33:390:400:(07) Corporate Finance Spring 2023 COURSE DESCRIPTION Corporate Finance is concerned with how to make capital investment decisions (capital budgeting) and how to finance company activities, including new investments, and how to make dividend payment decisions. This course will lecture on important topics for corporate finance, which will cover methods, theory, and policy decisions. The topics which will be addressed in the course are: how streams of cash flows are valued, how financial managers evaluate investment opportunities, how financial statements are used to evaluate a company's financial condition and its market value, how a manager chooses between mutually exclusive opportunities, and how they evaluate different types of investment. This course will also discuss the treatment of risk when evaluating a project and the required returns on a project. Alternative source of funds used to finance new projects, which include internal and external sources of funds, will be theoretically and empirically demonstrated. Lastly, long-term financial planning will be discussed. In this course, we will also discuss portfolio theory, market model, and CAPM theoretically and empirically. In addition, long-term financial planning in terms of financial statements and financial ratio and market information will be both theoretically and empirically discussed. Overall, this course will teach students how to use finance theory, financial data, and methodology such as calculus, statistics, linear programming, and Microsoft Excel to analyze important financial topics in real world corporate strategy decision making. Therefore, this course uses an active instead of a passive approach in order to prepare students for the job market and their future success. COURSE MATERIALS - Required textbook and papers: 1. Corporate Finance and Strategy: An Active Learning Approach by Cheng F. Lee, John Lee, and Michael Lee. World Scientific Publishing Co., 2022, forthcoming. 2. Active and Interdisciplinary Approach to Teach Corporate Finance by Cheng F. Lee. 2022. Review of Pacific Basin Financial Markets and Policies Vol. 25, No. 3 3. Three Project Analyses of Johnson & Johnson (JNJ) in Terms of Excel Programs by Cheng F. Lee and Wen C. Yeh. Unpublished paper. 4. Financial Analysis and forecasting JNJ as a case study by Cheng F. Lee and Wen C. Yeh. Unpublished paper - Reference textbooks: 1. Financial Analysis, Planning, and Forecasting by Cheng F. Lee and John C. Lee. World Scientific Publishing Co., 3rd Edition, 2017. 2. Corporate Finance by Stephen Ross, Randolph Westfield, and Jeffrey Jaffe McGraw-Hill, 13th Edition, 2022. 3. Statistics for Business and Financial Economics by Cheng Few Lee, John Lee, and Alice C. Lee, Springer Academic Publishers, 2013. 4. Encyclopedia of Finance 3rd Edition by Cheng Few Lee and Alice C. Lee, Springer Academic Publishers. Forthcoming. 5. Handbook of Investment Analysis, Portfolio Management, and Financial Derivatives by Lee, C.F., Lee, A.C., and Lee, J. World Scientific Publishers, 2022. 6. From East to West: Memoirs of a Finance Professor on Academia, Practice, and Policy by Cheng-Few Lee, World Scientific, 2017. Chapters 7 and 9 can be found here: http://www.worldscientific.com/worldscibooks/10.1142/10182 - Check Canvas Rutgers(Canvas.rutgers.edu) and your official Rutgers email account regularly. - All the materials regarding this course are available at Canvas Rutgers or at the website: http://centerforpbbefr.rutgers.edu/Instructor's%20Manual%20for%20the%20FAPF.htm PREVENT COVID-19 AND RELATED POLICIES In order to protect the health and well-being of all members of the University community, masks must be worn by all persons on campus when in the presence of others (within six feet) and in buildings in non-private enclosed settings (e.g., common workspaces, workstations, meeting rooms, classrooms, etc.). Masks must be worn during class meetings; any student not wearing a mask will be asked to leave. Masks should conform. to CDC guidelines and should completely cover the nose and mouth: https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/about-facecoverings.html. Each day before you arrive on campus or leave your residence hall, you must complete the brief survey on the My Campus Pass symptom checker self-screening app. Students who have been told to quarantine, or are experiencing symptoms of any transmittable disease, please remain at home and not attend in-person class meetings. This course will become hybrid if there are students who have been told to quarantine. LEARNING GOALS AND OBJECTIVES - This course is designed to help students develop skills and knowledge in the following area(s): 1. Financial statement analysis, which includes analyzing for financial statement and financial ratios. 2. Theoretical and empirical evaluation bond and stock. 3. Capital budgeting under certainty and uncertainty. 4. Interaction among investment, financing, dividend, and production policies. 5. Long-term financial planning and forecasting. 6. Mergers: theory and evidence. 7. Bankruptcy, workouts, and corporate reorganization. - Students who complete this course will demonstrate the following: 1. Students can use financial statement analysis to determine companies' market value. In addition, students can re-enforce their knowledge of accounting. 2. Students can use accounting information, market information, and economic information to determine the value of bonds and stock. In addition, they will learn what is the timing of issue of either bond or stock. 3. Based upon capital budgeting under certainty knowledge, which they have learned from previous courses, students can more realistically perform. capital budgeting decision, which also considers both market and economic environment. 4. Students are going to know how to use option strategy to trade options. In addition, they will be able to use option theory to evaluate convertible bonds, which will be compared to a traditional approach to evaluate convertible bonds. 5. Students will be able to evaluate whether companies use appropriate investment, financing, dividend, or production policies. 6. Students will be able to do working capital management and long-term financial planning and forecasting. - Students develop these skills and knowledge through the following course activities and assignments: This course will have homework assignments, two tests, and three project. In addition, I will use Johnson & Johnson and other companies as examples to show how the above-mentioned objectives can be achieved.
