Module Code: SM9532 Module Title: Strategic Frameworks and Cultural Contexts in International Management Distributed on: December 2024 Hand in Date: 23:59 SGT (15:59 BST/GMT) on 26/02/2025 Further information about general assessment criteria, ARTA regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal. Students are advised to read and follow this information. Instructions on Assessment: The module assessment comprises of an INDIVIDUAL research-based assignment that requires you to write an essay that represents 100% of the module mark. You are required to produce a report covering all four tasks of the assessment. Focussing on a company of your choice that has some international presence, and assuming that the company is considering further international expansion into new countries, conduct a research-based strategic analysis addressing the following tasks. 1) Applying the CAGE framework, identify similarities/differences between the home country of the company and two potential host countries (each in two continents that are different from the home country of the company). Discuss the strategic implications of those CAGE similarities/differences, and recommend one of the two countries for the company to invest in. (30 marks, 900 words maximum) 2) Using Porter’s National Diamond (PND) framework, evaluate the competitiveness of the recommended country focusing on the relevant industry the company is interested in, and summarise the strategic implications of the findings from the PND analysis for the company (25 marks, 750 words maximum) 3) Based on the findings of the above analyses, identify what should be the relatively most important strategy out of the AAA (Adaptation, Aggregation or Arbitrage) strategies to focus on for the company to create value in the recommended host country to start with, and justify your recommendation. Reflect on how this strategy may shift over time as the firm continues to operate in the recommended country. (25 marks, 750 words maximum) 4) Drawing on the above analyses and supported with other relevant sources, briefly discuss THREE cross-border challenges in operating in the recommended country that should be considered by the company. Make your strategic recommendations for the company that could be useful in coping with those challenges. (20 marks, 600 words maximum) Assignment Guidance Notes: The word limit for the overall assignment is 3000 words. Write a report addressing the assigned tasks. Use numbered headings and subheadings under each task. All the figures, charts and tables should be numbered and titled, and they should be referred to and used in the report. There should be no first-person references (I, we, us) in the report. If self-reference is required, you may refer to yourself as "the author" or "this report". Assignments require you to demonstrate that you understand, and you are able to apply theoretical concepts, models and frameworks, studied on the module, in your analysis in the report. Detailed descriptions of the frameworks that you use are not necessary. This is a research-based assignment. Your analytical discussion must be supported by relevant sources of information (using in-text citations). Clarity and concision are encouraged and will be rewarded. You should be thorough and detailed in your analysis, and all the points should be fully explained and justified. You could present the discussions under each question in the body of the report and include relevant tables, charts, graphs, and any other supporting evidence in the appendices. Do NOT clutter the tables with text. Use concise text/data to make sure the table is easy to understand. The reports should have the following structure: Cover page (with the module code, title, word count, your programme, and student ID) Table of contents (with the page numbers) Q1 Q2 Q3 Q4 List of references Appendices Appendices may be used only if they are necessary to support your discussion. The appendices should be properly organised and there should be in-text references to all the appendices. The work must be word-processed and saved in PDF format for final submission. Line spacing 1.5, font size 12 and font type Arial should be used in the body of the report. Do NOT mention your name, or tutor’s name anywhere on your assignment. Insert the page numbers and your student ID in the header or footer of every page of the report. Badly written, badly organised and/or badly presented work will attract a low grade. DO NOT copy text from any sources! Use the information to produce your own analysis. Please familiarise yourself with what constitutes plagiarism and academic misconduct. For further information on plagiarism, see the Referencing and Plagiarism related topics on Skills Plus (www.northumbria.ac.uk/skillsplus). Use only high quality and reliable sources. You should use the APA (7th ed.) referencing style. Quick guide to Referencing APA 7th ed on Skills Plus (https://cragside.northumbria.ac.uk/Everyone/skillsplus/database_uploads/55389635.pdf.) The official APA website:https://apastyle.apa.org/style-grammar-guidelines/references/examples.The official APA style. guide is available in print to borrow from the library: American Psychological Association (2020) Publication manual of the American Psychological Association: the official guide to APA style, 7th ed. (Located at 808.06615 PUB). Please ensure that all the materials and sources used in your work are properly referenced! Where to find additional assessment support: Please see the assessment and submission folder and other relevant resources that can be accessed through the module Blackboard site. More details will be provided in the assessment briefing session and during weekly seminars. There will also be an assignment surgery. A discussion board for assessment related Q&As will be available on the module Blackboard site. General notes: If the assignment is within +10% of the word limit, no penalty will apply. The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include: Title and Contents page List of References Appendices Appropriate tables, figures, and illustrations Glossary Bibliography Quotes from interviews and focus groups. Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count. If this word count is falsified, students are reminded that under ARTA page 11 Section 1.13.2 this will be regarded as academic misconduct. If the word limit of the full assignment exceeds the +10% limit, 10% of the total marks available for the assignment (i.e., 100 x 10% = 10) shall be deducted from the assignment mark. For example: An assignment which would have scored 70% but that has a word count greater than 10% of the prescribed word limit will be allocated 60% (i.e., 70 -10 = 60).
EE6221-ROBOTICS AND INTELLIGENT SENSORS SEMESTER 2 EXAMINATION 2021-2022 1. A robotic manipulator with six joints is shown in Figure 1. Figure 1 (a) Obtain the link coordinate diagram by using the Denavit-Hartenberg (D-H)algorithm. (12 Marks) (b) Derive the kinematic parameters of the robot based on the coordinate diagram obtained in part (a). (8 Marks) 2. The dynamic equations of a Cartesian robot which is in contact with a frictionless surfacedare given as follows: where x1 x2, x3 represent the position of the end effector in Cartesian coordinates, fiand f2 are the contact forces, u1, u2, u3 are the control inputs. The contact forces exertedon the environment are given by The system possesses unmodelled resonances at 8 rad/s, 16 rad/s and 24 rad/s. (a) Design a hybrid position and force controller for the robot. The system should be critically damped and does not excite all the unmodelled resonances. (12 Marks) (b) The controller designed in part (a) is now implemented on the robot but a constant steady state position error is found on x3. Explain the possible effects and derive the error equations. Design a controller so that the steady state error can be eliminated and the same performance in part (a) is achieved. (8 Marks) 3. (a) A three-wheeled mobile robot with two castor wheels and one steered standard wheel is shown in Figure 2 on page 3. A local reference frame. (xn yr) and a steered angle ß are assigned to the mobile robot as shown in Figure 2. The radius of each wheel is 5 cm. If the rotational velocities of the steered standard wheel and the two castor wheels are denoted by ss, e1, and e2, respectively, derive the rolling and sliding constraints of the mobile robot. (10 Marks) Note: all lengths are in centimeters. Figure 2 (b) A robot manipulator with four joint variables q1, 92. 93, q4 are mounted on amobile robot. The link-coordinate homogeneous transformation matrix from thebase coordinate to the tool coordinate of the robotic manipulator is given as: where s = sin (q1), s3 = sin(q3), s4= sin(q4), G1 = cos (q1), c3 = cos (93), C4 = cos(q4). (i) Solve the inverse kinematic problem using an analytic method to express (q1, q2, 93)T in terms of the position of the end effector (x, y, z)T. (Note: orientation is not required). (ii) Find the first column of the tool-configuration Jacobian matrix of this robot.(Note: only first column is required). (10 Marks)
PSYC1002 Research Report 2025 Brief Description In this study, you will be examining whether a particular drug (7,8-DHF) that acts as a "cognitive enhancer" in rodents can improve outcomes for exposure therapy for PTSD. The Drug 7,8-DHF* acts as a "BDNF mimetic", meaning that it mimics the effects of BDNF (discussed in your Neuro Lectures), and promotes neuroplasticity. When paired with a learning event, 7,8-DHF can help animals learn better/faster (see preparatory readings). *7,8-DHF is not currently safe for use in human populations, but for the purposes of this report, we are pretending that it is! Exposure Therapy Exposure therapy for PTSD uses principles of extinction learning (further discussed in Learning and Motivation lectures) to reduce the fear response to traumatic memories and help alleviate the symptoms of PTSD. Current Study This study is designed to examine two factors: 1) Behavioural Intervention (whether participants received Exposure Therapy or a Control Intervention), and 2) Drug Status (whether participants received 7,8-DHF or Placebo). This is what we call a "2x2 study", meaning that there are 2 factors (Behaviour and Drug), and each factor has 2 levels (Exposure/No Exposure; 7,8-DHF/Placebo). Getting Started 1) View the recommended sections of the preparatory readings provided. 2) Examine the Methods and Results sections provided. 3) To familiarise yourself a bit with the field, do some independent exploration of scientific literature related to PTSD and exposure therapy (Google Scholar is fine at this stage). Ask yourself questions like: What are the strengths/weaknesses of exposure therapy for the treatment of PTSD? Why might we be searching for pharmacological adjuncts? What other drugs have been tried before? Were they successful? Preparatory Readings Check out the indicated sections for the following readings: 1. Cognitive Enhancers for Exposure Therapy_Milad.pdf This is a review that gives you a nice introduction to Exposure Therapy, Extinction, and Cognitive Enhancers. Basically, cognitive enhancers are pharmacological aids that enhance learning. Many researchers try to identify drugs that work to promote fear extinction in rats or mice with the goal of eventually being able to offer them to people seeking exposure therapy for disorders like phobias, anxiety, or PTSD. In theory, these drugs would enhance the learning that takes place during therapy, making the process more effective. I would suggest reading the Abstract, the Intro, and trying to tackle one or two of the examples (D-Cycloserine and estrogen would be my picks -- don't stress about the biological mechanism details). 2. PTSD Exposure Therapy_Oxytocin.pdf This is a small preliminary study that didn't reach significance, but it's very similar to the methodology that we'll be using in the research report. This one is pretty clearly written, so tackle as much of the Abstract, Intro, and Methods as you can (but don't spend too much time trying to understand every detail). You can then skip to the end and have a look at the results on page 15 to see how PTSD symptoms seemed to reduce more in the Oxytocin group than the Placebo group (again, not a significant difference, but it was a small sample size). 3. 7,8-DHF Extinction_Andero.pdf This one is rough, but you don't need to read much of it! I've highlighted brief sections on p.1, 2, 12, and 13 that I'd like you to take a quick look at, and for each of these sections I've added explanatory comments. This just covers the basic mechanism of a drug called 7,8-DHF, and shows how it enhances learning in mice. As you will see, if this drug is given before fear conditioning, mice learn fear better. If it's given before fear extinction, they learn extinction better.
CSB352H Bioinformatic Methods Winter 2025 – Lab Report 1 CSB352: Lab Report 1 This assignment asks you to investigate a gene of unknown function from Arabidopsis thaliana, by identifying orthologous sequences from other organisms and performing a multiple sequence alignment of your discovered orthologs. In a nutshell, your lab report will introduce your gene (see arabidopsis.org to as described in the Gene Assignment section of the Lab Reports part of Portal; details on the gene/protein are also available from this database), give explicit details of the analysis you performed (BLAST and MSA), describe the particulars of what you found and comment on what you think it means in a biological context – what could the function of this gene be? You will also perform. a phylogenetic analysis on a subset of BLAST, generating the best-resolved (i.e. greatest number of nodes that are well supported based on their bootstrap scores) phylogenetic tree you can. Is there evidence of a gene duplication event in a recent ancestor of Arabidopsis thaliana and the other species whose sequences are homologous? The report should be no longer than 6 pages, double-spaced (excluding figures and references)! You should cite all primary sources plus all tools/websites/data sources used, using the journal Nature’s reference format. Things you need to keep in mind • about your query: - are you going to BLAST a nucleotide or protein sequence (or both)? Genomic DNA or mRNA? Is your sequence long enough? • about your search database: - do you want an all-encompassing database or a well-curated one? • about your BLAST parameters: - which BLAST search algorithm is best for finding orthologs in other species? - are you going to use blastn, blastp, blastx? Why? - which scoring matrix should you use? • about your alignment parameters: - which alignment program are you going to use? - how rigorous are your gap penalty parameters? - does your alignment “make sense”? • about your phylogenetic analysis: - which method(s) are you going to use? - include the closest A. thaliana paralog in the analysis (if there is one) - note that duplicated genes are typically not identical and that the “nonredundant” database does actually have redundancies in it. Your report should consist of the following sections: Introduction: (4 marks) A short, two-paragraph description of your gene and the analyses performed. Be sure to include the following information: - organism - sequence source (i.e GI or AGI ID number, sequence type) - physical location (if available) - functional product (if known) – pI, MW, and other parameters as appropriate Summarize the genes and taxa included in your analysis. You can make note of any pertinent alignment patterns you detected in your MSA (ie: conserved regions, range of sequence identity, etc.), and state what you are trying to ascertain with your phylogenetic analyses (do not copy the above objective!). Methods: (8 marks) A concise explanation of the parameters, data sources, web sites used and their citations, and settings for each in silico experiment performed in the final analysis you’re presenting in this report. Note: The marker must be able to replicate your results solely from the information in this section! Be sure to detail the BLAST search(es) you performed along with any parameter adjustments you made and justify them. Include the Blast version and databases version. Describe which alignment program you chose as well as all parameters used in the analysis. Explain the design of your phylogenetic analysis in prose form, including the software used, the alignment and phylogenetic tree-building algorithm(s) used (justify your choices), the parameters you chose for each algorithm. DO NOT INCLUDE RESULTS IN THIS SECTION (see below.) Tip: The literature accepted E-value cutoff for accepting a sequence as orthologous to the query sequence is 1e-20 as per Lecture 2. If your assigned gene returns few or no orthologs in the search, then contact [email protected] request a new gene. Results: (12 marks) Your results will include a short discussion on what was found and anything you did that was “out of the ordinary” and why. Also it will include 3 figures, complete with proper captions. Each figure should include a caption that describes the figure. The caption should be detailed enough that the readers do not need to read the text in order to understand the figure: 1) a table of your orthologous sequences (and the most similar A. thaliana paralog if there is one) and their associated BLAST statistical values. Be sure to justify your choice of sequences you selected for alignment (are all sequences truly “nonredundant”?), and include only the sequence retrieval (do not include pairwise alignments, please). 2) your best multiple sequence alignment of the top 15 orthologs from your BLAST search – include only one other A. thaliana sequence that is not the same as your assigned gene, that is, include the closest Arabidopsis thaliana paralog, if one exists. Make sure the MSA is formatted in such away that conserved regions, residues, or nucleotides are highlighted. Trim it accordingly (i.e.: don’t include uneven tail-ends, as they are uninformative.) 3) A write-up in which the results of your phylogenetic analysis are displayed and described (but not analyzed). Include within this page your preferred phylogenetic tree with branch lengths and bootstrap values. In the text, explain any pertinent trends, divergences, or similarities seen in your tree. Ifyour alignment or tree viewer program doesn’t generate imagefiles to import into your report document, use screenshots with the PrintScrn button then paste followed by cropping. Ensure that the gene name and organism name (abbreviated if need be) is readable for each sequence in the alignment. Your query sequence should be at the top, followed the closest paralog and orthologs sorted from most to least similar. Discussion: (6 marks) Interpret your results in a biological context. Can you suggest a possible function of your gene? Do its relationships with other taxa make sense to you? Is this gene widespread in the tree of life (or at least in plants)? Can you thus infer whether it is relatively old or new? Is it highly conserved across taxa? Are some regions highly conserved and others not? What might this tell you about its function? Do any species have duplicated versions of this gene? When did the duplication occur?
