Session 2 - DC motors DC motors Introduction DC motors are electromechanical devices that use direct current (DC) to convert electrical energy into mechanical energy. There are various types of DC motors, and their classification varies depending on the operating mode, physical construction and/or electrical configuration. Two types of motors will be investigated in this session: permanent magnet and wound-field. The fundamental theory behind these devices has been presented during the lectures and lecture notes can be found in Canvas and in the module pack. Problem sets Before the session, complete the following problem sets by hand: Problem Sheet 3 – Problems E1 to E5 (Page 21 from the Module pack) Pre-work Before the session, read the exercises that will be simulated during the session and make sure to understand them. Using the background theory and numerical analysis, solve the problems by hand. The results obtained from this numerical analysis usually help to know if the simulation parameters have been set-up properly. (Hint: this good practice is also important when carrying out practical experiments and/or testing) Exercise 1 - Permanent Magnet DC motor The aim of this exercise is to simulate a Permanent Magnet DC motor in Simscape, and to test the operating conditions and parameters of the motor. Figure 1 shows the schematic of DC voltage source powering a DC motor in Simulink using Simscape blocks. The DC motor is connected to a mechanical load. Note that the motor block consists of two parts, an electrical part (in blue) and a mechanical part (in green); both sides of the system must be ‘grounded’ or use a fixed reference point. Figure 1 – Schematic of a DC voltage source powering a permanent magnet DC motor. Implement the schematic shown in Figure 1 of a permanent magnet DC motor without mechanical load (e.g. set the torque to zero). Using the information provided in Table 1 obtain the motor parameters and working conditions and configure the motor in the model for testing. For this section, a different motor specification is allocated depending on the second to last digit of your candidate number (AAAAYA), so if your candidate number is 037895 the value of Y would be 9. Note that some parameters are added to provide physical characteristics of the motor (e.g. inductance, inertia) but these are not normally considered in the constant speed (steady-state) analysis of the motor, however they provide key information about the transient operation. Table 1 – Permanent Magnet DC motor physical parameters. Test the motor for the no-load conditions. Note: To configure the motor the motor constant must be calculated beforehand. Update the model created earlier to include a mechanical load (e.g. set the torque value to the rated torque provided) and perform. a full-load test using the information provided in Table 1. To measure mechanical torque, and be able to calculate mechanical output power, an Ideal Torque Sensor must be added to the system. See Figure 1 as guidance to integrate such sensor including how to calculate mechanical output power. Results Test and validate: No-load and full-load speed plots No-load and full-load voltages No-load and full-load current plots Input and output power at full load Motor Efficiency at full load Table 2 – Comparison of simulation and theoretical results for exercise 1. The motor parameters given in Table 2 are the corresponding parameters of motors available from well-known DC motor manufacturers. Simscape has integrated a compilation of real-world motors into a database so these can be used within the simulation environment. To add the manufacturer’s motor specifications into the simulation, double-click on the DC motor block, then click on the ‘Value’ from the ‘Selected part’ setting (a new window will open). This window contains a vast selection of permanent magnet DC motors. Using the information provided in Table 2 find the corresponding motor, select it and on the top-left corner of the window click ‘Apply all’, this window can be closed now. For this section, a different motor specification is allocated depending on the second to last digit of your candidate number (AAAAYA), so if your candidate number is 037895 the value of Y would be 9. Table 3 – Permanent Magnet DC motor manufacturer and rated parameters. Using the more detailed model provided by the manufacturer, repeat the previous no-load and full-load test with this motor. Note: There is no need to repeat the theoretical analysis since the motor parameters are the same as those in Table 1. Results Test and validate: No-load and full-load speed No-load and full-load voltages No-load and full-load current Input and output power at full load Motor Efficiency at full load Note: There is no need to include these plots in the portfolio, but the results must be compared to those from Table 2. Table 4 – Comparison of simulation and theoretical results for exercise 1 using manufacturer parameters. Exercise 2 - Wound-field DC motor (Separately excited) The aim of this exercise is to simulate a separately excited wound-field DC motor in Simscape, and to test the operating conditions and parameters of the motor. Figure 2 shows the schematic of a separately excited wound-field DC motor powered by two independent DC voltage sources. The motor is connected to a mechanical load and the relevant instrumentation has been included to collect data. Figure 2 – Schematic a separately excited wound-field DC motor with mechanical load. To enable the separately excited wound-field DC motor, double-click on the ‘standard’ DC Motor block in Simscape, and on the ‘Field type’ select ‘Wound’ . Table 5 shows the motor specification and physical parameters provided by the manufacturer. Use this data to implement the model shown in Figure 2 for testing. Table 5 – Nidec wound-field DC motors parameters and specifications. Results Test and validate: No-load speed No-load current signal Full-load speed signal Full-load current signal Excitation power Input and output power Motor Efficiency Table 6 – Comparison of simulation and theoretical results, and manufacturer’s specifications for the separately excited wound-field motor from exercise 2. Exercise 3 - Shunt DC motor The aim of this exercise is to simulate a shunt DC motor in Simscape, and to test the operating conditions and parameters of the motor. Figure 3 shows the schematic of a shunt DC motor powered by a DC voltage source. The motor is connected to a mechanical load and the relevant instrumentation has been included to collect data. As shown in Figure 3, Simscape has a specific block representing the shunt motor configuration (see Assignment Brief Portfolio). Figure 3 – Schematic a shunt DC motor with mechanical load. Using the information provided in Table 5 about the Nidec would-field DC motors, implement and configure the motor model as shown in Figure 3 and add the appropriate instrumentation. Notice that in the shunt configuration the field and the armature are supplied with the same voltage, in this case, make the voltage supplied to be the same as that to the ‘field excitation voltage’ from the previous exercise. Note: While the physical parameters of the motor remain the same, a new ‘no-load’ speed must be calculated. For this test, configure the motor using the ‘By equivalent circuit parameters’ within the block settings. Note that the Back-emf constant in this block has V*s/(A*rad) units, by checking the documentation in Mathworks Help Centre see that vb = Lafifw which corresponds to the back emf, compared to the notes from the lectures where ea = Kφfw so comparing these two equations: Kφf = Laf if. The input parameter required as the back- emf constant in this block is Laf. Results Test and validate: No-load speed No-load current signal Full-load speed signal Full-load current signal Input and output power Motor Efficiency Table 7 – Comparison of simulation and theoretical results, and manufacturer’s specifications for the shunt motor from exercise 3. Exercise 4 - Series (Universal) DC motor The aim of this exercise is to simulate a series (universal) DC motor in Simscape, and to test the operating conditions and parameters of the motor. To achieve this, the block shown in Figure S2E5.1 will be required. Figure 4 shows the schematic of a series DC motor powered by a DC voltage source. The motor is connected to a mechanical load and the relevant instrumentation has been included to collect data. Using the details from Table 8 and the datasheet provided in Canvas, implement and configure the electromechanical system for the series DC motor. Note: It is recommended to configure the series (universal) motor using the ‘By DC rated power, rated speed & electrical power’ parametrisation. For this section, a different motor specification is allocated depending on the second to last digit of your candidate number (AAAAYA), so if your candidate number is 037895 the value of Y would be 9. Figure 4 – Schematic a series DC motor with mechanical load. Table 8 – Nidec series motor models to be tested in exercise 4. Results Test and validate: No-load speed No-load current signal Full-load speed signal Full-load current signal Input and output power Motor Efficiency Table 8 – Comparison of simulation and theoretical results, and manufacturer’s specifications for the series motor from exercise 4. Exercise 5 - Speed vs Torque in various DC motor configurations For all motor configurations analysed in this session (e.g. Permanent Magnet, Separately Excited, Shunt, and Series) produce a Speed vs Torque plot. Use at least 10 load points that go from no-load conditions up to full- load conditions. Note: For the best comparison, plot the normalised values for all motors in the same plot. This might require some data conversion. Results Test and validate: Speed vs Torque behaviour Discussion Write a concise discussion (e.g. one page) about these analytical, simulation and applications problems, that demonstrates knowledge and critical understanding of the operation of dc motors, dc motor configurations, mathematical modelling, electrical circuit