally, the 2/1, resolution motion vectors should be doubled and used as the starting point for an incremental 2/1 pixel precision search at full resolution, modifying the doubled block motion vectors by at most ±1 2/1, pixels in each direction. The block size B for this program should be constrained to be a multiple of 4 For the resolution search, the separation between adjacent blocks is only B/4 pixels, but you are recommended to extend the nominal 4/B × 4/B blocks by 1 pixel on each side, so that they overlap; in this way the 4/1 resolution block motion search always uses at least 9 pixels for block matching, rather than just 1 pixel, in the extreme case where B = 4. Time the telescopic search method and compare it with the oriignal method of Task 3; be sure to use release builds for all timing. Also investigate the impact of the telescopic search on motion compensated MSE- you should be prepared to try to explain your observations. It is expected that most students will attemp only one of Task 6 or Task 7, but if you do attempt both it will be instructive to compare the results you obtain in each case. 3 Assessment You should not rely upon implementing this project within the scheduled laboratory sessions. Instead, youmust be prepared to demonstrate and explain your work in the Week 10 laboratory. You should make sureeach task can be run simply from the command-line. Note carefully: Lab demonstrators will expect to see the hand-drawn sketches you haveproduced as a critical part of the design process. 3.1 Team work, plagiarism and copying You may feel free to re-use code from the previous laboratory sessions, so long as you understand it. You may also discuss the project with other students in the class, but your programs should otherwise be your own original work - this is not a group project! You are required to submit your code via an Assignment item on the course's Moodle page, by the end of the same day as your scheduled laboratory session, following the instructions provided there. Your code may be cross-checked for plagiarism, so make sure that you do not copy any other student's actual implementation, or base your solution on one that you obtain from another student. 3.2 Managing the limited resource of demonstrator time During your labs, demonstrators will have a major responsibility of marking your project. This is time consuming, and so you cannot expect to be marked only in the last hour of a lab session. To maximize your opportunity to be marked you should come prepared to the lab session in Week 10 with many elements of your project completed or at least partially working, so that you can ask a demonstrator to mark or look over your solution as early as possible within the lab session.
SCHOOL OF FINANCE, ACTUARIAL STUDIES AND STATISTICS Graphical Data Analysis Assignment 2 NOTE: This assignment contributes to your assessment for this course. As a result, you are required to do the work ENTIRELY ON YOUR OWN. This means you may not obtain help from other students For this assignment, and for following assignments, please hand in both text and graphics as part of your answer. The graphics you hand in should be RELEVANT: that is DO NOT HAND IN EVERY GRAPHIC YOU PRODUCE IN THE PROCESS OF WORKING THROUGH THE ASSIGNMENT. Marks will be deducted if you hand in irrelevant graphics, and if your graphics are not sufficiently adorned with explanatory titles and axis labels and so on. The text part of your answer should be in the form. of a report: it is not sufficient to merely annotate the graphics you produce. The text part of your report must be CONCISE and TO THE POINT: answers that are too lengthy may also be penalized. NOTE: There is a 4 (FOUR) page limit on this assignment, including text and all graphics. No pages beyond the fourth will be read. The annual production in millions of net tons of bitumous coal between 1920 and 1968 are stored in a time series object called bicoal.tons. Analyse this series.