ECON 4211 Problem Set #1 Spring 2025 Due February 13th by 8pm 1. [25 points] Remind yourself of the terminology we developed in Chapter 1 for causal questions. Suppose we are interested in the causal effect of having health insurance on an individual’s health status. (a) [5 points] We run a phone survey where we ask 5,000 respondents about their current insurance and health conditions. The data we collect is an example of a . (b) [5 points] The US government has Census data onevery elderly American’s current insurance and health status. This is an example of data for the . (c) [5 points] Suppose we take our phone survey data and calculate the difference in health between individuals who do and do not have insurance. This difference is an example of an _______. (d) [5 points] The difference in health between all Americans who do and don’t have insurance is an example of an _______. The effect of insurance on health is an example of a _______. (e) [5 points] When the two objects in (d) coincide,we have an example of . Give one reason why the two objects in (d) might not coincide. 2. [35 points] Let Y = a + X3 /b where a and b are some constants with b > 0, and where X ∼ N(0, 1). (a) [2 points] State the definition of the cumulative density function of Y , which we’llcall Fa,b (y). (b) [5 points] Express Fa,b (y) in terms of the CDF of the standard normal distribution Φ(·). Hint: can you re-write the inequality Y ≤ y as an inequality involving X? (c) [3 points] Express E[Y] in terms of E[X3], then use the fact that E[X3] = 0 when X ∼ N(0, 1) to derive E[Y]. (d) [4 points] Express Cov(Y, X) in terms of E[X4], then use the fact that E[X4] = 3 when X ∼ N(0, 1) to derive Cov(Y, X). (e) [2 points] Suppose E[Y] = 0 and Cov(Y, X) = 0.3. What can you conclude about a and b? (f) [6 points] Given your answers to (b) and (e), what is the probability that a draw of Y is bigger than zero? What is the probability that a draw of Y falls between −0.1 and 0.1? (g) [3 points] Let W = a + X3 /b + Z where Z is mean-zero and independent of X . How does the distribution of E[W | X] (recall this is a random variable) compare to the distribution of Y? 3. [40 points] In this problem, we will talk about how to estimate the variance of a random variable X , σX(2), with an iid sample of n observations. Recall that the definition of variance is σX(2) = E[(Xi − µX )2] Note that to use this estimator, you need to know µX . However, we rarely (or never) know the true value of µX . This implies one has to use some sort of replacement for µX . A seemingly natural option is to use as an estimator for µX . (a) [7 points] Show that is an unbiased estimator. Is it consistent? What law would you use to prove that? (b) [7˜ points] Suppose that somebody gave you the advice of using the following estimator: and said that this estimator is more efficient. Is this claim true? (c) [7 points] Suppose you decided to use the formula below to estimate sample variance: which can be conveniently rewritten as Show that (d) [7 points] Show that Hint: think about the variance of the sample mean (computed in class). (e) [6 points] Using (d),calculate E[˜(σ)X(2)]. (f) [6 points] Is the estimator ˜(σ)X(2) unbiased? If not, calculate the bias of this estimator and propose an unbiased estimator.
CSE3666: Introduction to Computer Architecture Spring 2025 Course information Course Number and Title: CSE 3666 Introduction to Computer Architecture Credits: 3 Prerequisites: CSE 2050 or 2100; open only to students in the College of Engineering and declared Computer Science minors. Not open for credit after passing CSE 2304, 4302, or 4950. Course description Structure and operation of digital systems and computers. Instruction sets and assembly language. Integer and floating-point arithmetic. Machine organization, control and datapaths, pipeline, and the memory hierarchy. Textbook David A. Patterson and John L. Hennessy. Computer Organization and Design RISC-V Edition: The Hardware Software Interface (The Morgan Kaufmann Series in Computer Architecture and Design) 2nd Edition, Morgan Kaufmann. Dec 2020. ISBN-13: 978-0128203316. Course Goals and Objectives 1. Represent data (e.g., integers, floating-point numbers, instructions.) with bits. 2. Program with RISC-V instructions (computing with instructions). 3. Design an instruction set architecture (ISA). For example, describe types of instructions, encode/decode instructions, and identify and apply good design principles. 4. Design digital circuits (e.g., arithmetic-logic unit) with logic gates. 5. Design a processor that supports a specified ISA. 6. Design a processor pipeline and handle data and control hazards. 7. Design memory cache in a computer system. 8. Evaluate the performance of a computer system. The course schedule will be posted online separately. Syllabus information maybe subject to change, with the exception of materials for purchase. Lectures, labs, and exams Lectures, labs and exams are in person. Lectures • 001, Tue and Thur, 12:30PM – 1:45PM, Prof. Shi, MCHU 101 • 011, Tue and Thur, 2:00PM – 3:15PM, Prof. Scoggin, CAST 212 Labs • Lab 002L, Mon 11:15AM - 12:05PM, E2 306 • Lab 003L, Mon 12:20PM - 1:10PM, E2 306 • Lab 004L, Mon 1:25PM - 2:15PM, E2 306 • Lab 005L, Mon 2:30PM - 3:20PM, E2 306 • Lab 006L, Mon 3:35PM - 4:25PM, E2 306 • Lab 012L, Mon 9:05AM – 9:55AM, ITE 134 • Lab 013L, Mon 10:10AM – 11AM, ITE 134 • Lab 014L, Mon 11:15AM – 12:05PM, ITE 134 • Lab 015L, Mon 12:20PM-1:10PM, ITE 134 • Lab 016L, Mon 1:25PM-2:15PM, ITE 134 Exams Exams 1 and 2 are held at night, starting at 6:45 PM. Both exams will be in ITE C80. We may adjust the starting time slightly. • Exam 1 is on Wed, 02/26/25. • Exam 2 is on Wed, 4/16/25. • The final exam will beheld during finals week. It is scheduled by the registrar’s office. Grade Students’ final grade is based on the following components: • 5% Lecture Participation • 10% Labs o Performance (auto and manual grades): 5% o Lab Participation: 5% • 15% Homework • 70% Exams o min(Exam 1, Exam 2): 10% o max(Exam 1, Exam 2): 25% o Final Exam: 35% The final grade is based on the weighted total of components in the course. Students can estimate their grade using the following table. The instructors reserve the right to adjust the thresholds and apply + or – to grades near thresholds. Excellent A 93 Good B 83 Average C 73 Passing D 63
Part II : AST builder + Semantic Analyser The goal of part II is to implement the rest of the front-end all the way to semantic analysis. This will involve modifying your parser so that it can build the Abstract Syntax Tree (AST) corresponding to your the input program and then perform. semantic analysis. In order to achieve this goal, you will have to perform. several tasks. First, you will have to follow the abstract grammar specification and design the Java classes that represent the AST as seen during the course. Then, you should write an AST printer in order to output the AST into a file. Thirdly, you will have to modify your parser so that it builds the AST as your are parsing the tokens. Finally, you will be able to perform. semantic analysis. Note that we highly recommend following an iterative approach where you add AST nodes one by one, extend the printer and modify your parser as you go. We also encourage you to write small test programs that test every AST node as you build them rather than trying to implement everything at once. If you encounter any problem, have any questions or find a bug with the newly provided files, please post a note on the online forum. Tips Don't try to support the whole language at once, start small with a subset of the grammar. For instance, starts with a subset of the grammar that could just handle a main function returning 0, massage the grammar, add the AST nodes and update your parser. Then grow from there by supporting step by step a larger subset of the grammar. Each analysis pass you write should have only a single purpose. It is much easier to write many small passes, each performing a simple task, than one big one trying to do everything at once (for instance write one pass just for checking assignment). Do not worry about efficiency, even if your compiler requires the application of 100 passes to reach its goal, this is absolutely fine and will make your task of writing the compiler easier. Make use of the debugger from your IDE to chase bugs. If you have never use a debugger before, now is the time to learn: IntelliJ debugger tutorial 0. Setup You will have to pull the AST class nodes and abstract grammar from the main repository. If you wish to start Part 2 before the deadline of Part 1, execute the following commands in a separate branch! Otherwise, if you merge with your master branch and by accident push your changes to your remote repository, the auto-testing for Part 1 will fail. You must first create a new branch in your repository and switch to that branch (instructions are given below). We advise you to first read this tutorial about managing branches in git. First, open a terminal and navigate to the root of your local repository. Note that a new main file, Main2.java is provided. You should use this class as the main entry point to the compiler from now on. 0.1 Creating separate branch (if starting before deadline for part 1) If you are starting part 2 after the deadline for part 1 you can skip to 0.2. If you are starting part 2 before the deadline for part 1, we will first create a new local branch. Type: $ git branch part2 Then, let's checkout the new local branch: $ git checkout part2 And finally, let's push the branch to your git remote repository: $ git push -u origin test From now on, whenever you commit or push, this will happen in your newly created part2 branch. 0.2 Bringing in new updated skeleton compiler code We are now ready to bring in the new skeleton code from the instructor (cdubach) repository. Type: $ git pull [email protected]:cdubach/comp520-coursework-w20XX.git where XX is this year (e.g. 22 for 2022). This will cause some merge conflict(s) due to the change of the return type of some of the parse functions to return an AST node instead of void. For instance: From gitlab.cs.mcgill.ca:cdubach/comp520-coursework-w20XX * branch HEAD -> FETCH_HEAD Auto-merging src/parser/Parser.java CONFLICT (content): Merge conflict in src/parser/Parser.java where XX is this year (e.g. 22 for 2022). Here, the file Parser.java is causing a merge conflict. In order to resolve it, you should open the file to fix the conflict. For the parser, you'd possibly want to remove everything between the equals symbols and the greater than symbols, e.g. ======= public Program parse() { >>>>>>> 92a7665c3dde600e1bd2d5681b2fc8fb43e1d37b Thereafter you can continue to extend your solution. You can safely commit and push your changes as these will be pushed on the branch part2. 0.3 Merging your changes into your master branch (if started before deadline for part 1) If you have created a new local branch for part 2, and once the deadline for part 2 has passed, it is time to bring back these changes into your master branch. This will ensure that the automarker will be able to test your part 2. Make sure to have committed all your changes from your local branch before executing the following. To come back to the master branch, type: git checkout master Then, you can merge your changes from your local branch part2 into master as follows: git merge part2 From that point on, you are back in working onto master. When you will push any of your changes from master to your remote repository, these will be picked up by the automarker. If you encouter any issues with this, please make sure to post on the discussion forum or attend the TA office hours. 1. Massaging the grammar (Operator precedence and associativity) As seen in the lecture, when building the AST it is important to ensure that the correct operator precedence and associativity rules are followed. To this end, you should start again from the initial concrete syntax grammar and update it. You should make sure the resulting grammar is non-ambiguous, eliminate left recursion and ensure that the usual C precedence and associativity rules for operators are respected based on the table below. As see in the lecture, left-associative binary operators should be handled using an iterative approach in the parser (rather than recursion). We suggest that you express these in the grammar using a Kleene closure, which will directly translate to a loop in your parser code. Precedence Operator Description Associativity 1 () Function call Left-to-right 1 [] Array subscripting Left-to-right 1 . Structure member access Left-to-right 2 + Unary plus Right-to-left 2 - Unary minus Right-to-left 2 (type) Type cast Right-to-left 2 * Indirection Right-to-left 2 & Address of Right-to-left 3 * / % Multiplication, division, remainder Left-to-right 4 + - Addition, subtraction Left-to-right 5 = Relational operators Left-to-right 6 == ! = Relational operators Left-to-right 7 && Logical AND Left-to-right 8 ⎮⎮ Logical OR Left-to-right 9 = Assignment Right-to-left Here is how to "interpret" the following piece of C code based on precedence and associativity: array[1][2] // (array[1])[2] mystruct.field[1] // (mystruct.field)[1] 2*3+4 // (2*3)+4 2+3*4 // 2+(3*4) &*ptr // &(*ptr) &p[1] // &(p[1]) a+b+c // (a+b)+c a=b=c // a=(b=c) a=b.c=d // a=((b.c)=d) Note that associativity for unary operators seems at first a bit of an ill-defined concept. However, it is still a useful concept that basically specifies whether the operator is used as prefix or postfix. For instance, left-to-right associativity for function call tells you that if the following input were somehow valid syntactically (it is not in your language) foo()bar then the call would be taking place on foo and not on bar . However, for type casting, if the following were syntactically correct (it is not the case in our language): x(int)y then the casting operator would be applied on y and not on x . 2. AST Nodes As seen in the lecture, the AST is generally defined using an abstract grammar. You can find the abstract grammar for our language here. It is important to ensure that the design of your classes follows the abstract grammar; the automated marking system will rely exclusively on the name of the class to determine the type of AST node and will expect the subtrees to appear in the same order as defined in the grammar file. Note that a few AST node classes are already given as a starting point. You should not have to modify these (unless otherwise stated), but you are free to do so if you wish. ASTNode class Observe how the ASTNode class has an abstract children() method. When implementing a new ASTNode, you should take care that children() returns all the nodes that are included in the current node (i.e. its children). This will allow you to implement very simple analysis passes with only a few lines of code. For instance, if you wanted to implement a function that prints the name of all variables every time they appear in the abstract syntax tree, you could simply do: public void printAllVariableUses(ASTNode node) { switch (node) { case null -> { throw new IllegalStateException("Unexpected null value"); } case VarExpr ve -> { System.out.println(ve.name); } case ASTNode n -> { for (ASTNode child: n.children()) { printAllVariableUses(child); } } } } This will become handy when, for instance, you will have to check that variable are declared before usage. Tips Note that in this example, we do not want to visit the children of VarExpr . However, there might be cases where you may want to do so, and you should not forget to do it when needed! 3. Parser modifications Your next task major consists in updating your parser so that it creates the AST nodes as it parses your input program. For most of your parseXYZ methods, you will have to modify the return type to the type of the node the parsing method should produce as seen during the lecture and implement the functionality that builds the AST nodes. You may have to modify slightly the design of your parser in order to accommodate the creation of the AST nodes. 