modelling, obtained results, simulation capabilities of Simscape, dc motor tests, and dc motor applications. Reflection How did the pre-work activities help you prepare to better understand the theory and validate the simulations? What were some of the challenges you discovered along the way? How well did you do with self-organisation, self-learning, and independence? This section contains optional exercises that could help test understanding of the subject, simscape, and engineering applications. Note that these exercises are only considered if all compulsory exercises are submitted and solved in full. Exercise 6 (optional) - Speed control of a separately excited DC motor There are two options to control/adjust the speed of a separately excited DC motor, such as the one presented in exercise 2; by adjusting the magnetic field or by adjusting the voltage supplied to the armature. Using the information in Table 10 analyse and test the two open-loop motor speed control methods. For this section, a different adjustment is allocated depending on the last digit of your candidate number (AAAAAX), so if your candidate number is 037895 the value of X would be 5. Note that a negative reduction is the same as an increment, and a negative increment is the same as a reduction. Table 10 – Speed control testing conditions using field reduction or armature voltage increase. Results Test and validate: Full-load speed signal Full-load current signal Input and output power Motor Efficiency Exercise 7 (optional) - Series motor operating in AC Series motors are also named universal motors since they can operate both in DC and AC. Figure 5 shows the schematic of a series DC motor power by an AC voltage source. Modify the model implemented earlier to operate in AC as shown in Figure 5. Compare the results to those obtained in exercise 4. Figure 5 – Schematic a series DC motor with mechanical load operating under AC voltage. Results Test and validate: No-load speed No-load current signal Full-load speed signal Full-load current signal Input and output power Motor Efficiency
DDES9142 Typographic Design Assessment Briefs T3 2024 General information This document contains briefs for both assessment tasks in this course. Please note that no templates of any form. can be used in your submissions. AI tools may only be used as one of many tools in your concept phase, and must be documented. Visual Diary and Concept Statements for Assessments 1 & 2 Concept Statements and Visual Diary are to be submitted for both assessment tasks, and must be submitted as evidence of your thinking process and engagement with the course material. » The visual diary demonstrates your creative process that led to your final designs for each assessment. The diary is an important thinking tool, that is also a record of your idea development and drafts/prototyping. It should include thumbnails, rough sketches, annotated images, notes about the brief, doodles and so on. A plain A4 diary is recommended so you can “think with your pencil” with enough page space, although the exact one you choose is up to you. Digital submission of relevant visual diary pages can be as simple as smart phone images in your PDF. » The concept statement is a short piece of academic writing (500 words) that should have a recognisable structure (eg. introduction, justification of 2-3 design decisions, short conclusion), and refer to at least two academic sources from the course readings. It should demonstrate your engagement with the specific theories and techniques found in the lectures and mandatory readings, and your application of them in your final design. Either Harvard or APA referencing styles are accepted. Digital submission of concept statement must be in PDF format if submitted separately. Assessment Task 1: Typeface Design Due: Week 3+5 Week 3: Digital Submission of research: A4 PDF + oral presentation Week 5: Digital Submission of A4 PDF + Visual Diary & Concept Statement PDF + Illustrator file of typeface design Weight: 50% Overview Assessment Task 1 builds from visual research of your surroundings as inspiration (part A), to designing a minimum set of unique glyphs representing the 26 characters of the roman alphabet (part B). The focus will be on developing original concepts, and learning principles of typography such as the importance of consistency in typeface design, and the different sizes and legibility rules for each alphabet character. Brief (Part A) First, you are to explore your surroundings and to create rich visual documentation of surfaces, features, textures, atmosphere, character and any other details that draw your attention. The idea is to allow what you discover during your explorations to influence the directions you take, and the documentation you make. This work will help in both Assessment Tasks 1 and 2. Then, start to develop typeface designs for three characters (A, G, X) in black & white. In week 3, you will present your findings in a formative mid-point presentation: » Cover page » 10 Pages of visual experimentations (with title and brief caption for each) » One page displaying your intial designs for characters A, G, and X Landscape A4 PDF under 20MB uploaded to Moodle using the following naming protocol: surname_firstname _zXXXXXXX_1A.pdf Brief (Part B) Following formative feedback from Part A, you will continue to develop your typeface, and demonstrate the legibility of your design by typesetting three different words. You can choose whether your typeface is uppercase or lowercase. You may wish to add extra glyphs, like punctuation marks, alternative character glyphs, numerals, accents or ligatures. Your alphabet and three words are to be in black and white (only). Your final submission document will consist of one page displaying your full alphabet, three words typeset using your typeface, and one glyph that you think is the best example. This will make five pages in total, using landscape format. You will also upload your Illustrator file of the finished typeface design. Upload as a single PDF file no larger than 20MB, including your design concept statement and visual diary to Moodle using the following naming protocol: surname_firstname _zXXXXXXX_task01B.pdf. Please also upload your illustrator file with the same name (.ai) Note: When creating the book covers in the final assessment task you will be creating a cover design that includes imagery you generate. This may influence your choices for typeface design in terms of legibility. You will need to access the required course readings for this assignment to refer to typeface design principles and different ways to generate creative concepts. Adobe Illustrator is required to create typeface glyphs, and Adobe InDesign is preferred for creation of the PDF submission files. Assessment Task 2: Typographic Design for Print and Screen Due: Week 11 (prior to your tutorial time) Week 11: Digital submission of A3 PDF + Visual Diary & Concept Statement PDF Web banner file 728 x 90px @72dpi. Format: .gif, .png or .jpg Oral presentation of final design and printed book cover mockup Weight: 50% Overview In assessment Task 2, you will apply the typeface created in the previous assessment task to a series of three book cover designs, as well as producing internal page examples and a web advertisement banner. The task will involve generating additional content—text and imagery—to produce a compelling narrative on each cover. All submitted images must be created by you and must not be AI generated. You will produce one of the book covers as a physical mockup for week 11 presentation. Finally, you will design a web banner aimed at promoting the book series. Brief Design a series of three book covers with different titles, along with at least four sample internal pages. The book format is 150mm wide x 230mm high with a 20mm spine. This is designed to fit easily onto an A3 landscape page for printing, however you may negotiate a different format approved by your tutor if you wish. The three covers should demonstrate consistency in a design series as well as an individual interpretation for each title. Each book cover should include as a minimum: FRONT: title, author name BACK: 150 words of text, barcode and ISBN SPINE: book title (this doesn’t necessarily have to use the front cover typeface), author’s name and publisher’s logo. You should also design a contents page as a double page spread, and one further double page spread (text and image). These inside pages should be designed for legibility as a textbook, coffee table book or similar, which will demonstrate text hierarchy skills. For example, headers, page numbers, body text, a small image and caption, pull-quotes, footers and so on. A novel/story page does not demonstrate this text hierarchy and is not a suitable page type for submission. Additionally, you will create a web banner (Leaderboard size: 728px x 90px) to advertise the series from the perspective of the book series publisher. Your Landscape A3 PDF document should be similar to a style. guide, showing each designed cover digital mock-up, internals and web banner, and should contain some type of label on each of the pages. This PDF will be used for submission and oral presentation in Week 11 tutorial. Please include in the document: » 1 A3 page per book cover (front, back and spine at 100% size with outline of cover) » 1 A3 page per internal double page spread (contents spread, and at least one other internals spread at 100% size with border) Print and mock-up at least one of your covers ready for display in the wk 11 presentation, and you can present your web banner by dragging it directly onto any web browser Upload your PDF file to Moodle using the following protocol to name your file: surname_firstname _zXXXXXXX_task02.pdf Your web banner for upload must be either .gif, .jpg, or .png. file type Note: You will need to access the required course readings for this assignment to refer to typographic design principles and layout. Adobe InDesign is required for typographic design in this assignment, and is preferred for creation of PDF presentation file.