TTTK2323 MOBILE DEVELOPMENT FOODIUKM REPORT SEMESTER 1 2023/2024 0.1 PROJECT DESCRIPTION FoodiUKM is a project that is aimed to provide an application to users who search for the delicious myriads of delicacies in UKM Bangi. This can include students, staff, and even people living around the area. Users can view the options, and order the food for themselves and their friends. There is even a choice of order now or self-pickup later to receive the food they ordered. 1.0 INTRODUCTION The National University of Malaysia (Malay: Universiti Kebangsaan Malaysia, abbreviated as UKM) is a public university located in Bandar Baru Bangi, Hulu Langat District, Selangor, Malaysia. There are 17,500 undergraduate students enrolled, and 5,105 postgraduate students of which 1,368 are foreign students from 35 countries. Students of this university either live in the provided college dormitories or nearby housing areas but many still go to the university for classes every single day. Due to difficulty in distance between their class and living space, most just stay in the university while waiting in between classes and have their meals or snacks for breakfast to re-energise. With the university having to handle so many students on a daily basis for this matter, almost every faculty and college dorm has a cafeteria for students to gather and have their meals. Just within the biggest and main UKM campus in Bangi itself, there are a total of 8 faculties and 10 college dormitories in which all knowledge of each cafeteria is only able to be spread around through word of mouth. This issue causes individuals to be uncertain and afraid to venture out to other cafeterias in fear certain information will turn out to be false. Students would even opt to just buy food delivery to their dormitories even if the additional cost was too high just to avoid the hardship of searching for the food themselves. 2.0 SYSTEM COMPARISON The comparison Figure 2.0 : Use Case Diagram 2.1 Comparison tire wideareaDelivery is made only i othepointDoes not offer maps for user go to theirlocationFunctionAndroid ComponentLogin Firebase Authentication, Firebase Firestore, DocumentReferenceHomepageconnected to Cloud Firestore, and Recyclerview, Implicit Intent, 3rd Fragment, Expendable Recyclerview, Nested Recyclerview, &Library(Google Maps), Fragment, Toast, Log, BundleMenu Listconnected to Cloud Fires e Authentication. Firestore, Random,Listener, Glide, Toast, Log, BundleCartconnected to Cloud Implicit Intent, Toast, Firestore, FirebaseAuthentication, LogCheckout &Track order ArrayAdapterFeedback SharedPreference, Menu, FirebaseFirestore, Recyclerview, MenuInflater, Toolbar, ArrayList, Log
Math 1152 - Written Homework 2 - Spring 2025 1) Directions: Fill in the circle next to the correct response(s). a) (6 points) Multiselect Fill in the circle next to each improper integral below. There may be multiple answers. b) (10 points) True or False Determine whether each statement below is true or false. 2) (9 points) For each sequence below, determine the limit as n → ∞. If a limit is infinite, write “∞” or “−∞” as appropriate. You do not need to show your work, and there is no partial credit. Write only your final answer in the box provided. 3) (6 points) State the correct general form. of the partial fraction decomposition for Do NOT solve for the constants. 4) (6 points) State the limit or sum of limits of proper integrals that must be evaluated in order to determine whether the improper integral dx converges or diverges. Do not evaluate any integrals or compute any limits that you write down. 5) (6 points) Let Determine Explicitly indicate dominant terms when taking the limit. 6) (16 points) Consider the function a) (6 points) Determine the partial fraction decomposition of You must show all the intermediate steps. b) (10 points) Consider the improper integral Determine if this integral converges or diverges. If it converges, state its value. In order to earn full credit, you must show all your work, justify any limits you compute and use proper notation! 7) Complete the following parts to explore and better understand ❼ The sequence bn ❼ The sequence of partial sums ❼ the limit of the sequence of partial sums a) (6 points) Use partial fractions to show that Show all intermediate steps. b) (3 points) Write out the first 6 terms of Do not simplify. b1 = b4 = b2 = b5 = b3 = b6 = c) (2 points) Modify the Desmos Interactive found at https://www.desmos.com/calculator/ljnyljth5b to graph the se quence bn. Based on your graph, estimate . = d) (2 points) Determine directly using the formula for bn. Write a sentence to explain your reasoning. e) (4 points) Let Use the definition of s6 and your work in part (b) to write out an unsimplified expression for s6. Then show how to simplify this sum to obtain f) (6 points) Look for the pattern in your work in part (e) and then use the pattern to write an explicit formula for sn. Make sure you show how you obtain this explicit formula from the definition of sn. Then determine a function f(x) of a continuous variable x such that f(n) = sn when n is a natural number. The explicit formula of sn = f(x) = g) (4 points) Modify the Desmos Interactive found at https://www.desmos.com/calculator/q6pmypnurl to: ❼ Graph the sequence bn ❼ Graph the sequence of partial sums sn ❼ Graph the function f(x) you found in part (f). ❼ Graph the horizontal asymptote of f as x → ∞. Paste a screenshot of your graph from Desmos below. h) (2 points) Use your graph in Desmos to estimate = i) (4 points) Determine by using the formula you found in part (f). Write a sentence or two explaining your reasoning.