4. AST Printer Your next job consists in extending the AST printer class provided to handle your newly added AST node classes. As seen during the course, the AST printer will use pattern matching. It is important to respect the following format when printing the AST to ensure that your output can be validated by our automatic marking system. Using EBNF syntax, the output should be of the form. AST_NODE_CLASS_NAME '(' [SUB_TREE (',' SUB_TREE)*] ')' Except for Op and BaseType , which should be Java enums, all AST nodes printed must be followed by an opening and corresponding closing parenthesis (even if there is no children). Examples: y = 3*x; should result in the following output: ExprStmt(Assign(VarExpr(y),BinOp(IntLiteral(3), MUL, VarExpr(x)))) . void foo() { return; } should result in: FunDef(VOID, foo, Block(Return())) . +x should result in just BinOp(IntLiteral(0),ADD,VarExpr(x)) -x should result in: BinOp(IntLiteral(0),SUB,VarExpr(x)) . -x*3 should result in: BinOp(BinOp(IntLiteral(0),SUB,VarExpr(x)),MUL,IntLiteral(3)) . -1 should result in BinOp(IntLiteral(0),SUB,IntLiteral(1)) . 2+3+4 should result in BinOp(BinOp(IntLiteral(2), ADD, IntLiteral(3)), ADD, IntLiteral(4)) (all binary operators are left associative in our language) 2+3*4 should result in BinOp(IntLiteral(2), ADD, BinOp(IntLiteral(3), MUL, IntLiteral(4))) (multiplication has precedence over addition, see precedence table) struct node_t { int field1; char field2; }; should result in StructTypeDecl(StructType(node_t),VarDecl(INT,field1),VarDecl(CHAR,field2)) struct node_t n; should result in VarDecl(StructType(node_t), n) Note that you are free to add white spaces in your output format; spaces, newlines and tabulations will be ignore by our comparison tool. See the file fibonacci.c-ast-dump for an example output of java -cp bin Main2 -ast tests/fibonacci.c fibonacci.c-ast-dump . Note that we represent the - and + unary operators using a BinOp add/sub AST node with 0 as first argument. 4'. Dot Printer (Optional) As seen during the lectures, it might be a good idea to also implement a Dot printer in order to easily visualise your AST. This task is completely optional and will not be marked, but it might help you find problems more easily. 5. Name Analysis The goal of name analysis is to ensure that the scoping and visibility rules of the language are respected. This means for instance ensuring identifiers are only declared once or that any use of an identifier is preceded by a declaration in the current or enclosing scope. Please note that an identifier can either be a variable or a function. Global and local scopes As seen during the lectures, our language only have two scopes: global and local. The global scope corresponds to the global variables declared outside any procedure and for the procedure declarations. Identifiers declared in the global scope can be accessed anywhere in the program (as long as their declaration preceed their use). The block scope (or local scope) is a set of statements enclosed within left and right braces ({ and } respectively). Blocks may be nested (a block may contain other blocks inside it). A variable declared in a block is accessible in the block and all inner blocks of that block, but not accessible outside the block. Function parameter identifiers have block scope, as if they had been declared inside the block forming the body of the procedure. In both cases (global or local), it is illegal to declare twice the same identifiers in the same current block (note that this means it is illegal to declare a variable with the same name as a procedure at the global level). Special care must be taken in any struct definition since it is not allowed to declare twice the same field. For instance the following is invalid: struct foo_t { int bar; int bar; } Shadowing Shadowing occurs when an identifier declared within a given scope has the same name as an identifier declared in an outer scope. The outer identifier is said to be shadowed and any use of the identifier will refer to the one from the inner scope. Function declarations and definitions A function name can only be used once for a function definition, and once for a function declaration (if any). Declaring two function definition, or two function declaration, with the same name, is not legal. Every function declaration must have a corresponding function definition (i.e. it is illegal to only have a function declaration). Before a function is allowed to be call, a function declaration or definition must have been defined first. If both a function definition and function declaration with the same name exists, there must have identical types (return type and arguments' type). Built-in functions As you may have noticed in the previous part, our language supports a set of built-in functions which are defined as parts of our standard library: void print_s(char* s); void print_i(int i); void print_c(char c); char read_c(); int read_i(); void* mcmalloc(int size); In order to recognise any call to these functions as valid, we suggest that you simply add dummy declaration for each of these (with an empty body) to the list of defined functions into the Program AST node. Please note that it is important to do this just before name analysis but after having printed the AST so that our automatic tests do not fail (we are not expecting to see these built-ins function in the AST when checking for the AST correctness). Actual Task Your task is to implement a pass that traverses the AST and identifies when the above rules are violated. In addition, you should add (and fill in), for the FunCallExpr and VarExpr AST nodes, a field referencing the declaration or definition (either a FunDefinition or VarDecl). This field should be updated to point to the actual declaration/definition of the identifier when traversing the AST with the name analysis pass. This establishes the link between the use of a variable or function and its declaration/definition as seen during the lectures. 6. Type analysis The goal of type analysis is to verify that the input program is well-typed and assign a type for each expression encountered. As seen during the course, the typing rule of our miniC language are defined using a formal notation. You can find all the typing rules here. As usual, if you notice an error or if something is not clear, please post your question on the online forum. Your task consists of extending the sem.TypeAnalyzer class and implement the type checking mechanism following the typing rules. Arrays The elements of an array can be of any type, except void . For instance, the following two declarations are illegal: void array[10]; void array[2][3]; When checking for type equivalence for arrays, it is important to ensure that their lengths match. However, an access to an array that is out-of-bound, does not constitute a typing error. The following code is perfectly valid as far as type analysis is concerned (although it is likely to crash at runtime or produce an unexpected result): int foo(int a[3]) { return a[99]; // this is fine } int bar() { int b[3]; return foo(b); } While the following example is invalid: int foo(int a[3]) { return a[1]; } int bar() { int b[6]; return foo(b); // foo expects an array of size 3, not 6 } Structures Structure declaration are represented in the AST as StructTypeDecl. The type analysis pass must ensure that each structure declaration has a unique name. You can enforce this by creating a simple pass which checks for this before running the type checker for instance. Similarly to the function call and variable use, your type analyser needs to check that if any variable is declared with a struct type, the struct type exists. For instance if you encounter a variable declaration such as struct node_t var; , you must ensure that the corresponding node_t structure has been declared earlier. Note that structure can only be defined recursively when using a pointer. So the following example is valid: struct x_s { int a; struct x_s * s; // recursive reference via a pointer is fine } while the following example is invalid: struct x_s { int a; struct x_s s; // recursive reference without a pointer is invalid } For the last example, the issue is that it is impossible to tell how large this data structure is due to the recursive definition. Hence, this should be rejected by the compiler during semantic analysis. Since the fields of a structure are variable declaration, they cannot be of type void as seen in the typing rules. Finally, when accessing a structure, you must also check that the field exist in the structure type declaration. String literal String literals are represented in our language as null terminated char arrays. The string literal "Hello" should therefore be of type char[6] holding characters 'H' , 'e' , 'l' , 'l' , 'o' and '' where represents the null character. Strong typing Our language is strongly typed. This means that there are no implicit casts between expressions and the cast must be explicit. For instance the following code is invalid in our language: int i; char c; i=c; To make this valid, an explicit cast operation must be performed. The following is valid: int i; char c; i=(int)c;
Assignment #1 – GENDER AND SEX IN THE MEDIA (worth 25%) DUE FEB. 24 by 11:59 p.m. to A2L Drop Box (under “Assignments”) ASSIGNMENT QUESTIONS Please select one of the three questions below. DUE: Submit to Avenue assignment drop box on or before February 24th, 11:59 p.m. Choice #1: Gender/Sexuality and School Curriculum/Policy Recently politicians in North America (e.g. Florida, Alberta, New Brunswick, and Saskatchewan) have passed bills to limit curriculum related to gender identity, sexual orientation and sexual health in schools as well as creating policies that curtail the freedoms of 2SLGBTQIA+ and gender nonconforming students. Outline the nature of this debate in relation to relevant course material and concepts that we have studied. Do the following: 1. Find one (and only one) popular source, i.e. online or print media articles written by a journalist. Examples may include magazine articles, newspaper articles, etc. that deal with sex, gender identity and changes to school curriculums/policies. 2. Find one (and only one) journal article, also known as a periodical article (scholarly source) on issues related to gender/sexuality and school curriculum/policy or more generally on children/adolescents and gender/sexuality. 3. Then, using the popular source, the scholarly source, and all relevant course material (lectures, readings, and videos) answer this question: How are these bans and restrictive policies related to current cultural issues and debates surrounding sexuality, gender and sexual identity in Canada and the United States? Please make sure you properly cite all these sources, as described below. Choice #2: Intersex and/or Transgender Athletes in Competitive Sport In recent years, intersex and/or transgender athletes (remember that transgender and intersex are not the same thing so please don’t conflate them in your paper!) have been discussed and, in some cases, banned from international athletics competition in women’s or men’s divisions. Do the following: 1. Find one (and only one) popular source, i.e. online or print media articles written by a journalist. Examples may include magazine articles, newspaper articles, etc.) that deal with debates surrounding banning athletes from women’s competitions. 2. Find one (and only one) journal article, also known as a periodical article, (scholarly source) with debates surrounding banning athletes from women’s competitions or more generally about trans and intersex issues. 3. Then, using the popular source, the scholarly source, and all relevant course material (lectures, readings, and videos) answer this question: How do current cultural ideas about gender and sex identity influence debates about intersex and/or transgender athletes and competition? Please make sure you properly cite all these sources, as described below. Choice #3: Gender reveal parties In some North American contexts, gender reveal parties have become a part of the rite of passage of pregnancy. Critics, however, argue that they oftentimes reinforce gender stereotypes and gender binaries. Do the following: 1. Find one (and only one) popular source, i.e. online or print media articles written by a journalist. Examples may include magazine articles, newspaper articles, etc. that deal with gender reveal parties. 2. Find one (and only one) journal article, also known as a periodical article, (scholarly source) about gender reveal parties or gender and child rearing more generally. 3. Then, using the popular source, the scholarly source and citing all relevant course material (lectures, readings, and videos) answer this question: How and why are gender reveal parties controversial, and what would an anthropological perspective on this issue look like? Please make sure you properly cite all these sources, as described below. Your response to the question that you select should be written in essay format. There should be a clear introduction with a thesis, body paragraphs (how many is up to you – in high school, you are taught the ‘hamburger method’ where all papers are five paragraphs, but in university, papers can be as many paragraphs as needed), and a brief conclusion. Please make sure your thesis statement answers the question asked in the assignment topic (see questions above). Your essay should be between 1200 and 1400 words, not including your References Cited page. Note that all in-text citations ARE included in this word count. Please proofread your paper before submitting it as marks are allocated for spelling, grammar, etc. Refrain from using slang; treat this as a formal paper. Remember, you must include one and only one of each of the following sources: an academic source and a popular media source. Marks will be deducted from your paper if you omit one of these sources or add additional sources in either category. No title page: You do not need a title page, and you do not need to put your name, student number, or page numbers on your paper. We can tell who you are on Avenue’s Dropbox. Due date/time: February 24thth, 2025 prior to 11:59 p.m. to the Avenue Drop Box. Upload a single file (this should include your paper and References Cited page). Please upload your response as a Word or PDF to the Avenue Drop Box through Turnitin.com. Once you upload, log out of Avenue and then log back in to make sure it attached properly. Submissions of incorrect files will not be graded. Your response will be filtered through turnitin.com once it is uploaded to Avenue. If you use AI, Turnitin will identify any articles that include any or all plagiarism, duplication of assignments from other sources, or the use of generative AI. This will be noted, and you will be reported for academic dishonesty to the Office of Academic Integrity. Citations: You are required to cite all course material as well as your external sources using American Psychological Association (APA) format (see below). However, you may not use any direct quotes. If you use direct quotes, you will be allocated a 0 on the assignment. Instead, please paraphrase and cite the source of the information. This means that everything must be put into your own words. For the purposes of this assignment, if you take more than three words in succession from any source, then this is improper paraphrasing (and a form of plagiarism). FONT, SPACING and MARGINS: Please use Times New Roman or Arial 12-point font with 1-inch (2.5 cm) margins. Your paper should be double spaced, and it should be submitted in Word or PDF format only. Resources: You will find a link under “Content” on A2L toMcMaster’s Writing Centreif you would like help with structuring and editing your paper, as well as other resources. Use of first person: it is okay to occasionally use first person (eg. “I”) in anthropology papers, but only do so when you are making a supported argument. In other words, any opinion that you express should be backed up by citations/the work of others. Define your terms: Please make sure you use correct terminology and that you define all terms that you use in your assignment, e.g. “ Intersex” . Please refer to the lecture material to do this. Please use appropriate language. You are writing this as a scholarly assignment not as an opinion piece or as a journalist. Please use formal language that is not inflammatory.