CSE 203B WI25 Homework 2 Due Time: 11:50 pm, Thursday, Jan. 23, 2025. Submit to Gradescope: https://gradescope.com/ In this homework, we work on exercises from the textbook including midpoint convexity (2.3), Voronoi diagram (2.7), quadratic function (2.10), general sets (2.12), cones and dual cones (2.28, 2.31, 2.32), and separation of cones (2.39). Extra assign-ments are given on solving systems of linear equations and support vector machines. Total points: 50. Please make two separate submissions on Gradescope: Exercises: • Graded by completion, you may work in a group of up to four students. • Submit a single PDF file and add all group members to the submission. • Describe each member’s contributions at the beginning of your report. Assignments: • Graded by content and must be completed individually. • Submit a single PDF file. I. Exercises from Textbook Chapter 2 (8 pts, 1pt for each problem) 2.3, 2.7, 2.10, 2.12, 2.28, 2.31, 2.32, 2.39. II. Assignments (42 pts) For each problem: • Clearly show the steps involved in deriving the solution. Simply providing the final answer without explanation may result in point deductions. • You may use any software tools (e.g., Python, MATLAB) to assist in solving the problems. However, you must explain how the tools were used to arrive at the solution. • When showing numerical results with decimal values, please round up to at least four digits after the decimal point. Part One (26 pts) A matrix solver is one of the fundamental tools in linear algebra. Thus, it is important to grasp the basic concepts (e.g., condition number, machine precision, error, residual). In the following, we will start with a small case and then increase the size of the problem to test the concepts. Given an equation Ax = b, we find the solution vector x that satisfies the equation. Let’s start with a small system of linear equations where 1.1 Gaussian Elimination Write down the augmented matrix, and apply Gaussian elimination to derive x. (4 pts) 1.2 LU Decomposition Derive the LU decomposition of A, and apply the result to solve Ax = b. (4 pts) 1.3 Conjugate Gradient Method (CG) Run CG with initial guess xˆ (0) = 0 and tolerance for the relative residual ∥b−Aˆ∥b∥ x∥22 ≤ 10−8 . Report xˆ (k) after each iteration and plot the relative residual curve in the log scale. (4 pts) 1.4 Generalized Minimal Residual Method (GMRES) Run GMRES with initial guess xˆ (0) = 0 and tolerance for the relative residual ∥b−Aˆ∥b∥ x∥2 2 ≤ 10−8 . Report xˆ (k) after each iteration and plot the relative residual curve in the log scale. (4 pts) Now, let’s solve a large system of linear equations where matrix A ∈ R1000×1000, and vectors x and b ∈ R1000. The matrix A and vector b are provided in A.csv and b.csv, respectively. Use software tools to implement and run the four methods (Gaussian Elimination, LU Decomposition, CG, and GMRES) with the provided A and b. For the iterative methods, set the initial guess xˆ (0) = 0 and tolerance for the relative residual ≤ 10−8 . Answer the following questions: 1.5 Large Matrix Equation (10 pts, 1 pt for each subproblem) 1.5.1 What is the Euclidean norm of the solution vector x? 1.5.2 What is the trace of matrix U after LU decomposition? 1.5.3 Plot the relative residual curve in the log scale for CG. 1.5.4 Plot the relative residual curve in the log scale for GMRES. 1.5.5 Is the hardware you used 32-bit or 64-bit? What is the machine precision provided? 1.5.6 Calculate the condition number of matrix A, which is defined as ∥A∥2∥A−1∥2. 1.5.7 What is the meaning of the condition number? How to interpret it? 1.5.8 Briefly explain the relationship between relative error ∥ˆx ∥ − x∥ x∥2 2, relative residual ∥b−A ˆ∥b∥ x∥2 2, ma-chine precision, and condition number. 1.5.9 Report the computation times (in seconds) for each approach. Which method runs the fastest? 1.5.10 Briefly discuss the pros and cons of each method. Part Two (16 pts) Support vector machine (SVM): Given a set of points {(xi , yi) | i = 1, ..., m}, where xi ∈ Rn, and yi ∈ {−1, 1}. We find a hyperplane with vector a ∈ Rn and bias b ∈ R to minimize the following objective function. 2.1 State the conditions with which the above formulation can have valid solutions. (3 pts) 2.2 Create a numerical example with a “feasible” solution. Let us set m = 7, n = 2. Use software tools to derive the solution and demonstrate the result in a 2D plot. (5 pts) 2.3 Create a numerical example with an “infeasible” solution. Let us set m = 7, n = 2. Plot the set of points you choose and explain why this example is infeasible. (3 pts) 2.4 Revise the formulation so that we can derive a solution for the case created in 2.3. What is the revised formulation? (Hint: Soft Margin SVM) (3 pts) Use software tools to derive the solution and demonstrate the result in a 2D plot. (3 pts)
PRELIMINARY EXAM 2023 MODULE CODE : FN3142 MODULE TITLE : Quantitative Finance Question 1 Recall that the probability density function for a normally distributed random variable, with mean μ and variance σ2 is: (a) Show that a stationary GARCH(1,1) model can be re-written as a function of the unconditional variance and the deviations of the lagged conditional variance and lagged squared residual from the unconditional variance. 40 marks (b) Now assume that xt is conditionally normally distributed N(0, o2) where . Write down the log-likelihood function for this model given a sample of data (x1; x2; …; xT ). 40 marks (c) Describe and explain how we can obtain estimates of (o,a, p) for the GARCH(1,1) model and discuss any issues that arise. 20 marks Total = 100 marks Question 2 Suppose that for a given set of data VaR forecasts are calculated with historical simulation and GARCH methods. (a) Show how to construct a sequence of ‘hit’ variables and for testing the accuracy of the VaR forecasts. 40 marks (b) The following regression was run (standard errors are in parentheses below the parameter estimates): Hits=0.095+ ur (0.025) Hit fdR ci=-0.2825+ ur (0.35) Explain how the above information can be used to test the accuracy of the VaR forecasts from these two models. 40 marks (c) Describe a method based on the chi-squared statistic that can be used to test for the serial correlation in hits. 20 marks Total = 100 marks Question 3 (a) Describe how one can test forecast optimality with a Mincer-Zarnowitz regression? 40 marks (b) Consider a forecast of a variable, Yt. You have 100 observations of and Yt and you run the following regression: The following results are obtained: Estimate std error t-statistic β0 -0.008 0.0052 -2.3329 β1 1.6135 1.0399 0.1468 (i) What can be inferred from this output? 20 marks (ii) What hypothesis do you need to test in relation to a Mincer-Zarnowitz regression and what is your test and conclusion? 40 marks Total = 100 marks Question 4 (a) What is the “efficient market hypothesis” ? 30 marks (b) Discuss two of the modifications/extensions/refinements of the original definition of the efficient market hypothesis. 40 marks (c) How does “collective data snooping” relate to the efficient market hypothesis? 30 marks Total = 100 marks
MATH2003J, OPTIMIZATION IN ECONOMICS, BDIC 2023/2024, SPRING Problem Sheet 10 Question 1: Let f ∶ R2 → R be defined by f(x, y) = −20x − 10y2 and the constraints x2 + y2 ≤ 100 and x ≥ 0. (I) Sketch the feasible set and show that it is closed and bounded. Conclude that f achieves both its maxima and minima under the above constraints. (II) Using the Kuhn-Tucker method, find the extrema of f subject to the above constraints. Question 2: Let f ∶ R2 → R be defined by f(x, y) = 2x + y2 − 3 and consider the constraints x2 + y2 ≤ 10 and x ≥ 0. (a). Sketch the feasible set in the plane and explain why f attains extrema (maximum and minimum) subject to the above constraints. (b). Use the Kuhn-Tucker method to find the maximum and the minimum of f subject to the above constraints. Question 3: Let f ∶ R2 → R be defined by f(x, y) = 2 + x + y 2 , and the constraints x2 − 2x + y 2 ≥ 0, x2 − 4x + y 2 ≤ 0, x + y ≤ 3 (a). Sketch the feasible set in the plane and explain why f attains extrema (maximum and minimum) subject to the above constraints. (b). Use the Kuhn-Tucker method to find the maximum and the minimum of f subject to the above constraints.
LICA357 Film musical Essays must be 2700-3000 words Answer one of the following: 1. Musicals often have 'happy endings' in ways that promise to resolve contradictions (see Schatz, Hollywood Genres, p. 199-200). Discuss the endings of at least two musicals screened on the module. Are those endings happy? Do they resolve contradictions? If yes (or no), then detail the ways these films achieve their endings. 2. What roles do female characters play in movie musicals? Paying close attention to at least two movie musicals, one of which must have been screened on the module, analyse the depiction of women characters. 3. Richard Dyer argues that the music and dances in musicals offer audiences a feeling of utopia. Discuss the songs and/or dances of at least two movie musicals, one of which must have been screened on the module. In doing so, pay attention to the utopian dimensions of song and dance. (Of course, you can argue that the songs and dances you analyse are not utopian.) 4. Krin Gabbard claims that La La Land delivers 'emotional realism'. Discuss the ways in which movie musicals, even if they might be unrealistic fantasies, might be said to deliver 'emotional realism'. Of course, you can argue that movie musicals do not deliver emotional realism. You must discuss at least two movie musicals, one of which must have been screened on the module. 5. Movie musicals are often said to be about escapism. What the are the positives and negatives of escapism in movie musicals? In your answer, you must discuss two musicals screened on the module, but you may also refer to musicals not screened on the module. 6. Krin Gabbard argues that 'African Americans have surely wanted to preserve the great black music of the past, but their disempowerment has often prevented it' (Seminar reading, week 10, p. 102). Describe some of the ways in which black performers have been disempowered or overlooked in movie musicals. Also, indicate some of the ways in which black musiciansl and performers may have been empowered, especially in films with all black casts (such as Cabin in the Sky). In your answer, you must refer to at least two musicals. 7. In what ways can movie musicals be self-reflexive? What are some of the consequences of self-reflexivity in the musical? In your answer, you must discuss at least two movie musicals, one of which must have been screened on the module.