DIGT 1001 Digital Storytelling Purpose This assignment asks you to design, film, and edit a trailer or introductory video for your eLearning course. Producing a video allows you to practice your editing skills and will leave you with a short sample that effectively engages viewers and introduces them to the course. Task Your course trailer/introductory video should address the following criteria: Production Value ● Ensure the video is well-edited and free of technical issues, such as flash-frames, jump cuts, pixelation, or unnecessary blank spaces. ● Maintain consistent and clear audio throughout the video. ● Use appropriate lighting (if applicable) that enhances the video's visual appeal and professionalism. Style. and Neatness ● Plan a visually appealing video with a well-organized format. ● Avoid cluttering the background with unnecessary elements. ● Ensure any individuals featured in the video are dressed professionally and appropriately. ● Employ smooth and logical transitions between different scenes and elements. Captions ● Provide accurate and complete captions or a transcript. of the video to ensure accessibility. ● Proofread captions carefully for any grammatical or spelling errors. Discussion Prompts ● What was your favorite and least favorite aspect of producing this video? Why? ● Reflect on different strategies for establishing a connection with online learners through a video. How can an instructor convey approachability, enthusiasm, and expertise in a virtual format? Share specific examples or experiences that have resonated with you in videos.
LINB06: Fall 2024 Assignment # 1 1. Nootka (5 points) Consider the following data from Nootka (data from Sapir and Swadesh 1939), a language spoken in British Columbia, Canada, and answer the questions that follow (GPS 6, Carnie, 2013, p. 63). 1) Mamu:k-ma qu: ʔas-?i working-PRES man-DEF ‘The man is working.’ 2) Qu:ʔas-ma mamu:k-ʔi man-PRES working-DEF ‘The working one is a man.’ (The : mark indicates a long vowel. ʔ is a glottal stop. DEF= definite; PRES=present) Question: 1. In sentence (1), is Qu:ʔas functioning as a verb or a noun? 2. In sentence (1), is Mamu:k functioning as a verb or a noun? 3. In sentence (2), is Qu:ʔas functioning as a verb or a noun? 4. In sentence (2), is Mamu:k functioning as a verb or a noun? 5. What criteria did you use to tell what is a noun in Nootka and what is a verb? 6. How does this data support the idea that there are no semantic criteria involved in determining the part of speech? 2. Syntactic categories (15 points) Consider the English sentences in (1). (1) a. The students have finished the final project. b. Every school offers online courses during the summer, but no one is aware of it. Instructions: For each underlined word, provide 1) its syntactic category, 2) morphological evidence, if any, and 3) syntactic evidence. - finished Category: Morphological evidence: Syntactic Evidence: - project Category: Morphological evidence: Syntactic Evidence: - online Category: Morphological evidence: Syntactic Evidence: - during Category: Morphological evidence: Syntactic Evidence: - of Category: Morphological evidence: Syntactic Evidence: - it Category: Morphological evidence: Syntactic Evidence: 2. Identifying Phrases (20 points) For each sentence, 1) list the phrases 2) identify the head of the phrase 3) state what the category of the head is. Example: The manager Head of phrase: manager Category of head: Noun a. Expressions can tell us a lot about the ways our language has developed over centuries. b. Language, as the living thing it is, constantly evolves. 3. Constituency Tests (4 points) Apply the constituency tests to determine which of the bracketed sequences in the following sentences form. constituents. a. Linguists often focus on [documenting endangered languages] to ensure they are preserved for future generations. Stand-alone test: Conclusion: b. The [Institute] also ranks second in five subject areas. Replacement Test: Conclusion: 4. Using PSR draw a syntactic tree for the following sentence: (6 pts) This documentation can serve as a crucial resource for future language revival efforts.