FST 102 TEST # 1 REVIEW GUIDE Week 1 Readings: Belasco Chapter 1: Why Study Food? Food Studies – A Hands-on Guide, Chapter 1 – From Foodie to Food Studies Key Concepts/Terms: Food Culture, Food systems, Foodways, Gastronomy, Foodie, Food voice; Food Studies Reading Guide Questions: i. What makes food worthy of academic study? ii. What distinguishes a “foodie” from a “food scholar”? iii. According to Warren Belasco (2008), what are the three major considerations that guide people’s decisions on what to eat? iv. What changes in popular culture have contributed to the obsession with food? Week 2 Readings: Food and Society, Chapter 1 Nesheim et al (2015): The US Food and Agriculture System as a Complex Adaptive System Key Concepts/Terms: Comfort foods, social inequality, structuralist perspective, structuralism, social constructionism, Reading Guide Question: i. Explain these characteristics of a Complex Adaptive System and how they apply to the U.S. food and agriculture system: a. Individuality & Adaptation b. Feedback & Interdependence c. Heterogeneity d. Spatial Complexity e. Dynamic Complexity Week 3 Readings: Food and Society, Chapter 2 Food Studies – A Hands-on Guide, Chapter 3 – Food, Identity, and Culture Key Concepts/Terms: Identity work, Food as status symbols, Cuisine, Social solidarity, Third places, Food as a social unifier, Invented traditions, Imagined communities, Ethnic revival, Neo- ethnicity, Corporatization, Cultural capital, Culinary capital, Culinary tourism, Authenticity, Feeding work, “Columbusing” , Soul food Reading Guide Questions: i. In what ways do food choices reflect one’s identity? ii. Why do some Native Americans contest the notion of national unity depicted by Thanksgiving? iii. How does one appreciate food diversity without diminishing or overlooking the sovereignty and integrity of the originating communities? iv. Why is “authenticity” a contested notion when it is used to refer to a cuisine? Week 4 Readings/Resources: Food and Society, Chapter 4 Listen: The Maintenance Phase: “The Body Mass Index” . Watch Fattitude:https://search-alexanderstreet- com.libezproxy2.syr.edu/view/work/bibliographic_entity%7Cvideo_work%7Cmind-mhs- 3Y0dX0VDJY Key Concepts/Terms: Claim makers; functional foods; health halo; superfoods; fat stigma; fat activists; fat acceptance; obesogenic environments; social construction of healthy eating; superfoods; US Dietary Guidelines; Medicalization of fatness; Body Mass Index (BMI); Health at Every Size movement (HAES); Downstream approaches; Upstream approaches. Reading Guide Questions: i. How is healthy eating socially constructed? ii. What are the impacts of the medical model of obesity? iii. What are the shortcomings of the BMI as a measure of health? iv. What is the difference between upstream and downstream approaches to addressing obesity? v. What are the five principles of the Health at Every Size Movement? Week 5 Reading: Food and Society, Chapter 3 Key Concepts/Terms: Mise en place, Emotional labor, Emotion management Reading Guide Questions: i. Why is there a separation of the “back of the house” from the “front of the house”? ii. Why should the labor/hard work that goes into the dining experience remain invisible to the diners? iii. How does dining out (especially fine dining) demonstrate or accumulate culinary capital? iv. How do TV cooking shows compare to the actual work of cooking?
FMS 145/AfAm 144: 90s Black Popular Culture Winter 2025 COURSE DESCRIPTION This course is a survey of the shifting signs of blackness through the lens of popular culture from the late 1980s to the millennium. Focusing on politics, film, television, and music, we will discuss the interrelated evolution of these forms in order to understand the persistent impact of racial capitalism on culture. Before arriving into the nineties, we will begin with an analysis of Ronald Reagan and George H.W. Bush’s presidencies and discuss how domestic and international foreign policy were allegedly leveraged and manipulated to produce one of the biggest scandals of the 20th century known as theIran-Contra Affair. From here we will assess how foreign policy between the United States, Israel, Iran, Nicaragua and other surrounding countries aided and abetted the transfer of illegal weapons, drugs, and money in the name of US imperialism at the expense of poor and working class inner city communities. Although seemingly unrelated, we will connect, explore, and track the implications of such foreign policy onto the lived experiences and, eventual, cultural production of Black popular figures in film, television, music, sports, and fashion. Additionally, this course will investigate Bill Clinton’s presidency and policies and the many ways in which it both aligned and conflicted with mainstream and marginalized perceptions of his political and cultural impact. Overall, we will focus on how politics and Black cultural production in the nineties merged to produce a unique assemblage of material that continues to resonate in today’smedia. Please Note Film, TV, and other media is always part of a social and political context and this context is directly relevant to the concepts in this class and the pedagogical principles of the course. Understanding the context and power relationships that motivate the manipulation of media is important. As such, in this course your instructor reserves the right to discuss historical and current events shaping this course and its content. COURSE OBJECTIVES • Acquire a proficient understanding of the socio-political shifts in the late twentieth century • Critically analyze the evolution of nineties Black cultural production and the impact of state- sanctioned manipulation and violence • Recognize the influence of Black popular culture on mainstream trends—both past and present REQUIRED READINGS All required readings will be made available on Canvas ASSIGNMENTS Participation + Attendance 10% Students are expected to attend every class and maintain a sustained engagement with the course by participating in dialogue and posing questions. Please discuss ALL absences with me. This is a discussion based seminar—not a lecture course, so your thoughts and ideas matter. For those students who have difficulty speaking in front of large groups, I encourage you to visit my office hours so that I am aware that you are following along with the material and have an interest in your own intellectual development. There is absolutely no excuse for completely disappearing, missing multiple classes, and not communicating with your instructor. If you miss 3 or more classes in a row without notifying me, you will be at risk of failing. Perusall 20% You are expected to write at least 2 comments/questions per text. All annotations should be completed by 9am on the day of class. Please see the Perusall Guidelines page for more details. Reading Responses (2) 20% Responses should engage critically with the required texts/film pairings screened in the weeks prior to the due date. You can choose which pairing you would like to respond to in between the dates indicated. Simply saying you liked or didn't like something or providing a summary of the readings is not sufficient; you should demonstrate careful, analytical thinking by engaging solely with the materials from the course screenings and texts. This assignment should be 500-750 words. Double-Spaced. Times New Roman Font. 1-inch margins on all sides. See rubric! Midterm Assignment 20% Submit a 500-750 word proposal (not including works cited) explaining the topic of your final project. Whether you are proposing a traditional research paper or creative project—you should provide a clear thesis/argument that will be supported using various resources. Please explain why you chose the topic, an explanation of the type of project you will be submitting, and how you plan to organize it using your selected material. You should also discuss the various sources you plan to explore in order to complete the research aspect of the project. You must also include a properly formatted (MLA/APA/Chicago) works cited page that should have at LEAST THREE academic sources. This should be written in essay form. with paragraphs. Double-Spaced. Times New Roman Font. 1-inch margins on all sides. Final Creative Project or Paper 20% + Presentation 10% Over the course of this quarter, you will interact with a variety of films, television shows, and events located at the intersection of media, race, and popular culture. As a final project, you’ll demonstrate a successful application of course materials to a film/show/event not covered in class. This project can be a traditional research paper or multimedia project (such as a short film, a website, podcast, etc.) What is most important is that your project: 1) centers the major themes of this course located at the intersection of history, culture, and media 2) uses at least one socio-political event to provide an in-depth, well-researched analysis of your topic. Research papers should be 8-10 double-spaced pages (standard 1” margins). Upload final draft to Canvas. Multimedia projects should be accompanied by a 2-3 page write-up which describes the project, its theoretical framework, and the research that informed your project. Please upload all multimedia projects to provided Google Drive folder. Write-Ups should be submitted to Canvas. You can choose from the following: Podcast: 5-15 minutes Short Film/Video Essay: 5-15 minutes Website: minimum 4 webpages (excluding homepage) All projects, regardless of format, should include a Works Cited page. You should incorporate at least three (3) academic texts and at least 8 sources altogether. You should also make sure to include TWO (2) course texts (written, audio, or visual from syllabus) into your project. In-Class Presentation Requirements • Presentations will be conducted at random during Week 10—everyone must be ready to present on Tuesday. If you are absent on the day of your presentation you will receive a 0 on this assignment. • Presentations should be 5 mins • Presentation content must include: 1. thesis/argument 2. example of supporting evidence 3. explanation/reasoning of chosen format (paper or multimedia project) 4. conclusion/findings 5. visual component such as a clip, PowerPoint, google slides, canva, etc.