Econ 30041 Tutorial 3. 1. Suppose in a country S, there are two occupations: entrepreneur or labourer. To become an entrepreneur one needs £20,000. The rate of interest is 10 percent per year. Each entrepreneur employs 10 workers at £w per year. Together they produce output worth £30,000 per year. At the end of the year, entrepreneur has to pay back the loan. If the loan is not paid, the entrepreneur would be caught and 20 percent of the business profit would be seized, along with the collateral. However, in that case the entrepreneur gets to keep the loan and the interest payment. (a) Find the formula that shows how much collateral the bank should ask for before it lends the money (b) What happens to collateral if wage, (i) w= 1000, (ii) w=2000 and (iii) w=2500. Does the collateral go up or down? Explain your answer. 2. Consider a person in time t, with wealth w(t), who faces the choice between three occupations described in Topic 3. For subsistence the earning is fixed at z, and for employment in the labour market pays w(t) and entrepreneurship leads to net profit π>z. Whatever income is received is added to her wealth (plus a fixed interest rate r). A fixed fraction of the total is consumed. (a) Find the equation that describes the starting wealth in period (t+1) for each of the three occupations. (b) Under high inequality, what is the long run wealth (steady state) of an individual who earns subsistence wage year after year? And what is the long run wealth (steady state) of an individual who is an entrepreneur? 3. What is the difference between taste-based discrimination and statistical discrimination? (b) In the presence of non-discriminatory employers, taste-based discrimination as in the Becker model, would be completely eliminated. Do you agree? Why?
PS5012MKT Applied Advertising and Campaign Management 1. MODULE SUMMARY Aims and Summary This module is intended to give students the knowledge and skills needed to understand the creative process. Students will examine the relationship between organisations and advertising agencies and will learn how to develop appropriate creative ideas in response to a creative brief. Students will learn how to apply creative ideas across a range of media in integrated marketing campaigns. This module will also help students to understand that integrated campaigns are the result of successful management of the campaign across various types of marketing communications agencies. Module credits and availability Assessment / CATS Credits 20.0 ECTS credits 10.0 Total student study hours 200 Entry Requirements (pre-requisites and co-requisites) None Excluded Combinations None Special Features None 2. TEACHING, LEARNING AND ASSESSMENT Intended Module Learning Outcomes 1. Explain the key stages of the communications planning process. 2. Define and evaluate appropriate measures for evaluating marketing communications activities. 3. Analyse an advertising campaign for a particular business scenario. 4. Explain how the creative idea and relationships are managed when using a range of marketing communications agencies and evaluate the selection criteria for choosing the agencies. 5. Develop an advertising plan using a range of creative ideas to meet a specific advertising brief 6. Present and justify advertising ideas according to audience, message and media criteria Indicative Content • Branding, brand values, brand positioning and the relationship between brand positioning and advertising. • The creative process designing the creative brief. • Translation of brief into marketing communications campaign. • Understanding of media planning, media selection, and media evaluation. • Appreciation of the roles within a variety of communications agencies. • Management of relationships and activities to deliver the communications strategy. • Understanding media consumption patterns amongst the target market. • Examining communications objectives and the encoding of effective communications messages. • Exploring relevant consumer appeals and brand messages. For internationalisation, international case studies are used in this module to illustrate and explore cross cultural and global examples of marketing communication campaigns. Teaching and Learning Method of Assessment (normally assessed as follows) The intended learning outcomes will be assessed as follows: uteGroup Presentationwith individual Q&A.10
ECE5550: Applied Kalman Filtering KALMAN FILTER APPLICATIONS 10.1: Examples of Kalman filters ■ To wrap up the course, we look at several of the applications introduced in notes chapter 1, but in more detail. ■ My students and I have been directly involved with these examples. Tracking marker dots on actors ■ State: x , y position and velocity of dots in frame. Observation: x , y positions of dots in frame. (unlabeled). Issues: Data association, tracking when dots are obscured. ■ Images containing actors with relective marker dots arrive for processing at 30 frames per second. ■ Dennis’ first challenge was detecting targets in a 2D camera field in an efficient way. ■ The standard NTSC scan order for when pixels arrive is shown to the right. ■ Dennis created an efficient centroid calculation algorithm that worked in real time as the pixels arrived (in scan order), and can handle up to a pre-specified maximum number of simultaneous targets. ■ The following is an example illustrating some of the issues ■ After scanning row 5, there are three centroid candidates; after scanning row 6, two are joined, to leave only two candidates. ■ The next issue was the target dynamic model to use. Dennis tried both NCV and NCA models; Sensor noise was determined to be on the order of 1/2 pixel; Σ was selected by evaluating the statistics of accelerations and jerks in a database of typical motion capture scenarios. ■ The next issue was how to associate centroid position measurements to individual target tracks. Dennis used a maximum-likelihood association method. That is, for every centroid-target pair, he calculated where x is the centroid measurement, and x is the target’s present state estimate, and Σx is the target’s present covariance estimate. He then formed a table of likelihood values He found the table maximum value, and made that association, and set all entries in that row and column to zero; he repeated until all measurements were accounted for. Occluded targets (missing measurements) were handled by skipping measurement updates for those target tracks. ■ Dennis found that the NCV model worked best for this application, and the results were outstanding. ■ Ongoing challenges in multi-target tracking: Efficiency of the data association process in particular, and of multi-target tracking in general. For example, there are an estimated 80,000,000 objects 1cm across or larger orbiting earth (large enough to disable a satellite). We presently track about 18,000 of the largest ones. Orbit estimation, collision prediction are hot topics, but very difficult too. Furthermore, beyond assessing where an object is, being