Math 2568: Linear Algebra Spring 2025 Course Description: Matrix algebra, vector spaces and linear maps, bases and dimension, eigenvalues and eigenvectors, and applications. Course Objectives: At the completion of this course, students will be able to: 1. Solve systems of linear equations 2. Manipulate and reduce matrices 3. Define (abstract) vector spaces 4. Understand linear transformations between vector spaces 5. Compute determinants, eigenvalues, and eigenvectors 6. Describe similarity transformations and diagonalizability Modality: The course will be taught through recorded video lectures posted on Carmen. Assignment Weights: Problem Sets 30% Midterm 1 20% Midterm 2 20% Final Exam 30% Your grades will be recorded on Carmen and your final grade will be curved. This makes it impossible to give an exact course-to-letter-grade correspondence before all coursework is completed, but I am available to give a rough idea of how your grade is shaping at request. Problem Sets: There will be 12 homework assignments throughout the semester. These assignments will be given weekly with some exceptions (for example, no assignment is due the first week). Generally, Problem Sets will consist of multi-step problems that emphasize problem-solving strategies and clear writing. All necessary work must be shown to receive credit for a response. Students are welcome to work together in small groups on these, but all must write up their own solutions. Exams: There will be two Midterm exams and one Final Exam. Exam Date Time Midterm 1 Fri, February 7 TBA Midterm 2 Fri, March 21 TBA Final Exam TBA TBA Coursework Submission and Formatting: All coursework (i.e. Problem Sets and Exams) will be submitted on Gradescope. In order to facilitate online grading, your work must be submitted as a single pdf file with pages selected. There are many ways to make your file a single pdf; some things to keep in mind follow: □ If you are using a tablet and stylus, make sure to export the file as a pdf. The “Notability” app is a suggested tool, as it makes this process simple and immediately exports the file in the desired format. □ If you are using pen(cil) and paper, scan your work as a pdf file. This can be achieved with a smart phone (e.g. on the “Notes” app on iOS, there is a “Scan documents” function that works well for this). □ If you end up with a sequence of photos of your work, this can still be salvaged by an online pdf converter. Free versions of these are numerous and easy to find; simply Google “(your file format) to pdf converter” and you will find many operational tools. Make sure you knowhow to perform this process before submitting your first assignment (and certainly before the first Midterm!). If you are in doubt of this, please reach out; we can figure it out over e-mail, during Office Hours, or during a scheduled meeting if necessary. Errors in the submission process will be viewed as late submissions and thus incur grading penalties, along with possible delays and errors in the grading process. Late Submissions: A Problem Set submitted late but within 24 hours of the deadline will receive a 30% grading penalty. Submissions made after this will receive no credit. Late submissions to Exams will receive no credit. Working Together: Group work on Problem Sets is not only acceptable, but also encouraged! (Keep in mind you must still write up your own solutions, though) However, working together on Exams is considered academic misconduct. Internet Solutions, Calculators, and other Electronic Resources: The internet is a perfectly good resource for Problem Sets insofar as there is no plagiarism. However, relevant material beyond those explicitly said to be permitted may not be accessed during exams. This includes calculators and online matrix tools. Tentative Schedule: Week Mon Wed Fri 1 (of Jan 6) Intr. & 1.1 1.1 1.2 2 (of Jan 13) 1.2 1.3 1.5 3 (of Jan 20) MLK Day 1.6 1.6 4 (of Jan 27) 1.7 1.7 1.7 5 (of Feb 3) 1.9 1.9 Midterm 1 6 (of Feb 10) 2.1 2.2 & 2.3 2.3 7 (of Feb 17) 3.2/5.2 3.3/5.3 3.3/5.3 8 (of Feb 24) 3.3 3.4/5.4 3.4 9 (of Mar 3) 3.4/5.4 3.5/5.5 3.5/5.5 10 (of Mar 10) Spring Break 11 (of Mar 17) 3.6/5.6 3.6/5.6 Midterm 2 12 (of Mar 24) 3.7/5.7 3.7/5.7 3.7/5.7 13 (of Mar 31) 4.1 4.2 & 4.3 4.2 & 4.3 14 (of Apr 7) 4.4 4.4 4.5 & 4.6 15 (of Apr 14) 4.5 & 4.6 4.7 4.7 16 (of Apr 21) 4.7