COMPX251 Applied Computing Tools An Introduction to Raster Graphics P2 Instructions You should have completed the two P1s for your theme. The remaining part of the theme is the project (P2). The project requires you to submit two short posts to Moodle outlining your planned project, build the project, attend a show and tell session to demonstrate your project, and write a report describing your project and your experiences. The time line is: 1. Think about what you want to do for a P2 Project. 2. Post a one paragraph statement of your proposed P2 project First theme — end of week 4 (A & B), middle of week 2 (Summer). Second theme — end of week 10 (A & B), middle of week 5 (Summer). The idea of this statement is to show that you are underway with your project, and to share your idea for critique. The paragraph should broadly outline the work you are planning (which option are you considering, what is the overall intention for the image, what tools will you use, and broadly how will you approach the construction. Add your statement to the Photoshop theme discussion in Moodle. You should consider the postings from your classmates and comment on the suitability/feasibility of their choices. Be prepared to defend your choice. (Remember, part of your assessment is based on your contributions). Note: The images provided for 1) and 2) were scanned from glass plate negatives. Your first step will need to be to invert the image. 3. Post an outline of the design for your project publications First theme — middle of week 5 (A & B), end of week 2 (Summer). Second theme — middle of week 11 (A & B), end of week 5 (Summer). The idea of the outline is to show that you are working satisfactorily, and to show your project design. Your outline should include: • what option have you chosen • who is your target audience • what do you want the audience to get from the imagen • a description of your intended image (general layout, effects you intend to use, etc). • a description of how you intend to manipulate your image (necessary layers, breakdown of pieces, use of masks or other techniques) • an estimate of time required to implement the P2 project and write the report; and a costing for that time. Note: In regard to the last point, given your project outline, we want you to estimate the time it will take you to implement the project, and the time it will take to write the report. hen tell us what you think the completed project would cost, i.e. what would you pay if you were asking someone to make it for you, or conversely, what would you charge to make it for someone else? You should consider the postings from your classmates and comment on any problems you perceive in their designs. Discuss any feedback. 4. Spend the remaining weeks of the theme working on your project. Remember to record the time that you spend working on the project. 5. Sign up for and attend a show and tell session First theme — during week 7 (A & B), end of week 3 (Summer). Second theme — during study week (A & B), end of week 6 (Summer). The ‘show and tell’ session is to demonstrate and explain your P2 project. Show and tell sessions will be held separately for each theme, and you will need to reserve a space in a session before they start. Check Moodle for the session times and how to sign up for a session. 6. Write up a brief (no more than four pages) report that summarises your publication design and the design process for Part B of the project. Emphasis should be given to your consideration of the design problems and your outcomes. i.e. justify why you came up with the design you did. The 'what' should be there primarily to illustrate the 'why'. When you write the report, record the time spent writing. Reflect on the process in your report. How did you find the software to use? How successful was your project? Relate this to some reflection on the material you covered in the P1 modules (what you thought was good and bad, and consider the feedback from the Moodle discussion). What have you learned from the experience? Compare your time estimates from your outline with your actual time spent. Discuss any discrepancies. 7. After your ‘show & tell’ presentation, submit your report and any other files requested by the marker at your presentation into Moodle. 8. The report must be handed in at the end of the show and tell week First theme — end of week 7 (A & B), end of week 3 (Summer). Second theme — end of study week (A & B), end of week 6 (Summer).. Photoshop P2 Options Introduction to Raster Graphics P2 This P2 project applies the material you explored in the Introduction to Raster Graphics module. This module is in two parts. You are to carry out one of the options to meet the ‘brief’ below. Then you are to prepare a report describing the processes you utilised, and explaining why you produced the solution you did. The illustration is to be created in Adobe Photoshop CC, and the report is to be prepared using either Adobe InDesign or Microsoft Word. You will present and discuss your illustration at a Show & Tell session. Part A: This will allow you to demonstrate your understanding of the practical techniques. Choose ONE of the following options: 1) Image compilation/restoration: The file BOATBLUR.JPG is a digitised glass plate negative of very poor quality. The file BOATBLR2.JPG is from another scan of the same negative. Using these images produce a good quality restoration of all or part of the scene. 2) Image restoration: The file HANDC.JPG is a digitised image from a damaged glass plate negative of a horse and cart passing some shops. Generate a good quality restoration of the whole scene. 3) Montage: The files in the folder MONTAGE1.ZIP and MONTAGE2.ZIP contain pictures of adjacent areas of a scene. Choose one set of photos and combine the images to produce a smooth panoramic scene. Note: The images for 1) & 2) are scans of glass plate negatives. Your first step should be to invert the image. Specification The project should demonstrate/ include the following: • Illustrate the use of a variety of the Photoshop tools and techniques • Have consistency and a reasonable level of complexity • Have appropriate adjustments • Be a single consistent realistic scene It should not be necessary to use anything other than the supplied materials. The content must be your own work unless it is limited amount of material (in which case the source must be suitably cited in your report). Any other material you base your work on (like tutorials) must also be suitably referenced. Please note that the University does not condone plagiarism and if it is determined you have made unacknowledged use of another persons work action will be taken under the University's discipline regulations (see the University calendar) The final image presented is a high-res PDF (min 300dpi suitable for printing). You are also to submit your un-flattened Photoshop files. Part B: Part A has shown that you can generate a realistic result by modifying images in Photoshop — part B is to demonstrate your understanding of the process of designing the workflow and creating that realistic image. You are to write a report summarising your project design and the work process. Emphasis should be given to your consideration of the design problems and your outcomes. i.e. justify why you came up with the solution you did. The 'what' should be there primarily to illustrate the 'why'. Use your design documents (sketches, etc) and screen-shots to illustrate your report. Relate this to some reflection on the material you covered in the P1 modules (what you thought was good and bad, and consider any feedback from Moodle). The report must include a comparison of the time estimates from your outline with the actual recorded time working on the project and writing the report. Comment on any differences, including reasons why the estimate varied from the time used. Based on this experience, how would you produce a better time estimate for future projects? Compare your finished product with your estimate of its worth from your outline. Do you think that it is worth what you proposed paying/charging? If not, give a new cost for what was actually created. Use this new cost and the number of hours you worked on it to calculate your ‘hourly wage’ for the project. Comment on whether this is a good wage? The report should be 1000-2000 words (at least one page, to around four word-processed text pages), plus screenshots, diagrams, and attachments. What to hand in: Submission is electronic via Moodle. You are to hand in: • your report (PDF document) • your Photoshop and PDF files • bring a printed version of your final image to the show & tell.