FIT5202 S1 2021 Sample Exam Question Question 1 Aditya and David are the first-year data science students with Monash University. They are discussing how parallel and distributed processing can help data scientists perform the computation faster. They would like your help to understand and get answers to the following questions: 1. Using the current processing resources, we can finish processing 1TB (one terabyte) of data in 1 hour. Recently the volume of data has increased to 2TB and the management has decided to double up the processing resources. Using the new processing resources, we can finish processing the 2TB in 60 minutes. Aditya wants to know (1 + 1 = 2 Marks) a. Is this speed-up or scale-up? Please explain your answer. b. Also, please explain what type of speed-up or scale-up is it (linear, superlinear or sub-linear)? 2. David is using his iMac desktop to do parallel query processing. The iMac has the following specifications: He wants to know what type of parallel database architecture is he using to do the parallel query processing. Please explain the reason for your answer. (2 Marks) 3. David read in the textbook that “Random unequal partitioning is sometimes inevitable in parallel search.” Please explain to him what is random unequal partitioning. (2 Marks) 4. Aditya now understands that skewness is the unevenness of workload and skewed workload distribution is generally undesirable. He found the figure below in the textbook that shows the skewed workload distribution. He wants to know (1 + 2 =3 Marks) a. Is the figure below processing skew or data skew? Please explain with reason. b. Is it possible to have an equal distribution of data? Please explain how. 5. David was given a task to perform log analysis in the lab. The input data consisted of log messages of varying degrees of severity, along with some blank lines. He has to compute how many log messages appear at each level of severity. The contents of the “input.txt” file are shown below. INFO This is a message with content INFO This is some other content (empty line) INFO Here are more messages WARN This is a warning (empty line) ERROR Something bad happened WARN More details on the bad thing INFO back to normal messages The expected output of the operations is as below. [(‘INFO’, 4), (‘WARN’, 2), (‘ERROR’, 1)] However, he is not sure how to begin. Please explain to him assuming ‘sc’ as a SparkContext object. (1 + 2= 3 Marks) a. What is an RDD? b. How to read the “input.txt” file into an RDD? Question 2 Petadata is an enterprise software company that develops and sells database analytics software subscriptions. The company provides three main services: business analytics, cloud products, and consulting. It operates in North and Latin America, Europe, and Australia. Petadata is headquartered in Melbourne, Victoria, and has additional major Australian locations in Sydney and Adelaide, where its data center research and development is housed. Peter Liu has served as the company's president and chief executive officer since 2014. The company reported $2.8 billion in revenue, with a net income of $112 million, and 15,026 employees globally, as of March 15, 2020. Chin is a recent graduate from Monash University and preparing for the job interview in Petadata. He needs your help to understand aspects of parallel processing especially parallel joins and parallel sort. 1. Using a more general notation, table R has |R| number of records, and table S has |S| number of records. The first step of ROJA is to redistribute the records from both tablesaccording to hash/range partitioning. What is the cost model of the Redistribution Step of ROJA? (4 marks) Symbol Description Data Parameters R Size of table in bytes Ri Size of table fragment in bytes on processor i |R| Number of records in table R |Ri | Number of records in table R on processor i Systems Parameters N Number of processors P Page size Time Unit Cost IO Effective time to read a page from disk or write a page to disk tr Time to read a record in the main memory tw Time to write a record to the main memory td Time to compute destination Communication Cost mp Message protocol cost per page ml Message latency for one page 2. Given a data set D = {55; 30; 68; 39; 1; 4; 49; 90; 34; 76; 82; 56; 31; 25; 78; 56; 38; 32; 88; 9; 44; 98; 11; 70; 66; 89; 99; 22; 23; 26} and three processors, show step-by-step how the Parallel Redistribution Merge-All Sort works. (5 Marks) Assume random equal partitioning has been applied, where each processor has 10 records. The first processor will get the first 10 records, etc. Processor 1 = {55; 30; 68; 39; 1; 4; 49; 90; 34; 76} Processor 2= {82; 56; 31; 25; 78; 56; 38; 32; 88; 9} Processor 3 = {44; 98; 11; 70; 66; 89; 99; 22; 23; 26} 3. Chin was thinking of using internal sorting to perform the sort. However, he read on the internet that “ External Sorting is different from Internal Sorting. Therefore, external sorting cannot use any of the Internal sorting methods” . Is this statement True or False? Explain the reason as well. (3 Marks) Question 3 2020 has been the year of Big Data – the year when big data and analytics made tremendous progress through innovative technologies, data-driven decision making and outcome-centric analytics. You are applying for the job as a Data Scientist. Mohammad is a senior lecturer and data scientist at Monash University, and a good friend of yours. He has prepared a list of questions regarding Apache Spark and Machine Learning to help you prepare for the job interview. Please answer the following questions. 1. In Apache Spark, machine learning pipelines provide a uniform. set of high-level APIs built on top of DataFrames. It makes it easier to combine multiple algorithms into a single pipeline, or workflow. The key concepts introduced by the Pipelines API are DataFrame, Transformer, Estimator, Pipeline, and Parameter. a. What is Machine Learning and why should you use machine learning with Spark? (2 Marks) b. What is a Transformer and an Estimator? (2 Marks) 2. According to McKinsey study, 35% of what consumers purchase on Amazon and 75% of what they watch on Netflix is driven by machine learning–based product recommendations. a. Mohammad wants to know if you have understood how these recommendation systems work. So, please use the dataset below to recommend Top-2 movies to Mohammad. Please show all the calculations. (4 Marks) Name StarTrek StarWars Superman Batman Hulk Mohammad 4 2 ? 5 4 Paras 5 3 4 ? 3 Huashun 3 ? 4 4 3 b. You are given a dataset “ratings” which contains movie ratings consisting of user, movie, rating and timestamp columns. The column names are userId, movieId, rating and ts respectively. Write a basic Machine Learning Program in PySpark to build the recommendation model and to make recommendation. Write the missing code snippets in the program given below. (4 Marks) from pyspark.ml.recommendation import Task #1: # split the dataset into training and test data (80% training and 20% test) (trainingData, testData) = Task #2: Build the recommendation model using ALS on the training data # Use maxIter = 10, coldStartStrategy = “drop” # make predictions predictions = model.transform(testData) Task #3: # Generate top 10 movie recommendations for each user # Write code below Question 4 StopHacking is a start-up incubated in Monash University to develop cloud service to detect and stop computer hackers. Although they have some rule-based service to identify certain hacks, they would like to add machine learning models which can integrate with their Spark cluster to process large amounts of data and detect any potential hacks. The dataset contains an “attack” column representing whether the request was an attack or not. They hired you as the Lead Data Scientist and Peter (your intern) to investigate the open data from the Cyber Range Labs of UNSW Canberra and build a model based on the data to identify abnormal system behaviour. Before proceeding with the development of ML models, Peter has some questions in mind that he would like your input on. 1. Peter is not sure whether this is a classification or a regression problem. Is this a classification or a regression problem? Briefly discuss when do we use classification and regression with examples. (2 Marks) 2. Upon investigation of the data, Peter has found that the data is imbalanced. Please suggest ways to handle an imbalanced dataset. (2 Marks) 3. You have prepared an estimator for the Decision Tree Model. Executing a Decision tree algorithm is a simple task. But, Peter still has some doubts. (2 + 3 = 5 Marks) a. How does a tree splitting take place? Explain in the context of the ID3 algorithm. b. The models perform. great on the training data but generalize poorly to new instances. Peter is not sure what is happening. Can you explain what is happening and suggest two possible solutions. 4. What are False Positive(FP) and False Negative(FN) in a confusion matrix? Which value should we try to reduce in this scenario, discuss briefly? (3 Marks) Question 5 Spectroscopy products developed at Divergent Technologies generate a lot of performance and diagnostic data. The data is typically stored locally on the controlling PC’s hard disk drive and only analysed for the purpose of reviewing function and performance as a part of short term test requirements. Further analysis (such as trend analysis, predictive analytics, comparative studies, regression / correlation, etc.) is currently very challenging and is done manually on an as-needs basis. You and Neha have been hired as summer interns to implement machine learning algorithms with the data generated by the spectroscopy products. These spectroscopy products have sensor arrays installed and it is anticipated that using ML techniques could prove extremely valuable that enable timely preventative maintenance of the sensors and / or responsive lower cost repairs. Ultimately, it may lead to the development of a sale-able product in this area, with potential use across the broader Divergent instrument portfolio. You are working on streaming data from the sensors and Neha has some questions for you before she can develop the machine learning models. 1. The spectroscopy product has multiple sensors attached to it that measures different things for example light, gas and heat emission. Can you please explain two different methods that can be used to lower the granularity of the sensor arrays? (4 Marks) 2. There are three main sensors in the Spectroscopy products. So, Neha is planning to send the data using three Kafka producers using the same topic “spectroscopy_streams” . The sensors are producing data as key value pairs in the format below and sent as bytes. (4 Marks) “gas”: 125 “light”: 3298 “heat”: 78 In the Apache Spark Streaming, the received data looks like below. Please complete the code below for Apache Spark Streaming to find the average for each sensor every 10 seconds. from pyspark.sql import SparkSession spark = SparkSession. ... Task #1: # Subscribe to the topic “spectroscopy_streams” . The server is running on 192.168.0.10, port 9092. Task #2: Find the average for each sensor. Task #3: # Start running the query that prints the running counts to the console every 10 seconds. query.awaitTermination() The output will be as shown in the example below. 3. Is the windowing method mentioned in the question time based window or tuple based window? Please explain. How can you enable time based overlapping sliding windows in Apache Spark Structured Streaming? (4 Marks)
Assessment Brief – Academic Year 2024/25 Module Code Assessment Type Module Title 2100% Launch Date hJanuary20253000+/-10%08May20256 Method of Submission This assessment aims to raise your awareness of the fashion industry and give you the opportunity to apply your critical thinking to a concrete example chosen. We encourage independent thinking to develop your own ideas and to utilise the resource available to you. It is always a good idea to discuss these ideas with your tutor and your peer group to test and be critiqued on their developments. The seminars are developed to support you in the assessments and are relative to the briefs presented. Assessment Brief Details: Leading fashion brands currently face a number of local and global challenges, and must implement appropriate marketing strategies that will allow them to survive and grow in an increasingly difficult market. For your assessment, you are required to: 1. Choose a fashion brand – your chosen brand must currently incorporate sustainability within its marketing programmes 2. Select a country (market) of your choice 3. Select one of your chosen brand’s product ranges or product lines; this will be the focus of your communications campaign. Based on thorough research, develop a marketing and communications campaign strategy that your chosen brand should implement in order to achieve a strong competitive position in your chosen market. Appendix: Situational Analysis 1) Undertake a thorough critical situational analysis of that brand in your chosen market and identify key opportunities and threats. Include your situational analysis as an appendix at the end of your report. Your situational analysis should include the following: An analysis of the macro -environment [this is an industry analysis – include a PESTEL analysis and Competitive Market analysis (apply Porter’s five forces)] An analysis of the micro and internal environment [include an analysis of the brand’s key competitors, the current target market(s), the current brand position (show a positioning map)] the brand values, and an overview of the current marketing programmes (products, pricing, supply chain and channels to market, marketing communications, customer services, online/in-store design and processes) SWOT analysis – the SWOT should draw on all of the research and analysis undertaken in the situational analysis. The situational analysis must be shown in tables, and each table must be labelled. Show sources within the tables. Main report: 2) Discuss the key findings of your situational analysis (the key opportunities identified in your SWOT, and any relevant threats, weaknesses and strengths that will inform. your strategy decisions) at the beginning of the main report. 3) Using the situational analysis to guide your choices, propose a growth and competitive marketing strategy, including the proposed target market and brand positioning, for your chosen fashion brand in your chosen market. 4) Propose appropriate marketing programmes for your chosen fashion brand, demonstrating how the proposed strategy and programmes will enable the brand to grow its market share and achieve a successful competitive position in the market. The proposed marketing strategy and programmes should incorporate relevant sustainability programmes as a part of the strategy development. 5) As a part of your marketing strategy, develop an integrated communications campaign plan for the chosen product range/line in the chosen country. Your communications plan should focus on one particular campaign within the timeframe. of the proposed marketing strategy. Please ensure that you complete all parts of the assessment brief (5 parts in total) Your assessment should be presented as a Business Report, using headings and sub-headings. You are expected to use appropriate literature, secondary data and business intelligence to support your arguments, and to include relevant theories, models and tools. See over the page for further guidance Guide to writing your assignment Guidance will be given throughout the semester in lectures and seminars. • Ensure that you complete all parts of the assessment (5 parts in total) • You should include your situational analysis as an appendix to the main report. This means it should be included at the end of the report, after the references. • Use tables within your situational analysis. You must support your findings within the situational analysis – cite all sources. • The situational analysis will not count towards your overall word count provided it is included as an appendix. • You should ensure that the situational analysis covers all of the areas shown within the assessment brief. • The situational analysis should be an analysis of the Brand’s current position. • Discuss the key findings of your situational analysis in the main report, which will inform your strategy decisions. • The main report should be a proposal for a future marketing and communications strategy. • Ensure that you include relevant theories, models, and tools where appropriate. You are expected to use appropriate literature, secondary data and business intelligence to support your arguments, and to include relevant theories, models and tools. All images should be directly relevant to your text. Abstract, Appendices, Bibliography and Table of Contents do not contribute to the final word count. Where appropriate tables are used, provided the tables are labelled, the words within the tables will not count towards your final word count. Structure for writing your assignment and word count (for guidance only) • Title Page with the title of your report, relevant image, the title of your degree, the date and your word count. • Table of Contents • Main report - use headings and subheadings where appropriate. The word count shown below is for guidance only. 1. Introduction (100 words) 2. Summary of situational analysis (key findings) (100-150 words) 3. Objectives (50 -100 words) 4. Proposed growth, competitive and STP strategy (300 - 500 words) 5. Proposed programmes (800-1000 words) 6. Proposed marketing communications campaign (1200 - 1500 words) 7. Evaluation (100 words) 8. Conclusion (100 words) • References • Appendices – Situational Analysis (does not count towards the word count) Visual Dos and Do Nots • Use images to enrich and illustrate your essay where relevant to support your text • Reference all images correctly using the Harvard referencing style • Do not use images that are not connected to your assignment text - do not use images out of context or simply for ornamentation Document Style Guidelines • Titles should be at the top of pages • Pages should be numbered • Bullet point lists and tables should fit onto a single page • Charts, tables and images should be labelled Turnitin • The electronic copy of your assignment will be submitted to Turnitin. This submission is for the purposes of an Academic Integrity Report using the Turnitin software. You can view the WSA Academic Integrity Handbook on the School’s Intranet via the SUSSED portal. The link for your Turnitin submission will be on Blackboard Learning Outcomes & Assessment Criteria: A. Knowledge and Understanding Having successfully completed the module, you will have knowledge and understanding of how to : A1 . Apply current theories and practices of strategic marketing on fashion brands A2 . Discuss the challenges of leading and managing creativity in global contexts and multidisciplinary teams . A3 . Provide a systematic insight into organizations and professional skills relevant to the creative economy. B. Subject Specific Intellectual and Research Skills Having successfully completed the module, you will be able to: B1. Research and critically evaluate fashion marketing and branding strategies. B2. Analyse data and information and evaluate the ir relevance using a range of sources. C. Transferable and Generic Skills Having successfully completed the module, you will be able to: C1 . Articulate an understanding of the module’s content in a written format. C2 . Produce work fully aware of ethical considerations and conforming to academic integrity guidelines C3 . Reflect on your ability to work effectively individually in a team environment, solving problems in creative ways. E. Disciplinary Specific Learning Outcomes Having successfully completed the module, you will be able to: E1. To evaluate data from a variety of sources and justify appropriate fashion marketing activities and strategies E2. Demonstrate advanced level techniques in tackling fashion brand case studies.