able to say what it is doing and what that means are two very important questions to answer. Localizing bad guys (or, search and rescue) ■ State: x , y position and velocity Observation: Direction (angle) from UAV to target. Issues: Nonlinear relationship between measurements and position; measurements arriving to KF out-of-sequence. ■ Multiple UAVs search a pre-defined geographic region for targets of interest. ■ Heterogeneous sensors are used: passive radar, camera, IR. ■ All sensors measure only angle to target (not x , y position, nor range to target). ■ For the targets, a modified NCV model was used ■ Note (1) that the output equation is nonlinear, and (2) that a baseline continuous-time model is used since measurements are not necessarily aligned with a pre-defined sample rate. ■ SPKF handles nonlinear output equation, but still needed to be very careful with modulo-2π issues in measurements (a gigantic pain). ■ The state equation, evaluated over a non-constant time interval, is ■ Process noise integrated over a non-constant time interval is incorporated as ■ Initializing the target state using a single measurement of arrival angle was an issue ■ We assume a uniform. distribution on R ~ U (0, r0), where r0 is the sensor range. ■ We model the sensor reading Θ = Θ + Θnoise where Θnoise is a Gaussian distribution with zero mean and standard deviation σv known by the sensor. ■ Then, assuming that R and Θnoise are independent, ■ Without loss of generality, we can assume that the sensor reading Θ 0, and then rotate the final result by the true sensor reading to compensate. For the above assumptions, the final answer is: ■ Using similar reasoning, the covariance matrix (for these two states) may be found to be: ■ Furthermore, measurements from cooperating UAVs arrived to the fusion process out-of-sequence due to communication latencies. ■ Developed “out-of-order SPKF” (O3 SPKF) to handle this issue. ■ Related ongoing challenges: Knowing UAV (self) position in GPS deprived scenarios. Target modeling with constraints (e.g., railroad problem), and robust estimation for same.
ASSESSMENT 1 BRIEF FCP001 Creative Practice Assessment Item Name Reimagined Object Weighting 30% Individual/Group Individual Due Date Week 4, Saturday 10pm Assessment item description A description of the assessment item is as follows: Design an object for a friend, family member, or loved-one, using a human-centred and highly ideational and iterative approach. Subject learning outcomes (SLOs) On successful completion of this assessment item, students should achieve the following outcomes: SLO1 Conduct design research, using a variety of methods and sources. SLO2 Make critical and creative use of design research. SLO3 Use design approaches that are important to contemporary design practice. SLO4 Use a variety of materials, mediums, and design knowledges with a sense of experimentation. SLO6 Communicate visually, verbally, and textually. Assessment item brief For this assessment item you are required to produce the following: In this project, which is based on the Australian Design Centre’s Object Therapy project, you will reimagine (redesign) a treasured, worn, or broken object that belongs to a friend, family member, or loved-one. Your design work will follow a human-centred design philosophy, generating and using extensive ethnographic research into your object owner; your design work will also use highly ideational and iterative creative methods. Your final designed object will be rendered as an experimental collage work that incorporates photographic images of the initial object. All of your research and creative work will be documented in a Behance project page that follows best practices around digital accessibility and inclusion. *Please note that large language models such as ChatGPT should not be used to generate any of your ethnographic research, collages, and sketches. You can, however, use large language models to briefly introduce yourself to the contexts, theories, histories, readings, etc. of the project, similarly to how you might use Wikipedia. All large language model information that is important to your work must be verified in reliable sources. Assessment item submission requirements For this assessment item you are required to submit the following: A Behance page that contains the following (submit the URL link): • Your observing, immersing, and engaging ethnographic research and object inventory (label each of these categories and include a wide range of your research, not only that which directly connects to your final object) • Your six ideation sketches and five collage iterations • Your collage rendering of your final reimagined object • A short video (30 seconds maximum) in which you describe the affordances of your final reimagined object Assessment item grading criteria For this assessment item you will be graded according to the following criteria: GRADING CRITERIA WEIGHT SLO PLO 1 Conduct ethnographic research. 20% 1 B2 2 Make critical and creative use of your ethnographic research in your ideational and iterative work. 30% 2 B3 3 Use a human-centred design approach. 20% 3 A1 4 Use the medium of collage with a sense of experimentation. 10% 4 E1 5 Communicate in a digitally accessible and inclusive way. 20% 6 C2
DMSQF ECO2101 Microeconomics CA1 Individual Project - Instructions for Students January 2025 Semester CA1 Individual Project Assessment This CA1 constitutes 30% of the overall ECO2101 Microeconomics course assessment. Rationale of Individual Project This individual project allows you to pursue authentic learning and to apply theories taught in class to real world situations. This encourages independence and self-confidence as well as developing one’s thinking and analytical skills when working through real world situations. Choosing Product Market for Analysis This project involves choosing product(s) for your project analysis, using microeconomics concepts discussed in Lectures 1 to 5. The product or service market can be either general or specific, local or international. Some examples of product or service market: • Smartphones (general) • Apple iphone (specific brand in the smartphone market) • Starbuck Coffee in China (local, specific to a country) • Coffee (international) Choosing Articles as References for Analysis Search through newspapers sources (other sources are strictly not permitted), either in print or online for THREE (3) articles based on the product market you have chosen. Articles should contain real world situations and should be in English. Articles that contain analysis or researched by others should not be used. The articles must be related to the concepts discussed in Lectures 1 to 5. Articles must be dated from 1st November 2024 onwards. The articles are to be based on the following topics. Article 1 – Lecture Topic 1 on Production Possibilities Frontier Article 2 – Lecture Topic 3 on Market Equilibrium Article 3 – Lecture Topic 4 on Elasticity OR Lecture Topic 5 on Utility Select THREE (3) articles on the SAME PRODUCT (for example, all 3 articles on coffee) or DIFFERENT PRODUCTS (for example, 1st article on coffee, 2nd article on apparel and 3rd article on smartphone). Analysing your Product Market For each article, identify the event(s) or phenomena. Summarise these events in your own words. Analyse these events using the appropriate microeconomic concepts. Reproducing or paraphrasing the article does NOT constitute an analysis. Economic diagram(s), where applicable must be drawn to support your analysis. Diagrams must be fully labelled and should not be hand-drawn. The following analysis must be included. Article 1 - Lecture Topic 1: PPF and Opportunity Cost Shift in PPF (to include diagram to show the shift in PPF) Explain the shape of the PPF (whether bowed shape or straight line PPF) Analyse the opportunity cost when more of one product is produced Article 2 - Lecture Topic 3: Market Equilibrium and Efficiency Change in demand or supply or both (this is term as event) (to include diagram to show the changes in the event and the equilibrium quantity and price) Analyse whether market is efficient before and after change in event Analyse whether consumer surplus, producer surplus and total surplus increase or decrease after change in event (to include diagram to show the changes in consumer surplus and producer surplus) Analyse whether total surplus is maximised before and after change in event Article 3 - Lecture Topic 4: Elasticity Analyse the type of elasticity Explain the type of elasticity using the factors that affect the type of elasticity Analyse the changes in total revenue (to include diagram to show the changes in total revenue) OR - Lecture Topic 5: Utility Analyse the changes in the budget line (to include diagram to show the changes in the budget line) Analyse the changes in the consumer equilibrium using equalisation of MU per dollar (to include the MU per dollar diagram to show the changes in consumer equilibrium) The following are some suggestions for the analysis: Using PPF concept to analyse a reduction in the production of crops due to natural disasters like earthquakes or flood (topic 1) Using market equilibrium analysis to analyse the changes in the price of semiconductor chips due to the high demand and reduced supply of semiconductor chips (topic 3) Using price elasticity of demand to analyse the elasticity of oil as price of oil rises due essential needs and no close substitutability (topic 4) Using utility and demand to analyse on household consumption choices (topic 5) Writing your Report Use Calibri Font Size 12pt. Number your pages. Use single line spacing. Do a full justification (that is both left and right justified) of your report. The report should be between 1,000 to 1,500 words. Each Analysis should have at least 180 words. Use the template in Appendix 1 for your report format. • Limit each analysis to one page. • Begin each analysis on a new page. For example, analysis 2.1 on a new page, analysis 2.2 on a new page, and soon. • Ensure consistency throughout the report. For example, consistent formatting (such as same font type and font size, same line spacing) throughout the whole report; diagrams are all drawn using the same software such as Powerpoint and not some diagrams are drawn using PowerPoint and some using Word or Excel software. Diagrams should not hand drawn. Report Grading This is a short report. The key to a good report is to be clear and concise. Report will be graded on the various report components, namely proper Cover Page, Introduction, Article Summary, Analysis, Diagrams, Conclusion, References as well as Report Consistency. • Marking Scheme Items Marking Scheme Introduction 8 marks Article Summary 18 marks Analysis 39 marks Economic Diagram 18 marks Conclusion 8 marks References 3 marks Report Consistency 6 marks Total 100 marks • Penalty will be imposed for o 20% for late submission of report (within one (1) day after the submission dateline) o Up to 20% for use of non-newspaper sources o Up to 20% for not adhering to dates of articles o Plagiarism, which includes copying from student’s own report submitted previously to SIMGE or other educational institutions, other student reports, any other sources and copying of economics diagrams from google or other sources. Any use of chatbot or any system powered by artificial intelligence, software or otherwise is considered as plagiarism. Submission of Report Submit the Word format of your report online via Canvas by 22nd January 2025 11:59am. Reports submitted through other ways (e.g., through email or hardcopy to the lecturer or the school) will not be accepted. 1. Introduction x 2. Analysis (The Analysis sub-titles below are for illustration purposes) (The illustration below is where all the 3 articles are from the SAME product. You could also have the 3 articles from DIFFERENT products.) 2.1 Analysis 1 – Climate change impact on wheat production x (Topic 1: PPF and Opportunity Cost) 2.2 Analysis 2 – Changes in demand and supply of wheat (Topic 3: Market Equilibrium) 2.3 Analysis 3 – Inelastic demand for wheat x (Topic 4: Elasticity) OR Analysis 3 – Increased consumption of wheat due to higher utility (Topic 5: Utility and Demand) 1 Introduction (One paragraph to explain or discuss why you have selected the product(s) for your report.) (One paragraph to summarise the events and analysis of all the three articles.) 2 Analysis 2.1 Analysis 1 - Climate change impact on wheat production (Topic 1: PPF and Opportunity Cost) Source : Quote the source of the article or if the article is obtained from the web, quote the web address Summary (One to two short paragraphs summarising the key event(s) in the article) Analysis (Two to three short paragraphs on analysing the key event(s) using microeconomic concepts) (Economic diagram(s) to support the analysis) 2.2 Analysis 2 - Changes in demand and supply of wheat (Topic 3: Market Equilibrium) Source : Quote the source of the article or if the article is obtained from the web, quote the web address Summary (One to two short paragraphs summarising the key event(s) in the article) Analysis (Two to three short paragraphs on analysing the key event(s) using microeconomic concepts) (Economic diagram(s) to support the analysis) 2.3 Analysis 3 - Inelastic demand for wheat (Topic 4: Elasticity) OR Analysis 3 - Increased consumption of wheat due to higher utility (Topic 5: Utility and Demand) Source : Quote the source of the article or if the article is obtained from the web, quote the web address Summary (One to two short paragraphs summarising the key event(s) in the article) Analysis (Two to three short paragraphs on analysing the key event(s) using microeconomic concepts) (Economic diagram(s) to support the analysis) 3 Conclusion One paragraph on the overall view of the key analysis. (The objective is to present an overall view or coherent view of the key analysis. It is NOT to be written in a ‘listing’ style where all the key analysis is listed one by one for each topic).