Diploma in Business Process & Systems Engineering CRM Project (40%) Objective: This project aims to create a platform. to allow students to learn about CRM. Through the project, students will have the opportunity to apply the knowledge and skills to practical examples. They will need skills, such as analytical skills, process improvement, and Excel VBA macro skills. Instructions and requirements: Your group will be tasked with developing a CRM system for ABC Toys Manufacturing (as depicted in your PBL scenarios). You should consider the 3 levels of CRM: Strategic, Operational and Analytical when identifying the list of features to include in your CRM system. As per described in the Discovery Journal scenarios 1-5, every group will need to build a CRM system using VBA on Excel. You may refer to your Lab practices on some of the features to be included in your project. Additionally, do check out the reference textbook on some ideas regarding CRM to be included in the project development, e.g. Customer Portfolios analysis, workflow integration, communication channels, Customer LTV calculations etc. During your project presentation, you are required to showcase/demonstrate the features that you have built into your CRM system. Every member is to explain his/her individual VBA development work contributed in the project. Below are the deliverables: 1. Request-For-Proposal (listing features required by ABC Toys Manufacturing) 2. CRM system built on VBA (this will be the product you are proposing to ABC Toys Manufacturing) 3. PowerPoint to explain all the features in your proposed CRM system Group size: 3-4 students (differing sizes may be allowed in exceptional cases). The number of students in a group will determine the content requirement of your project. Component weightages: School-based Assessment Weightage Project Components Lab work 15% (Individual) CRM system (Excel VBA software) 15% (Group) Presentation and demonstration of software (PPT) 10% (Individual) 40% Lab work (15%, individual) Each lab work is worth 15 marks, consisting of a guided and non-guided portion. The final assessment score will be based on the average marks attained from lab sheets 1 to 6. All lab work will be completed and submitted at the end of each lab session. CRM System (15%, Group) and Presentation/Demonstration (10%, Individual) Rubrics:
SIO 15 (FQ 2024) – Homework #5 Due November 5, 2024 Maximum score: 20 points + 1 bonus point - 1 penalty point for late submission (more than 30 min past due date) Divide by 4 for contribution to total cumulative 1) Watch the homework 4 video on the class website! 2) Add your full name (your family/last name first) to the top on each page. 3) Provide only answers (not the questions!) in the document you submit. 4) Label each of your answers (1a, 1b, 1c etc.), starting a new line for each of your answers. 5) Provide short answers. Shorter is better! No full sentences required. Definitely no long answers. Points may be subtracted for answers that are too long/answers given that are not relevant to the question (including cut-and-paste jobs of entire sections from the class website). 6) include appropriate units where needed (not just numbers) 7) Hand-written ok as long as the handwriting is easily readable. 8) Submit a single pdf to Gradescope. Only submit a high-quality pdf. Cell phone photo scans are not ok! Instead, use a professional app, such as Turboscan. 9) Important!!!!!! After you uploaded your pdf but before hitting the submit button, please identify on which page each of your answers to problems 1 - 10 are. Only when this is completed, hit the submit button. Topics 14 – 16 1) a) Video 9d shows flood frequency curves for increasing urbanization. Compare the discharge of a 2-year flood in an unurbanized area, a 20-20 area (20% is sewered/20% is impervious), a 50-50 area, and an 80-60 area. Include units! (0.5 pt) b) What is the probability of a 100-year flood to occur in any given 1-year interval? (0.5 pt) c) Explain why the probability for a 100-year flood in a given 100-year interval is less than 100%. (0.5 pt) d) Given the flood frequency curves for the Pedernales and the Navasota rivers in Texas, estimate the discharge of their respective 100-year floods. (include units! allowed error margin:10%) (0.5 pt) (2 points total) 2) a) When did the Banqiao dam in China fail and what natural cause contributed to the failure? (0.5 pt) b) The epic 1927 flood of the lower Mississippi inundated 70,000 km2. Compare the size of these two floods. Provide a factor, not a difference! (0.5 pt) c) Compare the size of the Oroville reservoir with that of the modern Banqiao reservoir? Provide a factor, not a difference! (0.5 pt) d) Go to Wikipedia and find the Oroville dam. A ML=5.7 earthquake in 1975 is thought to be induced seismicity. What are the two possible causes for this quake? (0.5 pt) (2 points total) 3) Go to Wikipedia and search for the St. Francis Dam a) When was this dam built? About how long did construction last? (0.5 pt) b) For how long was this dam in operation? (0.5 pt) c) Why did the dam fail? How many people were killed? (0.5 pt) d) Compared to other disasters in California history, where does this dam failure place it terms of lives lost? (0.5 pt) (2 points total) 4) a) What are the two main contributing gases to Earth’s atmosphere? Include numbers. (0.5 pt) b) Which three gases contribute most to Earth’s natural greenhouse? Also provide numbers. (0.5 pt) c) Provide the names of 4 countries in South America that are in the southern hemisphere. (0.25 pt) d) Provide the names of 4 countries in Africa that are in the southern hemisphere. (0.25 pt) e) Is Ecuador located in the southern or northern hemisphere? (0.25 pt) f) Provide 1 country each in South America and Africa that is in the northern hemisphere. (0.25 pt) (2 points total) 5) a) Describe the position of the northern and southern hemispheres with respect to the sun during the northern summer solstice (June 21). (0.5 pt) b) About how long is the day and night during the fall equinox in Mexico City? (0.5 pt) c) How about Perth, W. Australia? (0.5 pt) d) At which time(s) during the year is the sun overhead at noon at the equator? (0.5 pt) e) If at all, when is the sun overhead at noon at 23.5ºN? (0.5 pt) (2.5 points total) 6) For this problem, use the lecture slide(s) that show the Santa Ana in October 2023. a) During the Santa Ana weather condition, what happens to the relative humidity, compared to normal days? Provide typical numbers for both. Include units! (0.5 pt) b) What happens to daily high temperatures? Provide typical numbers with units. (0.5 pt) c) What happens to the difference between day and night time temperatures? (0.5 pt) d) Explain why the change in this difference occurs. (0.5 pt) (2 points total) 7) a) What happens to air that rises adiabatically, in terms of volume and temperature? (0.5 pt) b) Which process typically terminates this type of adiabatic change? (0.5 pt) c) What kind of pressure is left at the surface when air rises? (0.5 pt) d) At which latitudes would we find the trade winds? (0.25 pt) e) From which direction do the trade winds blow in the northern hemisphere? Be as precise as possible. (0.25 pt) (2 points total) 8) News clip 23 January 2024: a) Outside which elementary school did waters rise up to 3 feet? (0.5 pt) b) During which 3-hour window did National City get how many inches of rain? (0.5 pt) c) The airport received 2.7 inches of rain between midnight and 4 p.m.. In terms of rainfall on any day in January in San Diego, where does this amount of rainfall place, over which time span of record-keeping? (0.5 pt) d) Over a three-day period ending at 3 p.m. on Monday, how much rain had fallen at S.D. International airport, Point Loma, Fashion Valley, Kearny Mesa? (provide four numbers ad include units for at least one of them) (0.5 pt) (2 points total) 9) Find Lake Mead in Google Earth a) On which river is the reservoir located? (0.5 pt) b) Follow the lake to the west until you encounter the dam that keeps the water in the lake. What is the name of this dam? (0.5 pt) c) Find this dam in Wikipedia. When was this dam opened? How long did construction last? (0.5 pt) d) By how much has electricity generation on the dam declined between 2000 and 2014? (0.25 pt) e) What is the ultimate cause for this decline? (0.25 pt) (2 points total) 10) Find the school under 8a in Google Earth a) What is the street address and zip code of this school? (0.5 pt) b) Zoom out until you see a neighborhood name. What is this name? (0.5 pt) c) Which neighborhood is to the immediate north? What about the next neighborhood north of that? (0.5 pt) d) Find Beta St between the neighborhood under 10b and the first under 10c. This street was particularly badly affected by the 23 January San Diego flood. Measure its length from the merge with Birch St to its end. include units (error margin: 20 m) 0.5 pt e) Which city is to the immediate south of the 10b neighborhood? What city is next (farther south). Hint: the boundary between the two cities is SR 54. (0.5 pt) (2.5 points total)
GEOS 401: URBAN METEOROLOGY 2024/5, Term 2 PURPOSE Our main purpose in GEOS 401 is to investigate the energetic processes that create “urban” climates, and to consider the implications of these climates on society. This is vitally important because much of humanity resides in cities. As such, we will examine the form. and function of cities and their impacts on the surface energy and water balances, and the urban carbon budget. This will provide the scientific basis for us to explore and understand the urban climate and its temperature, airflow, moisture, radiation, and precipitation regimes. A secondary purpose of this course is to investigate the more practical concerns of the urban climate on human health, city planning, urban design, and global warming. Our approach to GEOS 401 is scientific in nature and will cover the theories, concepts, frameworks, methodologies, debates, and pioneering works of urban meteorology. We will engage our minds to examine—and, more importantly, challenge—the sources of knowledge in the field, from both historical and modern perspectives. Throughout the course, I will use (and we will discuss) examples of urban climate studies from around the world, with the goal to make your learning experience more inclusive of different contexts, and more relevant to your everyday life, your projected career path, and your program of study. PRE-REQUISITE As an upper-year meteorology course, GEOS 401 has the following pre-requisite: one of GEOS/GEOB 200 (Atmospheric Environments), GEOS/GEOB 204 (Biometeorology), or GEOS/GEOB 300 (Microscale Weather and Climate). This is a necessary requirement because principles from 200/204/300 are applied to the special environment (i.e., urban) that we study in 401. Please be sure you have completed at least one of the pre-requisite courses. If you have not and are enrolled in a Geography program, contact the undergraduate advisor ([email protected]) who can assist you with finding a replacement for GEOS 401. STRUCTURE We will be reading chapters from the course textbook, Urban Climates, as well as occasional articles from the research literature and news media. You are expected to come to class having read these materials. Class lectures will operate on a synchronous (online) format, with ample time for questions, discussions, and self-assessments. If you are unable to attend a lecture, you should seek other means to stay informed of the content covered. I will post the lecture slides (as PDF documents) to the Canvas course website prior to each lecture. I encourage you to print or download the slides to your computer for your own reference. You can then annotate the slides during the lectures, based on my commentary and that of your classmates. LEARNING OUTCOMES By the end of this course, you will be able to: 1. Estimate surface canopy parameters for classifying the local climates zones inside cities 2. Explain the energetic processes—surface and atmospheric—that generate “urban” climates 3. Apply WMO siting-criteria to meteorological sensors in the urban surface-layer atmosphere 4. Recognize the common pitfalls of urban climate mitigation and adaptation strategies & policies 5. Judge the scientific rigour and quality of published literature in urban meteorology/climatology ASSESSMENT OF LEARNING Your success with the learning outcomes(and the graded assessment of those outcomes) is directly linked to your level of participation in the course. You are therefore expected to attend all lectures, take careful notes, and participate in questions and discussions. Labs and quizzes are associated with learning outcomes # 1‒3, and are intended to strengthen your understanding of the concepts, frameworks, guidelines, and datasets used in urban meteorology and climatology. Exams are associated with learning outcomes # 1‒4. The midterm consists of multiple-choice questions and short answers, and covers all materials from lectures 1 through 10 (see course schedule). The final exam will take place during the UBC Exam Period (April 12–27), and will cover all materials from lectures 11 through 23. It is your responsibility to be available for the exam at the time/date set by UBC Scheduling Services. The critique report is associated with learning outcome # 5 and is intended to sharpen your critical thinking skills. You will choose from the published literature an article that describes an “urban” effect on climate (e.g., temperature, radiation, precipitation), and then carefully contemplate the methods, results, and implications of that work. In a well-structured report, you will summarise the article and evaluate its strengths and weaknesses based on what you have learned in GEOS 401.