PSYCH 260 Neurological Bases of Human Behavior. (3) Course Description PSYCH 260 is designed to be an introduction to biopsychology, emphasizing the structure and function of the human brain. The nervous system provides the biological underpinning of behavior, and several scientific fields are concerned with the relationship between the nervous system and behavior. The goal of this course is to introduce the principle methods, findings, and theories of these scientific fields. Topics include (a) the anatomy and physiology of the nervous system, (b) how the nervous system gives rise to perception, action, language, memory, emotion and reproductive behavior, and (c) how drugs and mental illnesses affect the nervous system and alter normalperceptual, cognitive, and emotional behavior. The course prepares students for a number of more advanced courses in Psychology and Biobehavioral Health that address specialized topics in neuroscience, and may satisfy a requirement of these majors. Objectives After taking this course, students should have acquired the following skills and/or met the following goals: Acquired an overarching framework of the brain and its various functions, both at the cellular and structural levels. Gained an understanding of the various methodologies utilized in the field of biopsychology Developed the ability to critically evaluate and integrate information from empirical research to specific concepts within the field. Apply their knowledge of brain and behavior. to their own real-life experiences. Materials For pricing and ordering information, please see the Barnes & Noble College website (https://bncvirtual.com/psude) . Materials will be available at Barnes & Noble College approximately three weeks before the course begins. It is very important that you purchase the correct materials. If your course requires one or more textbooks, you must have exactly the correct text required (edition and year). Required Text: Freberg, L.A. (2024). Discovering Behavioral Neuroscience (5th edition). New York, NY: Cengage Learning. ISBN 978-0-357-79823-2 Additional Materials This course also requires that you access Penn State library materials, specifically electronic reserve readings for this course. Library Resources Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can access magazine, journal, and newspaper articles online using library databases; borrow materials and have them delivered to your doorstep—or even your desktop; get research help via email, chat, or phone using the Ask a Librarian service (https://libraries.psu.edu/ask) ; and much more. You can view the Online Students' Library Guide (http://guides.libraries.psu.edu/onlinestudentlibraryguide) for more information. You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page (https://libraries.psu.edu/world) and select My Account. This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search (https://guides-libraries-psu-edu.ezaccess.libraries.psu.edu/er.php?b=c) and search for your instructor's last name. Technical Specifications For this course we recommend the minimum World Campus technical requirements listed below: Technical Requirements Operating System Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifi cations (https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-are-the-browser-and-co mputer-requirements-for-Instructure/ta-p/66) . Browser Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use. To determine if your browser is supported, please review the list of Canvas Supported Brow sers (https://community.canvaslms.com/docs/DOC-1284) . Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. Additional Canvas Requirements For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications (https://community.canvaslms.com/t5/Can vas-Basics-Guide/What-are-the-browser-and-computer-requirements-for-Instructure/ta-p/66) . Additional Software All Penn State students have access to Microsoft Office 365 (https://student.worldcampus.psu.edu/a-z-index/office-365) , including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader (https://get.adobe.com/reader/) . Hardware Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software. Mobile Device (optional) The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App R equirements (https://community.canvaslms.com/docs/DOC-1542) .
BUS 204 QUANTITATIVE BUSINESS ANALYSIS Log into CANVAS -> Quantitative Business Analysis -> Modules -> Assignments Download the dataset posted under the Assignments Module on Canvas. Answer the questions below. Use Excel tools and functions. If you need to provide any explanations (text), you can type the text in the textbox. To receive credit for the assignment, submit your answers under Homework01 (quiz format) and upload the excel file showing your work. All statistics must be computed with excel (any statistics computed by other means and simply typed into the excel file will not be accepted.) 1. Identify one variable as an explanatory variable and another as a response variable. 2. How many observations are in the dataset? 3. Make a well-labeled scatterplot. 4. Comment on the form, direction, and the strength of the association. 5. Superimpose the regression line on the scatter plot, display the equation and R-squared. 6. Use Data Analysis to generate the REGRESSION output. 7. Determine the correlation coefficient. 8. Explain the meaning of the regression coefficients (the slope and the y-intercept). 9. Report the total sum of squared residuals. 10. Report the standard error of estimate and explain its meaning. 11. Compute the coefficient of determination (R-squared) and explain its meaning. 12. Compute the predicted salaries and residuals. 13. Make a residual plot. 14. Format your work nicely. Save your file. 15. Submit the file and the answers. Follow the links on CANVAS.
EECS 281: Data Structures and Algorithms Course Overview EECS 281 is an introductory course in data structures and algorithms at the undergraduate level. The objective of the course is to present a number of fundamental techniques to solve common programming problems. For each of these problems, we will determine an abstract specification for a solution and examine one or more potential representations to implement the abstract specification, focusing on those with significant advantages in time/space required to solve large problem instances. When appropriate, we will consider special cases of a general problem that admit particularly elegant solutions. After taking this course, students should be able to: 1. Analyze the behavior. of a code fragment, predict its output, and repair any errors in it. 2. Read a specification of input data and develop a program than can acquire, store, manipulate, and produce required output. 3. Study an algorithm, analyze its time and space complexity, and determine how effective it will be for different sized data processing tasks. 4. Study a complex problem, be able to identify ways of decomposing it into simpler subproblems. combine those subproblem solutions to yield solutions to overall problems, and to be able to realize these techniques in operational code. 5. Analyze a problem and identify and define the computing requirements appropriate to its solution. 6. Apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices. 7. Optimize the algorithms and data structures used to solve a problem to reduce both time and space complexity. Lectures Each faculty member will have one lecture recorded online, live, at the scheduled class time. Please refer to the "Lecture Recordings" at the left for a link to each video. The videos will be automatically uploaded and made available, but it usually takes about 30 minutes from the end of lecture until it appears. Each lecture section scheduled in a room will also be streamed live via Zoom; the links for those appear in the "Calendar" at the left. Most lectures also have playlists of the videos, that were recorded previously, using the same slides but instead of one long lecture video, it has been broken down into multiple videos with a specific topic for each video. Prerequisites Students must have obtained a grade of C or better in each of EECS 203 and EECS 280, or have equivalent knowledge of discrete mathematics and C++ programming. MATH 465 or MATH 565 are accepted in lieu of EECS 203. Due to the overwhelming number of students interested in this course, we will strictly enforce the prerequisites. If you failed to complete, or if you received a grade of C- or below in any of the prerequisites, then you must drop EECS 281 this term, and re-enroll at a later term, after you have completed all prerequisites with a grade of C or better. Students will be expected to use the "make" utility to automate C++ compilation. Also, students should be able to generate plots using MS-Excel, OpenOffice, Gnuplot, or similar tools. Students with questions about whether they have sufficient preparation for this course should speak with the instructor(s) as soon as possible. Two-Attempt Rule Per departmental policy, each student may attempt EECS 281 twice at most. One attempt in EECS 281 is defined as one instance where EECS 281 appears on your UM transcript. - including but not limited to a letter grade (A-E), withdrawal (W), pass/fail (P/F), incomplete (I). At most one attempt from Summer 2014 or earlier will count towards this limit. If you drop EECS 281 prior to the date which a W would appear on your transcript, then that would not count as an attempt for the purposes of this policy. Exceptions to this policy can be granted by the appropriate Chief Program Advisor under extraordinary circumstances only. Grading Policy Your work in this course is composed of: attending lecture and lab sections, reading assigned material, completing lab assignments, completing projects, taking a midterm exam, and taking a final exam. Final grades will be based on the total points earned on the labs, projects, and exams. Factors such as improvement and course participation may be used to adjust your final grade, especially if it falls on a borderline. The weight assigned to each category is as follows: Lab Assignments 20% (each lab assignment weighted equally) Projects 40% (each project weighted equally) Midterm Exam 20% Final Exam 20% Grading Errors We make every effort to grade correctly, however we do sometimes make mistakes. Arithmetic errors can be corrected in person by your IA or GSI. If you believe something was graded incorrectly, you may submit it for a regrade. All exam regrade requests must be made on Gradescope. Regrade requests for other assignments must be made via email explaining the technical reason(s) that would make a regrade necessary. The email must be sent to [email protected] with “EECS 281 Regrade Request” in the subject line. All regrade requests must be submitted no later than five working days after the graded work is returned to the student - after that, your score on the assignment in question stands. This includes requesting that errors in recording a score in Canvas be fixed. Regrade requests must be an objective argument about which specific rubric items were inconsistently or improperly applied, not a subjective argument about what things should be worth. The work in question will be regraded carefully from scratch in its entirety, with consideration given to the written request. As a result, your grade might go up, stay the same, or go down. Be careful with Canvas' "TOTAL" points -- it counts anything which has no recorded score as not existing (rather than 0). This works great when we're partway through the semester: if you've gotten a 98 on Projects 1 and 2, your projects total would be 98. When we get to the end of the semester, something you didn't turn in should count as a 0, but it counts as not existing. So before you complain that your total says 83.01 but you're getting a B-, make sure you don't have any missed assignments -- one missed lab could put your actual total below 83. For the exams, we will begin accepting regrade requests two calendar days after your exam is released to you on Gradescope. This is to force you to wait until you have carefully reviewed your exam responses and the rubric before submitting a regrade request. Regrade requests for the exams will close about one week after the scores are released. When exam scores are released on Gradescope, everyone will receive an email stating the exact start and end dates for regrade requests. For lab handwritten parts, you have until the day before the corresponding exam the lab in question to dispute your score (the day before the midterm for labs 1-5, final for labs 6-10). Incompletes Incompletes will generally not be given except in extreme circumstances. In accordance with university policy, doing poorly in a course is not a valid reason for an incomplete. If you are having problems in the course, please talk to the instructor(s) as soon as you are able. Minimum Competency IF you achieve at least a 55% average on the Programming Projects AND a 50% average (curved scores) on the exams AND a 75% average on lab assignments, you will pass this course. You must achieve ALL of these thresholds separately - very high exam scores will not compensate for very low project scores, and vice versa. If you receive at least 220 project points AND at least 100 exam points total for the term AND at least 150 lab points, you are guaranteed at least a grade of C in the course. Rounding is not guaranteed, so 219.999999 project points OR 99.999999 exam points OR 149.999999 lab points does not guarantee passing. If you do not meet these minimums you might still pass, but we consider each such case individually. The closer you are, the more improvement you show, and the fewer portions that you are not passing all improve your chances. Curving The Midterm and Final Exams will be curved if needed, and any curve applied can only be in your favor. For example, if the Midterm Exam turns out with a lower average than we would like, we might set a bar of say 46 points for passing the Midterm, rather than 50. The table below gives you a lower bound as to what your grade would be. That is, we may perform. a final curving, which again may improve someone’s grade, but never reduce it. Rounding is not guaranteed, thus 90% overall guarantees at least a grade of A-, 89.999999% does not - the cutoff must go somewhere and no matter where it goes, there will always be somebody barely on either side of it. Grades shown here are superseded by the “ Minimum Competency” rules shown above. If you achieve ALL thresholds, then the guarantee that you will receive at least a C in the course overrules the scale shown in the table below. However, if you fail to meet at least one of the thresholds, then you may still receive a C- or below even if the scale shown in the table below says that you should be getting a higher grade. For example, if you have 60% overall, and achieve at least the minimum 55% on projects and 50% on exams, you will receive a C, even though the table below says that you should receive a D. On the other hand, if you only achieve 50% on projects, but 100% on everything else, then despite that being 80% overall, your grade will be a C-, even though the table below says that you should receive a B-. Grad Mi Ma e n x A+ 97 100 A 93