PLAN20521 Environmental Planning and Assessment Answer TWO questions only, with no more than ONE QUESTION from ANY section. SECTION A 1. Provide an overview of issues holding back the wider implementation of natural flood management and reflect critically on the specific role that environmental planning can play in progressing natural flood management in practice. 2. Critically discuss the role that environmental planning can play in reducing greenhouse gas emissions in urban areas. Draw on case study examples to support your answer. SECTION B 3. Critically discuss the role that environmental planning can play in supporting the delivery of multifunctional green infrastructure in urban areas. 4. “Green infrastructure should be considered as a form. of critical infrastructure.” Critically discuss this statement. SECTION C 5. Critically discuss the role that environmental planning can play in improving air quality in urban areas. Draw on case study examples to support your answer. 6. The EIA process is often criticised for the perceived burdens that it places on developers and decision-makers. Provide a response to counter each of the following views: • EIA is too costly. • EIA causes delays to projects. • EIA does not make any difference to projects or decisions on their approval.
LUBS2970 Corporate Social Responsibility Semester 1, 2024/2025 100% Assignment Answer one of the following four questions: 1. “ESG as it stands — grounded in disclosures and voluntary market action — will not deliver the necessary [environmental] change.” (Hooper, 2024) What obligations do businesses have to prevent and mitigate harms to the natural environment, and is Hooper correct that these cannot be met through disclosure and voluntary action alone? Answer with reference to theory and evidence. 2. What responsibilities do Western businesses have when trading with businesses in the Global South? Should they seek to impose higher labour standards through their procurement policies? 3. In what ways (if any) should businesses be more responsive to the ethical concerns raised by contemporary social movements? Use theory and empirical evidence to answer. 4. “Corporate social responsibility is a hard-edged business decision. Not because it is a nice thing to do or because people are forcing us to do it... because it is good for our business” (Niall FitzGerald, speaking when CEO of Unilever). Critically evaluate FitzGerald’s argument drawing on theory and evidence. .The marking criteria against which we will evaluate your essay can be found in the Assessment folder of the module Minvera pages This assignment is categorised AMBER for use of GenAI: generative artificial Intelligence (GenAI) may only be used as in an assistive role, as specifically articulated in below, with acknowledgement. In the rest of this work, you must not use GenAI. Specifically, in this assignment, you must write the content of all of the sections yourself, without GenAI assistance. This is because they test the learning outcomes and therefore, it’s important to demonstrate what you can do. The critical comment on the literature, research idea and design for investigating it, and the questions in the research instrument, must all be created by you, and reflect your own thinking and learning as described in the learning outcomes (LOs). You are permitted to use GenAI (if you wish) for help with the elements of searching and reading the literature, and improving your expression in English. These tasks are necessary to complete the assignment, but are not specifically part of the marking or LOs. Past students have noted that the reading of long research papers, and/or expressing critical thinking in formal language, is onerous for some people but easier for others. If you would find it helpful, you may use GenAI to (1) summarise research papers, enabling you to target your full-length reading to the most relevant ones, and (2) polish or tidy up your English, after you have written the content [for example, write it in your own voice and then ask GenAI to render it into a more academic tone, or, ask it to check the grammar/spelling]. Note you may NOT ask GenAI to create content or write things for you, or for anything other than the two tasks specified above. Also remember to retain responsibility for what you hand in; GenAI is susceptible to errors, so always check over anything that you’ve used it on. Finally, please note that these instructions are particular to this assignment. Other assignments will have different instructions for which parts you may and may not use GenAI for. Not all Amber assignments will behave the same. Remember to reference your use of GenAI as well as your literature sources. https://generative-ai.leeds.ac.uk/ai-and-assessments/acknowledging-use-of-ai/ Assignments should be a maximum of 2500 words in length. All coursework assignments that contribute to the assessment of a module are subject to a word limit, as specified on the assessment brief. The word limit is an extremely important aspect of good academic practice, and must be adhered to. Unless stated otherwise in the relevant module handbook (if one has been provided), the word count includes EVERYTHING (i.e. all text in the main body of the assignment including summaries, subtitles, contents pages, tables, supportive material whether in footnotes or in-text references) except the main title, reference list and/or bibliography and any appendices. It is not acceptable to present matters of substance, which should be included in the main body of the text, in the appendices (“appendix abuse”). It is not acceptable to attempt to hide words in graphs and diagrams; only text which is strictly necessary should be included in graphs and diagrams. You are required to adhere to the word limit specified and state an accurate word count on the cover page of your assignment brief. Your declared word count must be accurate, and should not mislead. Making a fraudulent statement concerning the work submitted for assessment could be considered academic malpractice and investigated as such. If the amount of work submitted is higher than that specified by the word limit or that declared on your word count, this may be reflected in the mark awarded and noted through individual feedback given to you. The deadline date for this assignment is 12:00:00 noon on Monday 27th January 2025. An electronic copy of the assignment must be submitted to the Assignment Submission area within the module resource on the Blackboard MINERVA website no later than 12:00:00 noon prompt on the deadline date. Faxed, emailed or hard copies of the assignment will not be accepted.