ECON30001 Problem Set 3. Semester 1 2024 Question 1. Ann must choose between two actions, and the returns depend on whether there is sunshine (S) or rain (R). Action a increases her wealth by £600 in sunny weather, but decreases her wealth by £39 if it rains. Action b increases her wealth by £1,500 in sunny weather, but decreases her wealth by £600 if it rains. Ann is an expected utility maximiser with utility for money u(x) = √x and has wealth of £1,000. Ann believes there is a 75% chance of sunny weather. Ann knows a meteorological expert, Bob, who predicts the correct weather with 75% pre- cision. That is, Bob sends messages s or r, and p(s|S) = p(r|R) = 0.75. (a). What action will Ann choose if she does not use Bob’s information? (b). What is the value (in utils) of Bob’s information for Ann? Question 2. Ann and Bob are risk neutral expected utility maximisers (u(x) = x) playing the following game: Ann and Bob share the belief that p(s1 ) = 4/3. Charlie is able to publicly reveal the true state of the world. What is the maximum amount that Ann and Bob would be willing to pay Charlie to stay quiet?
Government 10: Quantitative Political Analysis Fall 2024 Course Overview The growing amount of available quantitative data is changing the way we understand and engage in politics, how we implement policy, and how organizations across the world make decisions. In this course, we will learn the fundamental tools of quantitative analysis and apply them to a wide range of political and policy oriented questions. How do we predict presidential elections? Did economic voters bring Hitler to power? How does the ideology of the Supreme Court change over time? These are just a few of the questions we will work on in the course. Students are not expected to have any programming knowledge, and the course will be centered around assignments that will help build R statistical skills from scratch. Students will leave the course equipped for work in any setting that requires a social scientific approach to data science, from policy non-profits to government, from Silicon Valley to Wall Street and beyond. There are no formal prerequisites for this course. You need to bring your laptops to class so that we can actively code during lecture. This will help you “learn by doing” and it will ensure that the transition from lecture to lab to problem sets is smooth. Teaching This will be a mostly flipped class. You will be expected to do all assigned reading before class starts. There will be some lecture, but this will be a small part of the class. We will work together in class on exercises and problem sets. We will meet during our normally scheduled time (3A) throughout the term. Communication Outside of class and office hours, I can be reached by email. However, I ask that you primarily use Ed Discussion (I find that most students have similar questions, so asking on Ed Discussion can help provide an answer to other students who might not want to reach out by email). Please refer to this document if you have logistical questions. Also feel free to schedule an office hour meeting. If you can’t wait for office hours or cannot get the answer on Piazza, email. Study Groups and Help The most successful students will form study groups. You can work together on problem sets, but you must submit your own work. You can not work together during quizzes or exams. We will use the Ed Discussion (part of Canvas) discussion tool in this course. Ed Discussion allows students to ask questions about course content and assignments. Both I and other students will respond to questions. Use of Ed Discussion will count toward class participation (15% of final grades). Questions about the class, assignments and R should be posted to Ed Discussion. Statistical Software You must install three (free) applications for this class. Please make sure you have done this before the first day of class. Mac users: • R (a software environment for statistical computing): https://cran.r-project.org/bin/macosx/ • RStudio (an IDE for R): https://download1.rstudio.org/electron/macos/RStudio-2023.12.1-402.dmg • Git (a code management tool): https://sourceforge.net/projects/git-osx-installer/files/latest/ download Windows Users: • R (a software environment for statistical computing): https://cran.r-project.org/bin/windows/ • RStudio (an IDE for R): https://download1.rstudio.org/electron/windows/RStudio-2023.12.1-402.zip • Git (a code management tool): https://github.com/git-for-windows/git/releases/download/v2.42.0. windows.1/Git-2.42.0-64-bit.exe Required Text: Data Analysis for Social Science: A Friendly and Practical Introduction by Elena Llaudet and Kosuke Imai. On Amazon: https://tinyurl.com/9n2kthcv $45 paperback; $33.99 on Kindle Assignments Grading in this class will be based on the components described below. Late work will not be accepted without prior permission. Makeup exams will not be given, and students who miss exams will receive a score of 0 absent extraordinary circumstances. • 40% Problem sets: Problem sets will be distributed each Monday. These are individual assignments and are due at 11:59 PM on Sunday. All assignments are to be submitted electronically. As I will post solution sets, no late assignments will be accepted. • 15% Midterm Exam: The midterm exam will be held on 4/24 and will cover the material discussed in class up to that point. • 20% Final Exam: Comprehensive final exam will be on 5/31 (Friday) @ 11:30 AM • 10% Quizzes: Short quizzes given throughout the course. • 15% Class Participation: Class participation is awarded based on post-class submissions (due at 11:59 PM the day of class), engagement in lecture, and engagement on Ed Discussion.
Assessment 3 Module Title Commercial Law Assignment Mode Individual Assignment Word Count Limit 1000 words (+/- 10%) Citation Format APA Marks 100 marks Assignment Brief On a Sunday morning, Kris, driving a red Mazda, was traveling within the speed limit on Lengkop Street. As she approached an intersection with Merbau Avenue, Kris noticed a green light but was aware that the traffic light was known to change quickly. At the same time, Kevin, driving a blue truck, was traveling on Merbau Avenue and had the right of way. Kevin was speeding, and he did not notice the traffic light change from green to yellow as he entered the intersection. Kris, seeing Kevin’s vehicle approaching at high speed, attempted to brake but couldn’t stop in time and collided with Kevin’struck in the intersection. Both vehicles are damaged, and both drivers sustained minor injuries. Advise Kevin if he has a case against Kris under the tort of negligence,and consider Kris’s possible defence(s).