110.109 Introductory Financial Accounting Assessment 2 Booklet Summer School, 2024 IMPORTANT INFORMATION This is an electronic assessment and must be completed using the accounting package Xero. Assessment 2 contributes 15% towards your final grade and is due at 11 pm, 12 December 2024. NZST. For this assessment, you are required to submit three (3) PDF files: · Three PDF files are exported from Xero, namely, the Journal Report, Profit and Loss Statement and Balance Sheet. · The file naming convention for the Xero exported PDFs is provided on page 7 of this booklet. Assessment 2 covers material from weeks 1 to 3 inclusive and mainly relates to the following learning outcomes: 1. demonstrate an understanding of the financial reporting framework for general- purpose financial statements for commercial enterprises. 2. Identify, measure, record and communicate economic transactions and events of commercial enterprises’ operations using fundamental accounting concepts, including the double-entry accounting system. Before attempting this assessment, it is strongly recommended that you read the Assessment Information and Assessments 2 and 3 General Instructions (e.g., extensions, submissions, return of marked assessments, etc.) on the course Stream site and the assessment details on the following page thoroughly. You should also study the relevant material in the textbook and make sure you understand the concepts covered by practicing the weekly exercises and workshop questions before or as you complete this assessment. Assessment 2 (Xero) requires you to sign up a Xero free trial account to complete it. Details for signing up and use of Xero are provided in the “Assessment 2 Details” on the following page. Please remember that all 110.109 assessments must be your own work. Discussion on Stream or in study groups is fine but comparing or suggesting answers on Stream or in study groups as opposed to concepts may lead to marks being deducted to the extent of receiving zero marks if answers are too similar. ASSESSMENT 2 DETAILS How to Get Started with This Assessment This assessment requires you to sign up a Xero free trial account to complete. Once you have signed up for a Xero account, you can create a trial organisation. Please note that you can create as many trial organisations as you want, but each trial organisation lasts only 30 days. This mean after you have set up an organisation that is required to complete this assessment, you will have only 30 days of access to process transactions and prepare journal reports and financial statements. To complete this assessment, you must follow the Xero Accounting Student Manual. Create a Xero account · Go to the Xero sign-up page, then follow the prompts on the screen to sign up (Location: Select New Zealand). · Go to https://status.xero.com/ to check that Xero has no current issues or downtime. · Xero may require a Multi-Factor Authentication (MFA) when you log in (Click here to set up MFA). If you don’t have a smartphone or table or can’t download Xero Verify or Google Authenticator from the iOS App Store or Google Play Store, you can install Authy on your laptop or desktop computer. The desktop version of Authy can be downloaded directly from Authy's website. o Download Authy Please note, that if you would like to set up MFA using your smartphone or tablet, you can still do so using the Authy app that can be downloaded from the iOS App Store or Google Play Store. Xero Additional Resources · Once logged in, you can find answers to your queries by clicking on Help next to your login name. · Pre-recorded Xero training for Massey students o Massey part 1: https://player.vimeo.com/video/548239369 o Massey part 2: https://player.vimeo.com/video/548245691 · Student Support for Xero o Xero Central online help - Online articles, videos, and help o Xero TV - How to video series for all tasks in Xero Kayaks Exercise – Not Part of the Assessment It is highly recommended that you practice the Kayaks exercise following the Xero Student Manual before you start attempting this assessment. Completing the Kayaks exercise will increase your confidence in doing this assessment even though this exercise is not part of the assessment. You need to create a trial organisation for the Kayaks exercise following the Student Manual. Please note that once you have created a trial organisation for the Kayaks exercise, it will last for 30 days only. You can locate the Xero Student Manual (which includes the case study “Your Name Kayaks”), Kayaks Exercise Files, and Kayaks Exercise Solutions on the course Stream site within the Assessment section in the folder of Assessment 2 Xero Files. Kayaks