CSCI 1200 Data Structures Homework 1-Spotify Playlists Before starting this homework, make sure you have read and understood the Academic Integrity Policy. In this assignment you will develop a program to manage music playlists like Spotify does, let's call this program New York Playlists. Please read the entire handout before starting to code the assignment. Learning Objectives Practice handling command line arguments. Practice handling file input and output. Practice the C++Standard Template Library string and vector classes. Background On Spotify, users can create and manage playlists. On the Spotify app or website, users can navigate to the "Your Library" section and click on the "+" sign to create a playlist. When creating a playlist, users can add music tracks to the playlist. After a playlist is created, users can add new tracks to this playlist, or remove tracks from this playlist. Users can also move tracks to new positions within a playlist. The following two images show the moving process: At first, track 1 is "Perfect Duet", track 2 is "Always Remember Us This Way", track 3 is "Million Reasons", and track 4 is "I'll Never Love Again". Next, we drag track 4 up to right above track 2. After this dragging action, now, track 1 is still "Perfect Duet", track 2 is "I'll Never Love Again", track 3 is "Always Remember Us This Way", and track 4 is "Million Reasons". Next and Previous Button When using Spotify, if users press the "Next" button, Spotify will skip the currentlyplaying song and starts playing the song that is listed directly after it; if users pressthe "Previous" button, Spotify will go to the song listed directly before the currentlyplaying song. The following images show the behavior. of pressing "Next". Before pressing "Next", the currently playing song is "Always Remember Us This Way": Press "Next": After pressing "Next", the currently playing song is now "Million Reasons": The following images show the behavior. of pressing "Previous". Before pressing "Previous", the currently playing song is "Million Reasons": Press "Previous": After pressing "Previous", the currently playing song is "Always Remember Us This Way":
Assessment Brief Module Code and Title IC303 Management of Risk Type of Assessment Group Report Weighting of Assessment 40% Submission Deadline 24th Jan 2025 at 14:00 pm Submission Point (Blackboard/Turnitin/Other) Blackboard Items to be Submitted An Excel spreadsheet and a Word/PDF document Individual or Group Assessment Group Assessment Module Convenor Office Hours/Opportunities for advice and feedback Please refer to the office hours posted on Blackboard for the module convenor and the teaching assistants 1. What is the purpose of this assessment? The following table shows which of the module learning outcomes are being assessed in this assignment. Use this table to help you see the connection between this assessment and your learning on the module. Module Learning Outcomes being assessed By the end of the module, it is expected the students will: • Implement several techniques to measure market and credit risk: Value-at-Risk and expected shortfall of a portfolio of assets under normality and without distributional assumptions; measuring credit risk as in the JP Morgan’s RiskMetrics model. • Assess the accuracy/reliability of a Value-at-Risk estimates (Backtesting) and apply risk management tools such as Component VaR and Best Hedge. • Describe and discuss bank capital, risk and the difference between economic and regulatory capital, the latest bank capital regulation, credit rating systems, and stress testing, and the overall global context. • Work together to develop team-building skills, appreciate and value diversity and multiculturalism. 2. What is the task for this assessment? Task (attach an assignment brief if required) In this project, you are required to address all the questions listed below. For questions 1, 2, and 3, you will analyse a portfolio of sovereign loans as outlined in Appendix A (attached on the blackboard). Assume that your analysis is based on data from the close of business on 30th September 2024. All data collected must align with this date. Additionally, specify any assumptions you make to complete your calculations, and provide a rationale for why you believe these assumptions are reasonable. 1. Using the information collected for your group presentation, write a summary of the macroeconomic challenges faced by each country in your portfolio (max 200 words per country). Be sure to highlight any changes that have occurred since the presentation and include your reflections on those developments (max 100 words). [10% weight] 2. Calculation of the risk of a sovereign loan portfolio. [30% weight] a. With the CreditMetrics model compute 95%, 99% and 99.9% relative (from the mean) VaR and ES for the portfolio of sovereign loans assigned to your group (see Appendix A). Use a time horizon of 1 year, 10,000 Monte Carlo simulations and a 30% asset correlation. [Note: Relative VaR in CreditMetrics is computed as E(V)-V* where E(V) is the expected value of the 1-year forward portfolio value and V* is the simulated 1-year forward portfolio value at the 5%, 1% and 0.1% percentiles, respectively. Relative expected shortfall is computed as E(V)-V** where V** is the average of the 1-year forward portfolio values below V*. ] b. Explain why you think that your results are plausible. Portfolios are composed of exposures to Turkey, Argentina, Brazil and Venezuela. To implement CreditMetrics you will need the following information: i. Zero coupon government yields. You may obtain yields from Bloomberg, Eikon/Datastream, or other services. The yields for the relevant maturities in your analysis can be derived by interpolation in case of need. Assume that all yields refer to debt denominated in US dollars. If instruments and data are not available in the market, please make reasonable assumptions and explain your choices. ii. Country ratings should be sourced via the Moody’s website. Simply look up a rating from the research tab. You will need to register with Moody’s to have access to the rating information. Registration is free. iii. Sovereign default rates and recovery rates can be obtained from the document “Sovereign Default and Recovery Rates, 1983-2023” which can be downloaded from the Moody’s website. In case information is not available, you will need to make reasonable assumptions and explain their rationale. 3. Stress testing: Compute the 95%, 99% and 99.9% relative VaR and ES for your portfolio under the following stress scenarios. Consider the effect of each scenario separately and then all combined. [20% weight] Scenarios: a. Assume all the sovereigns represented in your portfolio are all downgraded to C. If the sovereigns have already both C rating, you can use a different rating of your choice, and explain your assumption and calculations. b. Assume that yields increase by 10 percentage points across all maturities (i.e. if a current yield is 7% it will go to 17%). c. Assume asset correlation goes to 80%. If the correlation is already 80%, assume that the correlation increases by 10%. d. Explain why you think that your results in all the above points are plausible. 4. Review the IMF’s Regulatory reform. 