Programme: BSc Computing with - ALL pathways Module Code: LD6047 Module Title: Ethical Hacking Distributed on: Via Blackboard; briefing in lecture. Submission Time and Date: To be submitted by 16:00 GMT on [21 Jan 2025] Word Limit: Part A: 60% (2000-word report) Part B: 40% (1500-word report) Weighting This coursework accounts for 100% of the total mark for this module Instructions on Assessment: This assignment consists of two parts · Part A (60%): 2000 words · Part B (40%): 1500 words Assignment Details: TechSecure Ltd. is a rapidly growing UK-based company that provides secure web-based solutions to clients across various sectors, including finance, healthcare, and e-commerce. As part of their growth strategy, they have deployed a new web application hosted on an Ubuntu server in a cloud-based virtual environment. The web application handles sensitive client data, including payment information, personal identification, and transaction records. Due to the sensitive nature of the data processed, the company must ensure that the application is secure from cyber threats. Recently, the IT department noticed some unusual activity on the server logs, which raised concerns about potential vulnerabilities within their system. To address these concerns, TechSecure Ltd. has requested a thorough security assessment of their web application to identify any vulnerabilities before they can be exploited by malicious actors. As part of their internal audit, they have enlisted your help as a penetration tester. Your Role: You have been provided access to a simulated environment consisting of: • A Virtual Machine running Ubuntu, hosting the TechSecure Ltd. web application. • A Kali Linux system to conduct the penetration test. Your primary objectives are: Vulnerability Assessment: 1. Use a vulnerability assessment tool of your choice (such as Nessus, Niko, or OpenVAS) to scan the web application hosted on the Ubuntu machine. Identify any weaknesses or misconfigurations that could be exploited. 2. Focus on areas like outdated software, open ports, misconfigured services, or known web application vulnerabilities like SQL injection, Cross-Site Scripting (XSS), and server misconfigurations. 3. Generate a detailed report from the chosen tool that lists the identified vulnerabilities, along with their severity levels and descriptions. Penetration Testing: 1. After identifying vulnerabilities, attempt to exploit them using Kali Linux to gain access to the target machine 2. Perform. reconnaissance to gather information about the target, such as available services, open ports, and the web server's configuration. 3. Use appropriate penetration testing methods to exploit the identified vulnerabilities and demonstrate how access to the web server could be achieved. 4. Document each step of your process, including screenshots, tools used, and the techniques applied. Reporting: 1. Compile a comprehensive report outlining your findings, including: 2. A summary of the identified vulnerabilities and their potential impact. 3. The steps taken to exploit the vulnerabilities and gain access. 4. Recommendations for mitigating the identified risks and securing the web application against future threats. Mapping to Programme Goals and Objectives This assignment will assess the following learning outcomes: 1. Demonstrate practical skills in conducting vulnerability assessments using industry-standard tools. 2. Apply penetration testing methodologies to gain access to a target system. 3. Analyse and critically evaluate cyber incidents, providing insights into their impact and mitigation 4. strategies. 5. Present a well-researched report, demonstrating the ability to interpret and analyse CVE information. Module Specific Assessment Criteria and Rubric The work will be marked out of 100 in line with the University’s marking grades and according to the following assessment criteria: Description Marks Part A: 60% Task 1: – Vulnerability Assessment (VA) (suggested word limit for this section is 500 words) · Conduct a vulnerability scan on the provided Ubuntu-based web application using a tool of your choice (e.g., Nessus, Niko, OpenVAS). · Generate a comprehensive report detailing the identified vulnerabilities, including descriptions, severity levels, and potential impacts. · Include the generated VA tool report as evidence. 20 Task 2: - Penetration Testing (PT) (Suggested word limit for this section is 500 words) · Using the Kali Linux environment, perform. a penetration test targeting the given web application. Your objective is to exploit identified vulnerabilities and gain access to the target machine. · Document your approach, including reconnaissance, scanning, exploitation, and post-exploitation phases. · Discuss any challenges faced and how they were overcome. Provide screenshots where necessary to illustrate your process. 20 Task 3: - Ethical Considerations and Security Standards (Suggested word limit for this section is 600 words) · Discuss the ethical implications of performing vulnerability assessments and penetration testing as seen in Tasks 1 and 2. Reflect on the importance of maintaining confidentiality, integrity, and professional conduct throughout the testing process. · Evaluate how compliance with security standards such as ISO 27001, NIST SP 800- 115, or OWASP can guide the penetration testing process and reporting. · Explain how ethical hacking practices help in aligning security assessments with industry standards and how this benefits organizations like TechSecure Ltd. · Connect the insights from Task 3 to your work in Part B, particularly regarding the ethical analysis of the chosen cyber incident. 20 Part B – 40% Task 5 – Cyber Incident Analysis (1000 words) Scenario: Choose a significant cyber incident that occurred between 2023-2024. This could be a data breach, ransomware attack, or any other security incident that had a notable impact on an organization, industry, or country. · Provide a detailed overview of the incident, including when and how it occurred. · Analyse the statistical impact of the incident, such as data lost, financial loss, or affected users. · Discuss the countermeasures implemented by the affected organization(s) to mitigate the impact of the incident. · Include an analysis of the CVE (Common Vulnerabilities and Exposures) that were exploited during the incident, backed by research and evidence. · Critically assess the effectiveness of the countermeasures and suggest additional steps that could have been taken to prevent or mitigate the incident. 40 Total 100
CSC/MAT A67 Tutorial 1 — Introduction to Propositional Logic Winter 2025 1 introduction Tutorials in this course will run as follows: • Tutorial exercises / questions will be posted on the course website before Tuesday. • In tutorial, your TA may – review relevant course material, – present solutions to one or more example problems, – give you ideas on how to work through the tutorial exercises / questions, – answer your questions and give you suggestions, as you work through the exercises. • In tutorial, you may – work on the tutorial exercises, either with another student (encouraged!) or indepen- dently, – seek help from your TA. • You will submit your solutions on Crowdmark before 9 a.m. on the following Tuesday. • We will check your submission and assign a grade, before the end of that week. For each set of questions, you will receive: – 2 marks: if there is a solid attempt at a solution for all questions, even if there are some mistakes. – 1 mark: if there is a solid attempt at a solution to many of the questions, or – 0 marks: otherwise. • If you are unable to complete the solution to a question, then write what you tried to do and why it doesn’t work. • For tutorial exercises, you can work with other students (encouraged!), and you can consult other materials as long as you write your own solutions. But remember that the main purpose of these exercises is to help you master the material. If you simply copy someone else’s solutions then you will miss out on the benefits of working through the problems. You are not allowed to use ChatGPT or any similar software. 2 exercises (to practice, do not submit) Analyse the logical forms of these statements: 1. Either John and Bill are telling the truth, or neither of them is. 2. I’ll have either fish or chicken, but I won’t have both fish and mashed potatoes. 3 exercises (to be submitted) Analyse the logical forms of these statements: 1. Either both Ralph and Ed are tall, or both of them are handsome. 2. Both Ralph and Ed are either tall or handsome. 3. Both Ralph and Ed are neither tall nor handsome. 4. Neither Ralph nor Ed is both tall and handsome. 5. Either both Ralph and Ed are tall, or neither of them is. 6. Either Ralph is tall and Ed is handsome, or vice versa. 4 exercises (to be submitted) Let T stand for the statement “taxes will go up”, and D stand for the statement “the deficit will go up” . What English sentences are represented by the following formulas? Try to come up with simple, short solutions. 1. T ∨ D 2. ¬ (T Λ D) Λ ¬ (¬T Λ ¬D) 3. (T Λ ¬D) ∨ (D Λ ¬T) 5 arguments and truth tables (to be submitted) All truth tables must be written in standard format. The first variable has value T in the first half of the rows and F in the second half. The second variable has value T in the first quarter of the rows, F in the second quarter, T in the third quarter, and F in the fourth quarter of the rows. The third variable has value T in the first eighth of the rows, etc. For example, a truth table with the four variables A,C,R,Q will look like this: A C R Q ........ T T T T ........ T T T F ........ T T F T ........ T T F F ........ T F T T ........ T F T F ........ T F F T ........ T F F F ........ F T T T ........ F T T F ........ F T F T ........ F T F F ........ F F T T ........ F F T F ........ F F F T ........ F F F F ........ Demonstrate whether these arguments are valid or not. 1. Either my dog is spotted or my cat is spotted. My dog is not spotted or my cat is not spotted. Therefore either my dog is spotted or my cat is not spotted. 2. Either John or Bill is telling the truth. Either Sam or Bill is lying. Therefore, either John is telling the truth or Sam is lying. 3. Jane and Pete won’t both win the math prize. Pete will win either the math prize or the chemistry prize. Jane will win the math prize. Therefore, Pete will win the chemistry prize. 6 logical equivalences (to be submitted) For each pair of expressions, either prove that the two are equivalent or prove that they are not. 1. (a ∧ b) ∨ (b ∧ c) ∨ d and (a ∧ b ∧ c) ∨ d Notice that since (a ∧ b) ∧ c eqv a ∧ (b ∧ c), we omit parentheses and write a ∧ b ∧ c. This is simply a shorthand. 2. ¬ (a ∨ b) ∧ ¬c and ¬ (a ∨ b ∨ c) 3. ¬ (a ∧ b) ∨ c and ¬a ∨ ¬ (b ∧ ¬c) 4. ¬ (P ∨ Q) ∨ ¬Q and ¬Q 5. ¬A ∧ ¬(B ∧ C) and ¬ (A ∨ B) ∨ ¬ (A ∨ C) Show that the following pairs of expressions are not equivalent: 1. a → b and a ∧ b 2. a → b and ¬a → ¬b 3. (a → b) ∧ (b → c) and (a ∧ b) → c 7 conditional statements (do not submit) A few ways of expressing P → Q in mathematics: • P implies Q. • if P then Q. • Q, if P. • P is a sufficient condition for Q. • Q is a necessary condition for P. Analyse the logical forms of each of the following English statements. 1. Mary will sell her house only if she can get a good price and find a nice apartment. 2. Having both a good credit history and an adequate down payment is a necessary condition for getting a mortgage. 3. Being enrolled full time and demonstrating financial need is a sufficient condition for applying for assistance.