Exercise Files contain: · CoA-kayaks student (.csv file). o This is the Chart of Accounts which you will import for use in setting up the accounts for “Your Name Kayaks” company. · BS-kayaks (.csv file). o This is the Bank Statement file that you will import to perform. bank reconciliation for the Kayaks exercise. Please note for this assessment, we do NOT require you to perform. bank reconciliation in Xero. Kayaks Exercise Solutions include three files that you can use to check your answers. Please note that the Kayaks exercise is not part of the assessment, but it will prove easier to complete Assessment 2 if you have first worked through it in Xero. Assessment 2: Xero Accounting Question You started a new business on 1 November 2024 and decided to use the accounting package Xero to process your company’s transactions. Your company sells bicycles and offers bicycle repair services. Please ensure that you follow the seven (7) steps outlined below to complete this Xero assessment. Whenever needed, please consult the Xero Student Manual (referred to as the Student Manual hereafter) for further guidance. Step 1: Set up your company: o Login to your Xero account. If you are taken straight to the demo company, click on the demo company name in the upper left corner of your screen, then select “My Xero”, and then select “Add a new organisation”. If you are taken straight to My Xero, select “Add a new organisation”. o Follow the instructions below: Business name: “Your Surname + Student ID + Ltd” (e.g., Smith12345678 Ltd) Industry: “Bicycles Retail” Country: New Zealand Do you have employees? Choose “Yes” Are you registered for GST: Tick “Yes, calculate GST on my transactions” Click on “Start trial” Step 2: Favourite the Journal Report: o Choose the organisation you just created, select the Accounting drop-down menu, click on “Reports”, then scroll down to the “Taxes and balances”, then star the “Journal Report”. Step 3: Create a bank account: o Click on “Chart of accounts” from the Accounting drop-down menu, select Bank accounts, then click on , then follow the instructions below: Find account: Type “Massey”, then click on “Add without a bank feed” on the bottom of the screen Bank name: Massey Account Name: Bank-your surname (e.g., Bank-Smith) Account Type: Other Account number: Your student ID number (e.g., 12345678) Account Code (optional): 621 Currency: choose NZD New Zealand Dollar Click “Add account” Step 4: Edit the account 970 & 980 – refer to the Student Manual (p.29 – Modify the Imported Chart of Accounts) o Click on Chart of accounts from the “Accounting” drop-down menu, and find account “970 Owner A Funds Introduced” and “980 Owner A Drawings”. o Click on them, then you can edit the account details using the following information. Code Name Account Type Tax 970 Under Name, change to “Capital – your surname” (e.g., Capital-Smith) 980 Under Name, change to “Drawings – your surname” (e.g., Drawings-Smith) Equity No GST Step 5: Create the following account(s) · Create an account using the following information. Select “Chart of accounts” from the Accounting drop-down menu, then select o Refer to the Student Manual (p.30 – Add New Accounts). Code Name Account Type Tax 210 Bicycle Repair Fees Other Income 15% GST on Income Step 6: Add inventory items o Modify the following accounts using the following information. Code Name Account Type Tax 200 Under Name, change to “Bicycle Sales” 310 Under Name, change to “Cost of Goods Sold - Bicycles” Direct Costs No GST 630 Under Name, change to “Inventory - Bicycles” Inventory No GST o Set up inventory (refer to the Student Manual, p.37 – Inventory Set-Up) o Item code: Bicycles o Item Name: Leave blank o You must check the “Track inventory item” box, which brings up a drop- down box to select the Inventory account associated with the item of inventory. Inventory Account: 630 Inventory - Bicycles Bicycle Cost price excluding GST $450 per unit Selling price excluding GST $800 per unit
STA 4001 Stochastic Processes Fall 2024 Homework 2 Due Oct 8-th Midnight 1. A total of m white and m black balls are distributed among two urns, with each urn containing m balls. Ateach stage, a ball is randomly selected from each urn and the two selected balls are interchanged. Let Xn denote the number of black balls in urn 1 after the nth interchange. (a) Give the transition probabilities of the Markov chain Xn, n ≤ 0. (b) Find the limiting probabilities and show that the stationary chain is time reversible.