10 years after the global financial crisis: looking back, looking forward and other relevant material on the topic which can be drawn from academic papers, (e.g. from Science Direct or University of Reading Library) industry papers (e.g. from regulators and practitioners) and the financial press. Answer the following questions: [40% weight] a. What is your assessment of the capital and leverage regulation that was introduced following the financial crisis? (max 400 words) b. What is your assessment of the systemic risk regulation that was introduced following the financial crisis? (max 400 words) c. In your opinion, what are the main regulatory challenges going forward? (max 400 words) d. In your opinion, why can FinTech have important risk management implications for financial institutions? (max 400 words) Include the word count for each sub-question. In your response to each sub-question, incorporate a figure or table that effectively illustrates one or more of the key points being discussed. Figures and tables may be sourced from existing published material (with proper citation in the figure/table legend) or created by you using data from sources such as Bloomberg, Eikon, Datastream, or other relevant services. Note that the tables and figures should not be counted in the word count. If you have queries concerning the project you can contact us via email or during office hours. Please bear in mind that data collection is your responsibility and forms part of the assessment for your project. Please see the attached 2024-2025 MoR Group Project file for Appendix A. 3. What is required of me in this assessment? Guidelines/details of how to prepare your submission What works you should submit? There are two documents we’re expecting you to submit for this group project. 1. Submit an Excel spreadsheet containing all your calculations. The spreadsheet should be well-organized and easy to follow. It must also include all the raw data specified in the data section below. Be sure to provide the data sources and identifiers (e.g., DataStream or Eikon security codes) to allow for verification. Clearly explain your process within the spreadsheet, labelling data and results, and providing comments on your calculations. If any assumptions are made regarding the data, clearly state and justify them. 2. Submit your report in a written document. Provide a Word/PDF document containing separate responses to questions 1-4. The document should be self-contained, meaning the reader should not need to refer to the Excel file. All key results discussed should be reported and summarized within the Word/PDF document. Each answer must be clearly labeled with the corresponding question or sub-question number. The document should be written professionally in the format of a risk management report. Both files must be submitted via Blackboard before the submission time. To submit, navigate to the "Assessment" folder in the Management of Risk module, select "Group Project," and upload the files. Instructions on how to do this are available under the "student support" tab in the "Submitting work online via the Blackboard Assignment tool" section. Ensure that the group number and the names of all group members are clearly stated on all documents. One group member should submit both the Excel and Word/PDF files on behalf of the group. If needed, you can revise your submission until the deadline. Self regulation: Make sure that you… • Establish clear roles and responsibilities: Assign tasks based on each member's strengths and interests to ensure an efficient workflow. • Set deadlines early: Break down the project into smaller tasks with internal deadlines to avoid last-minute rushes. • Communicate regularly: Use tools like messaging apps, online meetings, or discussion boards to stay in touch and update each other on progress. • Be respectful and inclusive: Encourage open dialogue and make sure everyone’s ideas are heard, valuing diverse perspectives. • Hold each other accountable: Regularly check in on task completion and offer help if someone is struggling. • Stay organized: Keep a shared document or folder for all materials, and label everything clearly to avoid confusion. • Resolve conflicts early: Address any disagreements or misunderstandings as soon as they arise to prevent issues from escalating. • Review the final work together: Ensure everyone reviews the project before submission to confirm quality and consistency. • Stay flexible: Be open to adjusting the plan or taking on new tasks if necessary to ensure the project’s success. • Reflect on group dynamics: After the project, discuss what worked well and areas for improvement in future collaborations. Three key pieces of advice based on the feedback given to the previous cohort who completed this assignment • Avoid leaving tasks until the last minute before the deadline. • Regularly meet with other group members, either in person, online, or via calls, to track progress. • Ensure the submitted document is well-organized and clear. Formatting Guidelines • The spreadsheet must be well-organized and easy to read. It should include all the raw data specified in the data section below, with data sources and identifiers (e.g., securities codes) clearly provided for verification purposes. Ensure the spreadsheet clearly explains the process, with data/results properly labelled and calculations commented on. • The Word document should be self-contained, meaning the reader should not need to refer to the Excel file. All key results discussed in the document must be summarized and reported within it. Each response should be clearly labelled with the corresponding question or sub-question number. Word limit/guidance and penalty applied Your risk report should consider beginning with a title page and an executive summary, main body where you discuss the questions list before. Analysis and results should be presented with supporting tables, graphs, and figures, and are discussed with consideration of resources (references), assumptions and limitations. Any citations need to include in the references. The document is written in a professional tone, with clear labelling, organized content, and well-presented visual aids to ensure clarity and ease of understanding. We will only consider the last submission received before the deadline.
EE6102 Assignment Note: This is an individual assignment. Your assignment should include your full official name, and your Matriculation number on the top of first page. You can submit your assignment either in doc or pdf format. Please make sure you don’t compress the assignment file. Question Choose a cyber security problem (can be real-world, imaginary or any kind of cyber security related problem) that you are passionate about solving it. Explain why this problem is important and how it affects individuals or businesses. Propose a solution, describe how your solution will solve the cyber security problem and identify possible challenges or risks if you were going to develop or implement your proposed solution. Format Prepare a short report between 1500-2000 words (MS word format is preferable). Apart from two compulsory sections: Introduction and conclusion, it is up to you how you structure your assignment. There should be proper citations of references (if any). Submission Please submit your file to the course website by Friday, 28 March 2025. Click on the “Assignments->Submission folder” for your submission. Multiple submissions are allowed, however only last submission will be graded. Please note that you will not be able to submit your assignment to the course website after 28 March 2025 and submissions sent via email will not be accepted.