Midterm Short Answer Portion LINC11 Winter 2025 February 12, 2025 Submission: Due February 13, 9pm (21h) on Quercus Total points: 50 The following exercises must be completed by uploading a PDF or .doc document onto Quercus. Please ensure that your answers are legible. This portion of the midterm is worth 50 points altogether. This portion is to be completed alongside the online quiz, which is worth 25 points and can also be found on Quercus. This midterm assessment covers material through week 5 of the course. This midterm is meant to be completed on your own, without cooperation with others. Please ensure that your answers are your own. All material and notes from the course, however, are open for your use. Please look through past slides, readings and other resources to help you. Goodluck, and enjoy! 1 Part 1: Trees (20 points) Draw tree structures for the following sentences. Concerning features and movement, you may draw trees at their “final stage” (after movement and agreement), making sure to use different arrows and lines to represent agreement and movement as necessary. (1) Urcilang wants to win this game against his brother. (2) April’s sister has walked from Tianjin to Beijing. (3) The ugliest sweater was donated to Value Village by two young boys. (Value Village is a proper name) (4) Veronica seems to have broken her ankle. 2 Part 2: Data Questions (20 points) 2.1 Hawrami DP (4 points) Hawrami is a Northwest Iranian language spoken in Kurdistan and Kermanshah regions of Iran and Iraq. Consider the limited data set below from several DP’s in the language: (5) a. yere knach-e zerif-e barz-e three girl-ez beautiful-ez tall-pl ‘Three tall, beautiful girls.’ b. æ: æsp-æ sya:wæ that horse-ez black ‘That black horse’ c. mashin-u Hasan-i car-ez. Hasan-gen ‘Hasan’s car.’ d. pæl-u halo-i feather-ez eagle-gen ‘Eagle’s feather’ (ez stands for Ezafe – a linking element in many Iranian languages – and is irrelevant to this question.) In class, we argued that one analysis of the English saxon genitive ’s is that it is not a D head, but rather the realization of the genitive case on a possessor noun the specifier position of a genitive DP. We took this English morpheme to be a true case marker – like the genitive marker in the data from Hawrami. Construct an argument from the Hawrami data above, making reference to the provided examples, to support the analysis that genitive case is not realised by the D head itself. 2.2 Malagasy (8 points) Malagasy is one of the few languages of the world that has predominantly VOS word order. Simple transitive sentences look like the following in 6: (6) a. N-a-maky viliha aho pst-vactive-break dishes ‘I broke [some] dishes’ b. M-an-asa haingana lamba amin’ny savony aho pst-vactive-wash quickly clothes with’det soap 1sg ‘I’m washing clothes quickly with soap.’ Malagasy is similar to many other Austronesian languages in that it has several voice alternations that focus one element of the sentence or another. While the sentences above in 6 are in what is called Actor Topic, the sentence below in 7 is in Theme Topic voice: (7) Sasan-ako amin’ny savony lamba wash-1sg with’det soap clothes ‘The clothes are washed with soap [by me]’ Lisa Travis has argued that in Malagasy, there is an active v head – which is realised by -an- in Actor Topic sentences. This prefix is not found in Theme Topic sentences like 7, providing good evidence that -an- is the realisation of an active-voice little-v head. Question: Describe how the word order in the sentences in 6 and 7 can be derived. Which items (heads or phrases) must move, and where do they move to? Illustrate your answer with a simple structural drawing (tree) that shows the essential parts of your conclusion. Additionally, do you have all of the data you need to give a full account of how 7 in particular is derived? If not, describe what additional piece(s) of data would be helpful for determining the structure of a sentence like 7. Data for this question is adapted from data in Travis (2010). Inner aspect: The articulation of VP 2.3 Mongolian Accusative Case (8 points) Mongolian is a language with a variety of morphological cases that appear on nominals in the clause. Unsur- prisingly, direct objects in the language appear in the accusative case, indirect objects appear in the dative, and complements of postpositions appear in a number of other cases. In most situations, the system is straightforward and predictable. Consider, for example, the following sentences exemplifying the use of the accusative and dative cases: (8) Bi xool-iig uurtaigaar id-sen I food-acc angrily eat-vrn.pst ‘I ate the food angrily.’ (9) Bagš surugč-id nom-iig ögö-sön Teacher student-dat book-acc give-vrn.pst ‘The teacher gave a book to the student.’ However, the accusative case in Mongolian may also appear on the subjects of some embedded clauses (the embedded clauses are bracketed here to help with readability). The sentences in 10 and 11 are exam- ples with matrix (main clause) verbs that take finite complement clauses that appear either with an overt complementizer (gež) or as a nominal-ized clause. (10) Bold [Has-ig övčtei bai-na gež] barxira-na Bold [Hasa-acc sick be-npst comp] shout-npst ‘Bold is shouting that Hasa is sick.’ (11) Bold [Has-ig sogtuu bai-x]-ig mart-san Bold [Hasa-acc drunk be-vrn.npst]-acc forget-vrn.pst ‘Bold forgot that Hasa was drunk’ On the surface, sentences like 10 and 11 bear some similarity to English sentences like the following: (12) a. I convinced him to wash the dishes. b. Sheila asked me to send a letter. Question 1: Explain what the sentences in 12 (called ‘ECM’ or Exceptional Case Marking sentences) seem to have in common with the Mongolian sentences in 10 and 11 above, but also identify some crucial differences between the two. (Hint: one major difference comes especially from 11) In addition to appearing in complement clauses, accusative subjects are also found in Mongolian ad- joined clauses (under PPs or in converbials – non-finite adverbial clauses): (13) [Dorž-iig ir-megč] Tuyaa övd-sön [Dorž-acc come-cvb] Tuyaa sicken-vrn.pst ‘As soon as Dorž came, Tuyaa fell ill.’ (14) Bi [minii egč-iig yav-san]-aas xoiš Xöx Xot-ad amdra-ž bai-san I my sister-acc leave-vrn.pst-abl since Höhhot-dat live-cvb be-vrn.pst ‘I’ve been living in Hohhot since my sister left.’ One analysis of ECM argues that the main verb can assign accusative to an embedded subject. Both 13 and 14 present at least two major problems for applying this type of analysis to Mongolian accusative subjects. Question 2: Identify the problems that 13 and 14 present for an analysis that argues that the matrix verb can assign accusative to embedded subjects. Illustrate your answer with basic structural drawings (trees) to support your discussion. (You do not have to draw a full structure for any particular sentence; just illustrate the parts that are essential for your discussion.) 3 Part 3: Discussion Questions (10 points) 3.1 English Auxiliaries and little-v (4 points) When we introduced the vP and VoiceP to our analysis of English, we needed to determine whether vP/VoiceP was above or below auxiliaries in the clause. Ultimately, we concluded that auxiliaries head a projection that appears above the vP/ VoiceP. Describe in your own words how we determined this, and what complication we had to avoid that would not allow us to rely on word order alone. 3.2 Feature Types (3 points) Explain in your own words the difference between interpretable and uninterpretable features. Make ref- erence to the benefits we gain from having a system that makes a distinction between uninterpretable and interpretable features. 3.3 Case Alignment Systems (3 points) The correlation between argument structure and patterns of case assignment are often discussed in terms of alignment. You are most familiar with Nominative-Accusative alignment. In a Nom-Acc system, nominative case is assigned to whichever argument ends up in the TP, and accusative is assigned to the internal argument of a verb. In an Ergative-Absolutive aligned system, however, the agent of a transitive predicate will receive Ergative case (from T) and any other argument (including the sole argument of all intransitives, as well as the internal argument of the V) will receive absolutive case (usually from v). With this in mind, explain why we call unergatives un-ergative. Draw an analogy to unaccusatives to help you answer this.
Biology Practice Assessment DIRECTIONS Read each question carefully. Choose the best answer to each question. For open-response questions, determine the best answer to the question. 1 A scientist is examining an unknown cell using an electron microscope. Which observed structure would indicate that the cell is MOST LIKELY prokaryotic? A Mitochondrion B Free-floating DNA C Chloroplast D Membrane-bound nucleus 2 Which environmental condition would MOST LIKELY result in the appearance of punctuated equilibrium in the fossil record? A An environment that remains in a state of stasis B An environment that undergoes steady changes over time C An environment that experiences rapid large-scale destructive change D An environment with many transitional fossils 3 A student is sweating after playing basketball. Which body systems are MOST DIRECTLY interacting as a response to maintain homeostasis? A Digestive and circulatory systems B Immune and integumentary systems C Nervous and integumentary systems D Circulatory and nervous systems 4 Ringworm is a common skin infection that appears as an itchy, red rash on exposed human skin. It is caused by approximately 40 different species of fungi called dermatophytes. These fungi require keratin, which is present in human skin, for growth and reproduction. Which term describes the relationship between dermatophytes and humans? A Parasitism B Commensalism C Mutualism D Predation 5 A student makes a model to compare the process of transcription and translation to the process of using a grocery store that prepares orders for customers. A customer makes a copy of a grocery list at home. The customer drives the grocery list to the grocery store. The customer gives the grocery list to a cashier at the store. A shopper picks up the items and brings them to the cashier. The cashier assembles the order and a shopping cart with the order is produced. Based on the student’s model and your knowledge of the biological process, which person or object represents tRNA? A The cashier B The grocery list C The shopper D The shopping cart 6 Students investigate osmosis using dialysis tubing. Dialysis tubing is a semipermeable membrane that allows water molecules to pass through while preventing salt ions from passing through. The students follow this procedure: 1. Mix salt into water to make a 7.1% salt solution. 2. Add equal amounts of this saltwater solution to four small bags made of dialysis tubing. 3. Fill four beakers with different salt solutions, as shown in the image. 4. Place each small bag into one of the four beakers. 5. Observe changes in the size of the bags. The setup for the investigation is shown. In which beaker will osmosis cause expansion of the dialysis tubing bag? A Beaker 1 B Beaker 2 C Beaker 3 D Beaker 4 7 Leguminous plants, such as bean plants, share a mutualistic relationship with certain rhizobium bacteria. The plants develop harmless nodules on their roots, where the bacteria live. In return, the bacteria convert an important element from the atmosphere into a nutrient form. that the plants can use. What essential element is converted to a useable form. by the rhizobium bacteria? 8 Which organ and tissue interact MOST DIRECTLY to absorb and transport water and dissolved minerals inside a plant? A Flower and phloem B Root and phloem C Flower and xylem D Root and xylem 9 Which type of mutation is LEAST LIKELY to result in a frameshift mutation? A Insertion B Translocation C Substitution D Deletion 10 Which two components are MOST LIKELY found in both viruses and prokaryotic cells? A Nucleic acids and carbohydrates B Carbohydrates and lipids C Lipids and proteins D Proteins and nucleic acids 11 A student is drawing an energy pyramid. Examine the diagram and answer these questions: • What is the original source of all energy for the energy pyramid? • How does the amount of energy available at each level of the pyramid change from the bottom to the top? 12 A population of organisms contains multiple alleles for a particular trait. A biologist assigns each allele a letter from M through T and tracks the frequency in a population. A small group of organisms travels to a new location and begins a new population. The biologist tracked the allele frequency for the trait in the original population and the small group and recorded the data in the tables shown. Which table shows the MOST LIKELY allele frequency of the new population? 13 Which of these is MOST LIKELY an indication that cells may have become cancerous? A Cells undergoing slower rates of mitosis B Cells with few or no mutations C Cells not responding to checkpoints in the cell cycle D Cells with decreased rates of protein synthesis 14 Which statement BEST describes how genes are expressed in an organism? A Genes are always off even when resources are available. B Genes are turned on and off in response to the environment. C Genes are continuously turned on and off at random intervals of time. D Genes are on until all the genes have been simultaneously expressed. 15 A cladogram for the six kingdoms of life is shown. Based on the cladogram, which TWO kingdoms contain organisms with chloroplasts? A Fungi and Archaea B Archaea and Protista C Protista and Plantae D Plantae and Fungi 16 Which statement BEST describes how enzymes affect the speed of a metabolic reaction? A Enzymes increase the concentration of reactants, which increases the speed of the reaction. B Enzymes decrease the energy needed to start a reaction, which increases the speed of the reaction. C Enzymes replace the reactants in a chemical reaction, which decreases the speed of the reaction. D Enzymes prevent products from being converted back into reactants, which decreases the speed of the reaction. 17 This question has two parts. First, answer Part A. Then, answer Part B. The table shows the number of differences in the amino acid sequence of a protein called cytochrome C in three species of fungi. Fungi Differences in Cytochrome C Candida albicans and Saccharomyces cerevisiae 27 Candida albicans and Neurospora crassa 43 Saccharomyces cerevisiae and Neurospora crassa 41 Part A Based on the data, which two species of fungi are MOST CLOSELY related? A Candida albicans and Saccharomyces cerevisiae B Neurospora crassa and Candida albicans C Saccharomyces cerevisiae and Neurospora crassa Part B Which evidence BEST supports the answer to Part A? A The two species have anatomical similarities. B The two species have high molecular homology. C The two species are able to reproduce. D The two species are both fungi. 18 A student compares two different species of fox as shown in the table. Arctic Fox vs. Fennec Fox Arctic Fox (Vulpes lagopus) Fennec Fox (Vulpes zerda) • Lives in the arctic tundra • Lives in the desert • Thick fur that varies in color based on the season • Tan fur • Short ears, legs, and snout • Large ears • Dense fur on foot pads • Slanted eyes The student wants to explain why the two species are so different even though they have a common ancestor. Which statement BEST explains the differences between the two species? A Different environments led to different adaptations. B The same environment led to different adaptations. C Each species developed the same adaptations to different environments. D Each species migrated to environments that matched their adaptations. 19 A student makes a diagram to demonstrate how DNA encodes traits for organisms. Complete the diagram to accurately show the relationship among the structures and processes. Select the correct answer for each box. Not all answers can be used in all boxes. A Protein B DNA C mRNA D Transcription E Translation 20 There are different types of human blood cells. Depending on what type they are, some blood cells either carry nutrients throughout the body or destroy foreign substances in the body. Which statement explains how genes control the differentiation of different types of blood cells? A Different genes are expressed in the different types of blood cells. B Some genes are deleted in one type of blood cell, changing the type of cell it is. C Specific genes in blood cells are expressed only in response to an external environmental change. D Genes found in all blood cells can change the cell to perform. any function needed. 21 Microorganisms are known to be present in some food products such as yogurt. One student claims that microorganisms in food always have a negative effect on human health, while a second student disagrees. The second student claims that some microorganisms in food can have a positive effect on human health. Which statement BEST supports the second student’s claim? A Microorganisms can destroy any pathogens that affect the immune system. B Microorganisms reproduce too slowly to affect the immune system. C Microorganisms known to be in food are no longer living and would not affect the digestive system. D Microorganisms can aid in the absorption of nutrients from food within the digestive system.