MA 575 – Fall 2022. Final Exam Some useful formulas • The Gaussian distribution N(µ, σ2), µ 2 R, σ2 > 0 has pdf x 2 R. If X ~ N(µ, σ2), we have E(X) = µ, Var(X) = σ2. • Throughout the exam we consider a multiple linear regression model The parameters of the model are β 2 Rp and σ2 > 0 with true values β?, σ? 2 respectively. Throughout we assume that the model includes an intercept. • (Woodbury identity) Let A 2 Rm⇥m invertible, and u, v 2 Rm be such that 1 + v' A−1u ≠ 0. Then A + uv' is invertible, and • We recall also that if and det(A) = A11A22 − A12A21 ≠ 0, then A is invertible and Problem 1: Consider the linear regression model given in (1). a. (1pt) TRUE or FALSE: the model assumes that the components of y are independent with the same distri bution. b. (1pt) TRUE or FALSE: the model is not applicable when the explanatory variables are not continuous. c. (1pt) If βˆ denotes the least squares estimate of β in model (1), use y, X, βˆ to express the vector of fitted values yˆ, and its covariance matrix. d. (2pt) Consider model (1) with p = 2 (simple linear model). Let x = (x1,...,xn)0 denote the unique ex-planatory variable of the model (recall that the model contains an intercept). Let xc = (x1−x, . . . , x ¯ n− ¯x)0 , and 1 = (1,..., 1)' 2 Rn, where x¯ = xi/n. Use a projection argument to show that the vec-tor of fitted values yˆ of the model can be written as Give the expression of β˜0 and β˜1. e. (1pt) Consider again the case p = 2, and assume that xi = 0. Find Var(βˆ0), and Var(βˆ1). Problem 2: Consider the linear regression model given in (1). a. (2pts) The least squares estimator of β is β that minimizes the function β 7! ky − Xβk2. Give the expression of βˆ and the expression of an unbiased estimator σˆ2 of σ2. b. (2pts) Under the assumptions of the model what are the distributions of βˆ and σˆ2? c. (2pts) Suppose that we modify model (1) to y = Xβ + , where ~ N(0, σ2⌦−1) for a symmetric positive define matrix ⌦ 2 Rp⇥p assumed known. In that case we estimate β using β that minimizes the function β 7! (y − Xβ)0 ⌦(y − Xβ). Give the expression of βˇ and the expression of an unbiased estimator σˇ2 of σ2 in this model. Problem 3: Let be a Gaussian random vector with mean and covariance matrix given by a. (1pts) Answer TRUE or FALSE: the variables Y1, Y2, Y3 as given are iid. b. (1pts) Answer TRUE or FALSE: the variables Y1, Y3 are independent. c. (1pts) Give the expression of the probability density function (pdf) of 2Y1. (d) (1pts) Let Z = Y1 2 + (Y2 − 1)2. Find E(Z). (d) (2pts) Find the expectation and the covariance matrix of Problem 4: We consider the linear regression model in (1). Consider a sub-model y = X1β1 + , where X1 2 Rnxp1 is a sub-matrix of X that collects only p1 of the p columns of X. Let X2 2 Rn⇥p2 be the remaining columns of X, with p1 + p2 = p. We partition accordingly the true value β? as (β? T ,1, β? T ,2)T. The AIC of the sub-model is with a similar expression for the full model. a. (1pts) Answer TRUE or FALSE: in general, adding more explanatory variables to a linear model tend to produce fitted values with high biases, whereas removing many explanatory variables from the model tend to produce fitted values with high variances. b. (1pts) Answer TRUE or FALSE: In general, when comparing models, the AIC and the R2 typically yield the same conclusion. c. (1pts) Show that in the set up described at the beginning, if β?,2 = 0, then we have E(ky − X1βˆ1k2) = σ? 2(n − p1). d. (1pts) By looking at the derivative of the function log(1 − x) + x, show that −x − x2 ≤ log(1 − x) ≤ −x for all x 2 [0, 1/2). e. (2pts) In the specific set up described at the beginning, use the above to show that when n is larger than p, and β?,2 = 0, the smaller model is typically preferred according to the AIC criterion. Problem 5: We consider the linear