MIS771 – Descriptive Analytics and Visualisation – Trimester 2 2024 Assessment Task 3 – Data Visualisation – Individual Tasks This assessment has 2 parts. You will need to create an Oral Presentation via Video Recording. The recording must show you (the presenter) visibly in the video using Tableau’s Storyboard Feature. To complete the assignment, you must use the dataset file named T32024A3.xlsx and apply the techniques covered in Module 3. This data has been consolidated from VicRoads, then validated and enriched to provide a comprehensive and detailed view of road crashes and injuries across Victoria. The data provides users with information about Victorian fatal and injury road crash data basedon time, location, conditions, crash type, road user type, and other relevant attributes. The assignment data file is a single flat file containing a subset of the attributes from multiple CSV files. It provides a single set of attributes for each road crash that has occurred within Victoria. Supporting documentation in the metadata will provide further details of the attributes. Submission You must submit the following: Part 1: A video recording (5 minutes duration) You will use Panopto to record the video and then upload into CloudDeakin. The details of how to record and upload videos in Panopto are here (https://www.deakin.edu.au/students/help/about-clouddeakin/video-and- audio/panopto) Make sure you are seen in the video (just the face is sufficient). Part 2. Tableau workbook – Only in this (.twbx) format. To be submitted as part of the submission. The content of the presentation needs to cover: 1. Your Data Story with effective use of visualisation(s) using the Dataset provided. a. You can choose to tell whatever story you’d like with whatever analysis you want using this dataset. It NEEDS to be PROFESSIONALLY done. b. You can use additional data or information in your story to support your analysis. 2. A presentation providing information: a. Storytelling using Tableau’s storyboard feature. You need to develop multiple visualizations/dashboards to support your storytelling. You are telling a story from the viewpoint of a consultant who is either hired by the organisation or has analysed the dataset quite closely. You could be addressing the authorities, or the organisation or public. Please specify your audience at the beginning. b. A strong conclusion – Recommendations to the problem identified. Support your recommendations with external information sources and include citations. c. MUST dedicate the last 2 minutes of your presentation to discussing the visualisation techniques used in each visualisation, e.g., colour, shape, position, interactivity etc. Analysis of why you chose these techniques and what makes them effective (refer to lecture materials and Tableau’sonline resources). Please refer to the relevant visualisation when explaining this. d. End with a reference slide if you have used any references. Learning Outcomes This task allows you to demonstrate your achievement towards the Unit Learning Outcomes (ULOs) which have been aligned to theDeakin Graduate Learning Outcomes(GLOs). Deakin GLOs describe the knowledge and capabilities graduates acquire and can demonstrate on completion of their course. This assessment task is important in determining your achievement of the ULOs. If you do not demonstrate achievement of the ULOs you will not be successful in this unit. You are advised to familiarise yourself with these ULOs and GLOs as they will inform. you on what you are expected to demonstrate for the successful completion of this unit. The learning outcomes that are aligned to this assessment task are: Unit Learning Outcomes (ULOs) Graduate Learning Outcomes (GLOs) ULO 2 Plan, monitor, and evaluate own learning as an analytics professional. GLO6: Self-Management - working and learning independently, and taking responsibility for personal actions ULO 3 Communicate solutions that inform. decision-making and ongoing research to a variety of stakeholder GLO1: Discipline-specific knowledge and capabilities - appropriate to the level of study related to a discipline or profession. GLO2: Communication - using oral, written and interpersonal communication to inform, motivate and effect change Marking and feedback The marking rubric indicates the assessment criteria for this task. It is available on the CloudDeakin unit site in the Assessment folder, under Assessment Resources. Criteria act as a boundary around the task and help specify what assessors are looking for in your submission. The criteria are drawn from the ULOs and align with the GLOs. You should familiarise yourself with the assessment criteria before completing and submitting this task.
ESS 312 - Hydrogeology Assignment 1 A network of 25 piezometers, including atransect of 7 multi-level piezometers, was installed in a unconfined sand aquifer to map and evaluate groundwater flow between a wetland (Beaver Bog) and adjacent lake (Antelope Lake). The 3.2 km2 study area corresponds to UTM Eastings of 387000 to 388600 m and Northings of 5104000 to 5106000 m; surface elevations and surveyed coordinates for the positions of the wetland and lake shorelines are shown in Table 1. Piezometers locations and surface elevations are given in Table 2, as well as corresponding piezometer stick-up heights, installed screen elevations, and top-of-pipe measurements for depth to water; auger refusal depths (i.e., assumed to be depth to bedrock from ground surface) are provided for the multi-level piezometers. 1. Calculate the hydraulic head for each of the single and multi-level piezometers. Report results in a table. Do not show calculations. 2. Complete a (hand drawn) areal flownet diagram (map) for groundwater flow between Beaver Bog and Antelope Lake. Set the x (east-west) andy (north-south) axes of the flownet to the UTM coordinates of 3.2 km2 of the study area. The scales of the x andy axes should be same. Clearly indicate equipotential lines on the flownet, using 1.0 m hydraulic head spacings, groundwater flow direction (arrows), flow/no-flow/constant head boundaries. 3. Determine the distance between piezometers and calculate bedrock elevations along the A4-T to B3-T transect of multilevel piezometers. Report results in a table. Do not show calculations. 4. Complete a (hand drawn) cross-sectional flownet diagram (map) for groundwater flow along the A4-T to B3-T transect between Beaver Bog and Antelope Lake. Set the x axis of the cross-sectional flownet to the transect distance between survey point A4-T on the shoreline of Antelope lake (as the origin) and survey point B3-T on the shoreline of Beaver Bog. The y-axis will be mean elevation above sea level; use 95 masl at the origin to 140 masl. Note: you will need to apply an approximate vertical exaggeration (VE) near 16.5. Recall that VE = vertical (i.e., y axis ) scale / horizontal (i.e., x axis) scale. Indicate equipotential lines (using 1.0 m hydraulic head spacings), groundwater flow direction (arrows), flow/no-flow/constant head boundaries. 5. Prepare a short (no more than three pages) written summary that describes the nature of groundwater flow (i.e., directions and boundaries) in the study area; typed using a 12-point font with double-line spacing. Point form is unacceptable. Table 1: Surveyed UTM coordinates for points along the shorelines of Antelope Lake and Beaver Bog in the study area. Surveyed UTM coordinates for points along shorelines of Antelope Lake (elevation 120 masl) Survey Point Easting (m) Northing (m) A1 387000 5105800 A2 387200 5105700 A3 387400 5105700 A4 - T 387600 5105800 A5 387800 5105900 A6 388000 5106000 Surveyed UTM coordinates for points along shorelines of Beaver Bog (elevation 130 masl) Survey Point Easting (m) Northing (m) B1 387800 5104000 B2 388000 5104100 B3 - T 388200 5104200 B4 388400 5104300 B5 388600 5104400 Table 2: Number, UTM coordinates, surface elevation, installed screen elevation, auger refusal depth, piezometer stick-up, and measured top-of-pipe depth to water for piezometers in the study area; piezometers along the A4-T to B3-T transect are indicated by asterisks (*).
Assignment 1 Assignment 1: Evaluate an Organization's Transition For this assignment,there are three Possible Areas of Focus 1. Benefits Realization Management 2. Strategy Alignment 3. Application of Metrics Find an organization and apply at least two of the three areas to show how that organization has used them to add value, demonstrate value, make strategic decisions, selected/rejected projects and in general made a significant difference in their business. OR Evaluate a company's transition to Project Value Management and/or implementation of Benefits Realization Management Due per HRC (Human Readable Calendar) and Bb dates. Structure this as a Managerial Report: Cover page Table of Contents Executive Summary (which gives a BOTTOM LINE-this is not an Abstract!) Background (brief context of the company or organization and its market/environment/history/present/future) MAIN CONTENT (3 or 4 pages, citing references) Summary References Appendices with tables or graphics if they are truly helpful