Grundlagen der VWL 2: Makroökonomie 2022 Inflation 1 Betrachten Sie die folgenden Aussagen zur Berechnung und den Auswirkungen der Inflation. Welche der folgenden Aussagen ist/sind korrekt? A) Die Inflationsrate misst die absolute Veränderung des Preisniveaus. B) Bei inflationsindexierten Lohnverträgen werden die erwarteten Reallöhne auch dann erreicht, wenn es zu Deflation statt Inflation kommt. C) Der Laspeyres-Index überschätzt die Inflation vor allem dann, wenn er auf Basis vieler Güter berechnet wird, die untereinander nicht substitutierbar sind. D) Deflation senkt die Reallöhne. E) Das Preisniveau in der Basisperiode nach dem Paasche-Index sei P0 P =1, dann ist das Preisniveau der Basisperiode nach Laspeyres gegeben als P0L>1. Arbeitsmarkt 2 Betrachten Sie die folgenden Aussagen zum Arbeitsmarkt. Welche der folgenden Aussagen ist/sind korrekt? A) Die Arbeitslosenquote misst den Anteil von Erwerbslosen an der Bevölkerung im erwerbsfähigen Alter. B) Wenn die Arbeitslosenquote niedrig ist, dann ist die Nichtbeschäftigungsrate auch niedrig. C) Die Erwerbsquote entspricht der Erwerbstätigenquote, wenn es keine Arbeitssuchenden in der Bevölkerung gibt. D) Die Bevölkerung im erwerbsfähigen Alter besteht aus Erwerbspersonen und Arbeitssuchenden. E) Als „außerhalb der Erwerbspersonen“ werden nur Menschen unter 15 und über 64 Jahren bezeichnet. Gütermarkt 3 Betrachten Sie eine geschlossene Volkswirtschaft mit Produktion Y = C + I + G. In Periode t = 1 sinken die autonomen Investitionen. Welche der folgenden Aussagen ist/sind korrekt? A) Eine Möglichkeit des Staates, den Rückgang der Nachfrage durch das Absinken der autonomen Investition abzufedern, besteht in der Erhöhung der Staatsausgaben G. B) Reagiert der Staat in t = 1 nicht durch erhöhte Staatsausgaben, so verschiebt sich durch das Absinken der autonomen Investitionen die IS Kurve c.p. nach rechts oben. C) Finanziert der Staat die expansive Fiskalpolitik über eine Erhöhung der Schulden, so kann dies zu einer Erhöhung der Zinsen führen. D) Wenn Time-Lags in der Implementierung der expansiven Fiskalpolitik dazu führen, dass die Fiskalpolitik die Konjunkturzyklen verstärkt, so spricht man von "antizyklischer Fiskalpolitik". E) Nehmen Sie an, die marginale Konsumneigung würde sinken. Eine solche Senkung hat keinen Einfluss auf den Multiplikator im Gütermarktgleichgewicht. Geldmarkt 4 Betrachten Sie die folgenden Aussagen zur Geldpolitik und den Zinsen. Welche der folgenden Aussagen ist/sind korrekt? A) Der Preis eines festverzinslichen Wertpapieres erhöht sich c.p., wenn die Zinsen fallen. B) Die Umlaufgeschwindigkeit bezeichnet das Verhältnis zwischen dem realen BIP und der Zahl der getätigten Transaktionen. C) Die Erhöhung des Leitzinses wird als expansive Geldpolitik bezeichnet. D) Wenn sich die Produktionstätigkeit in einer Volkswirtschaft erhöht, führt dies bei gleichbleibender Geldmenge zu höheren Zinsen. E) Je höher die Mindestreserven der Geschäftsbanken bei der Zentralbank sein müssen, desto größer ist der Geldschöpfungsmultiplikator. IS-LM Modell 5 Sie beobachten eine allgemeine Steigerung des Preisniveaus P. Welche der folgenden Aussagen ist/sind korrekt? A) Intuitiv bewirkt ein Anstieg von P einen Anstieg der Realkasse, d.h. es können mehr Güter mit einer Geldmenge M gekauft werden. B) Angenommen die Geldnachfragekurve verschiebt sich nach oben. Wenn die Zentralbank Zinssteuerung betreibt, verschiebt sich die LM Kurve nicht. C) Die Preisniveausteigerung stärkt die Wertaufbewahrungsfunktion des Geldes. D) Die Zentralbank kündigt nun an, den Zins (i) erhöhen zu wollen. Eine Zinserhöhung führt zu einer Steigerung des Investitionsniveaus (I). E) Verschiebt sich die LM-Kurve nach oben, so entsteht c.p. ein neues gleichgewichtiges Einkommen (Y*), das geringer ist als in der Ausgangssituation. 6 Betrachten Sie eine geschlossene Volkswirtschaft mit gesamtwirtschaftlicher Nachfrage Z = C + I + G, Konsum C = c0 + c1Y v und Investitionen I = b0 + b1Y - b2 i. In dieser Volkswirtschaft gilt die Bedingung c1 + b1 < 1. Die Regierung dieser Volkswirtschaft möchte die Haushalte entlasten. Welche der folgenden Aussagen ist/sind korrekt? A) Wenn die Regierung eine Senkung der Steuern (T) bei gleichbleibenden Staatsausgaben (G) beschließt, so hat dies die in der oben abgebildeten Grafik dargestellte Verschiebung der IS Kurve zur Folge. B) Der Konsum bleibt nach Senkung der Steuern gleich. C) Sind die Investitionen (I) zinsunabhängig (b2 = 0), dann verläuft die IS Kurve vertikal. D) Der Steuermultiplikator gibt an, um wie viel sich das gleichgewichtige Einkommen verändert, wenn die Steuern (T) um eine marginale Einheit steigen. E) Der Steuermultiplikator ist in der gegebenen Volkswirtschaft definiert als: ΔY = + (c1/(1-c1))ΔT. IS-LM Modell [Fortsetzung] 7 Eine geschlossene Volkswirtschaft befindet sich in einer Rezession. Die Erhöhung der Staatsausgaben (G) durch Staatsverschuldung soll nun dabei helfen, die Volkswirtschaft wieder anzukurbeln. Welche der folgenden Aussagen ist/sind korrekt? A) Ziel der Erhöhung von G ist, die gesamtwirtschaftliche Nachfrage (Z) und damit über den Multiplikatoreffekt der Staatsausgaben die Produktion, die Einkommen und den Konsum zu steigern. B) Wenn die Erhöhung von G die Investitionstätigkeit der privaten Unternehmen erhöht, dann spricht man von Crowding Out. C) Das Vorhaben durch Staatsverschuldung die gesamtwirtschaftliche Nachfrage zu erhöhen kann an der neoricardianischen Äquivalenz scheitern. D) Das Ziel der Steigerung der gesamtwirtschaftlichen Nachfrage wird im gleichen Maße über eine Steuererhöhung erreicht und vermeidet zudem den Anstieg der Staatsverschuldung. E) In der unten abgebildeten Grafik beeinflusst die Zentralbank das gesamtwirtschaftliche Gleichgewicht mit einer kontraktiven Geldpolitik. Solow Modell 8 Das Solow Modell beschreibt grundlegende Zusammenhänge volkswirtschaftlichen Wachstums. Welche der folgenden Aussagen ist/sind korrekt? A) Die Eigenschaft der Skalenerträge beschreibt, um wie viel der Output zusätzlich steigt, wenn der Kapitalstock sinkt. B) Ein sinkender Konsum erhöht c.p. das langfristige Produktionsniveau pro Kopf einer Volkswirtschaft, hat jedoch keinen Einfluss auf die langfristige Wachstumsrate der Produktion pro Kopf. C) Nehmen Sie an, Land A besäße eine Wachstumsrate von 2%, Land B hingegen eine Wachstumsrate von 5%. Im Solow Modell befindet sich Land B näher an seinem Steady State als Land A. D) Im Steady State beträgt die Wachstumsrate des Kapitalstocks pro Kopf 0. E) Eine Senkung der Abschreibungsrate lässt die Volkswirtschaft zu einem neuen Steady State mit einer höheren Kapitalintensität konvergieren. Offene Frage 1: Kurzfristiges Gleichgewicht Im Zeitpunkt t = 0 befindet sich die Volkswirtschaft in Portugal im kurzfristigen Gleichgewicht. Zum Zeitpunkt t = 1 tritt ein exogener Schock auf, welcher den Konsum in Portugal reduziert und eine ökonomische Krise auslöst. In Zeitpunkt t = 2 beschließt die EZB eine Zinssenkung, um die Krise zu bekämpfen. (A) Zeichnen Sie ein IS-LM Modell für Portugal. Gehen Sie zunächst vom Gleichgewicht in Zeitpunkt t = 0 aus und erweitern Sie die Zeichnung schrittweise um die Veränderungen in den Zeitpunkten t = 1 und t = 2. (B) Warum würde die keynesianische Theorie im vorliegenden Fall auf eine Dysfunktionalität des Kapitalmarkts schließen? (C) Nehmen Sie an, am Ende von Zeitpunkt t = 2 läge der Leitzins bei null. Welche Möglichkeit hätte die EZB, um dennoch weiterhin expansive Geldpolitik zu betreiben? (D) Über welchen Kanal beeinflussen Zinsen die gesamtwirtschaftliche Nachfrage? (E) Was beschreibt der Mindestbietungssatz in der Geldpolitik? Offene Frage 2: Langfristiges Wirtschaftswachstum Über die vergangenen 10 Jahre betrug das Wirtschaftswachstum in Kambodscha im Mittel 5,5% pro Jahr. Im gleichen Zeitraum wuchs Frankreichs Wirtschaft mit lediglich 1,02% pro Jahr. (A) Wie wird in der Wachstumsforschung die Annäherung der Lebensverhältnisse von armen Ländern an die der reichen Länder genannt? Zeichnen Sie diese Annäherung zwischen Kambodscha und Frankreich auf Basis des Solow-Modells. (B) Die Fertilitätsrate ist in Kambodscha zuletzt stark gesunken. Lag die Rate im Jahr 1960 noch bei mehr als 7 Lebendgeburten pro Frau, so sank der Wert über die vergangenen sechs Jahrzehnte auf gegenwärtig 2,48. Erläutern Sie, wie diese Veränderung auf die durchschnittlichen Einkommen im Solow-Modell wirkt. (C) Das Phänomen rückläufiger Raten des technologischen Fortschritts wird als „säkulare Stagnation“ bezeichnet. Könnte dieser Effekt das niedrige Wachstum in Frankreich über die vergangenen 10 Jahre mitverursacht haben? Begründen Sie Ihre Antwort mit dem Solow-Modell. (D) Beschreiben Sie kurz, warum die Wachstumsforschung unter anderem die malthusianische Falle für die heutigen Unterschiede in den Pro-Kopf-Einkommen zwischen den Volkswirtschaften verantwortlich macht. (E) Welchen Effekt haben die Wachstumsunterschiede in Hinblick auf die ungewichtete internationale Ungleichheit? Warum lassen die Informationen keine Rückschlüsse auf die gewichtete internationale Ungleichheit zu?