regression model in (1). Let y(i) 2 Rn−1 be the vector of responses obtained after removing the i-th response. Let X(i) 2 R(n−1)⇥p be the explanatory matrix obtained after removing the i-th row of X, that we denote xi. Let βˆ (i) be the least squares estimate of the model y(i) = X(i)β + (i). (a) (1pts) The leverage of the i-th observation is hi = xi(X' X)−1x' i. Answer TRUE or FALSE: small value of hi means that the i-th observation is likely an outlier in the x-space. (b) (1pts) Let the residuals of the model be ˆ. Use the fact that Var(ˆ) = σ? 2(In−H) to show that 0 ≤ hi ≤ 1 for all i. (c) (2pts) Suppose that p = 2 (simple linear model). Let (x1,...,xn)0 denote the unique explanatory variable of the model (recall that the model contains an intercept). We set x¯ = xi/n. Show that in this case the leverage of the i-th observation can be written as (d) (2pts) In the general set up above, the i-th studentized residual is defined as where ✏(i) = yi − xi ˆβ(i) and σˆ( 2 i) = ky(i) − X(i) ˆ β(i)k2/(n − p − 1). Use the relation ˆβ(i) = ˆβ − (X' X)−1x0 i to show that
553.421 Intro. to Probability honors Assignment #2 Due Friday, Sep. 16 11:59PM as a PDF upload to Gradescope. 2.1. Suppose 1 ≤ k ≤ n are integers. (a) Show that (b) Use part (a) to show 2.2. Simplify 2.3. We deal out the 13 cards to each of 4 bridge players (North, South, East, West). What is the probability that North receives 6 spades, South receives 5 spades, and East and West each have 1 spade? 2.4. We roll a fair 6-sided die 12 times. What’s the probability we see each face of the die twice? 2.5. Gary is creating a workout. The order of the exercises he performs is irrelevant. Out of the 28 machines, in how many ways can he select 4 machines to do each day of the week with no repeats? 2.6. A middle row on a plane seats 7 people. Three of them order chicken and the remaining four pasta. The flight attendant returns with the meals, but has forgotten who ordered what and discovers that they are all asleep, so she puts the meals in front of them at random. What is the probability that they all receive correct meals? 2.7. (a) In how many ways can you give 9 children 14 chocolate chip cookies? (b) Re-do part (a) so that Rick, one of the kids, receives exactly one cookie. (c) Re-do part (a) so that Rick receives at least two cookies. (d) Re-do part (a) so that no child goes hungry (i.e., each receives at least one cookie). 2.8. Consider all possible 40-long sequences of the digits 1, 2, 3 and 4. Assuming that these sequences are each equally likely compute the probability a sequence has exactly 10 of each digit. 2.9. A license plate is 3 letters from the 26 possible repetition allowed followed by 3 digits from 0 thru 9 with repetition allowed. No speeders on the Gwynns Falls Parkways get tickets because the Baltimore speed cameras are weird: they can only record which letters and which digits appeared but not the order they appear on the plate. How many distinct recordings can these camera make? 2.10. Consider the vectors {(x1, x2, x3, x4, x5, x6) : xi ≥ 0, xi integer}. The following are separate questions: (a) How many of these vectors have xi = 10? (b) How many of these vectors have xi = 10 and x1 = x2 = x3 = 1? (c) How many of these vectors have xi = 10 and x1 = x2 = x3? h.11. Let 1 ≤ k < n be positive integers. Show that: You don’t have to be rigorous. This is sometimes called Fermat’s combinatorial identity. h.12. Let n be a positive integer. Determine the number of n-vectors (x1, x2, . . . , xn) of nonnegative integers such that Simplify your final answer as much as possible. h.13. Let n > 0 be a fixed integer. Find the value(s) of 0 ≤ k ≤ n that maximize the value of . You may want to consider the ratios of successive values of k in the binomial coefficients. Also note that k must be an integer.