Course Syllabus Course Information Course Title: ITC3320 Data Warehousing Technologies Course Number (CRN): 40376 Term and Year: Spring 2025 Start and End Dates: January 6th, 2025 to April 26th, 2025 Credit Hours: 3.0 Course Format: Online Location: Online Meeting Days/Times: Appointment by email Course Prerequisites ITC2300 Database Management Systems. Course Description Offers students an opportunity to learn how organizations construct and maintain data warehouses built from operational databases. Topics include a comparison of data warehouse architectures, how to build a data warehouse, and how to structure databases for efficient data analysis. Course Materials • Database Systems- Introduction to Databases and Data Warehouses, Edition 2nd, Nenad Jukić, Susan Vrbsky, Svetlozar Nestorov,bhishek Sharma, ISBN 978-1-943153-68-8 (available at Notheastern University Bookstore) • Data warehousing Fundamentals (Materials and Notes are provided) • Other important Data warehousing contents, trends, Driving force for DW, the role of Metadate will be discussed and text will be provided A Windows 10 virtual environment with all components (MySQL Server and MySQL Workbench) installed will be provided. Students utilize MySQL Server and MySQL Workbench to develop their projects and SQL queries. Program Learning Outcomes (PLOs) PLO2: Design and test range of information management systems drawing on theories, tools and methods in the field, leading to improved data processing and security. SAIL Baseline Mapping Enter 5 for Central, 4 for Significant, 3 for Moderate, 2 for Minimal, 1 for Potential, or 0 for None Enter 1 for Passive Engagement, 2 for Active Engagement, or 3 for Generative Engagement Social Consciousness & Commitment Global Mindset Intellectual Agility Personal & Professional Effectiveness Well- Being Level of Engagement 4 4 2 Refer to SAIL for Web at https://sail.northeastern.edu/about/ Course Learning Outcomes Upon completion the course students will have had the opportunity to • Identify the need for Data Warehousing and the components of its Building Block • Inspect the relationship between Database and Data warehousing • Implement NoSQL database and Relational Database • Demonstrate Planning and project Management and Identify Business requirement • Construct knowledge of Architecture and Infrastructure of Data Warehouse • Practice Dimensional Modeling: Data Lage, Snowflake • Inspect the difference and implementation of Big Data and Data Lake • Quantify Characteristics of Dimensions and Facts and the Analysis of different schemas • Design Star Schema and Multi-dimensional cubes. • Demonstrate skills in moving transactions to warehouses (ETL concepts and tools) • Evaluate and critique choices made for using different types of Business decision models in responding to a data -oreinted probl em or opportunity and demonstrate decision making skills. • Demonstrate the use of Statistical Analysis and the tools for data mining. • Design and implement a small data warehouse Expectations • Workload o One (1) academic credit requires 50 minutes a week of classroom or faculty instruction and about two hours of out of class student work for a 15-week course; 100 minutes a week of classroom or direct faculty instruction and about 3.5 hours of out of class student work for a 7.5-week course. o For a three-credit course, students should expect 2.5 hours a week of classroom or faculty instruction and a minimum of 5 hours of out of class student work for a 15-week course; 5 hours of classroom or direct faculty instruction and a minimum of 10 hours of out of class student work for a 7.5-week course. o APA citations Policy on late work • Each assignment is due at 11:59 pm EST of the date indicated. • Late assignments will be penalized by 25% for every day they are late. Discussion posts received after their deadline will receive no credit. • No make-up work (homework, discussion board posts, quizzes, etc) will be permitted. • Extra credit assignments are not available. Course Methodology Each week, you will be expected to: • Review the week's learning objectives. • Complete all assigned readings. • Complete all lecture materials for the week. • Participate in the Discussion Board. • Complete and submit all assignments and tests by the due dates. Participation/Discussion Board [ALL STUDENTS – ALL COURSE DELIVERY MODES] • At least one Primary response is due by 11:59 pm EST on the Wednesday of each week. This allows ample time to other students to respond and have a discussion during the remainder of the week. Primary response will earn 50% of the available points. • At least two secondary responses are due by 11:59 pm EST on the Saturday of each week. Your first two secondary response will each earn 25% of the available points. • Please note that the board will be graded several times during the week. There may be an initial grade posted based only on your initial post. As you make more posts your grade will be adjusted accordingly. Your response must be of substance. • Please Note: responses such as Yes, NO, I agree, I disagree, or my response is affirmative, or my response is the same as Joe or Sara is not acceptable and earns no points. To facilitate interaction, students are expected to review the online postings on a regular basis even after they have posted their own minimum required postings. Please treat your classmates and the instructors with the utmost respect. Inappropriate posts will be removed immediately. The instructor reserves the right to penalize students for repeated violations of the participation policy (and/or Academic Integrity Policy) within a course. In the discussion board and in class, high quality contributions advance the class discussions and do not simply summarize the material that was assigned. Quality contributions consider not only the instructor’s questions but also yourclassmates’ contributions. Please be mindful that the Discussion Board is a space for academic exchanges. As a result, students are accountable for using proper and exacting punctuation, spelling, and grammar. In addition, you may be required to reference all outside sources in correct citation format. It is crucial that all participants maintain a high regard for proper decorum in the Discussion Board. Evaluation Standards Include Rubrics or statement about the rubrics that will be used to grade assignments, discussion boards, and activities in the course. 94-100% A 87-89.9% B+ 77-79.9% C+ 67-69.99 D+ 60% or below F 84-86.9% B 74-76.9% C 64-66. 99 D 90-93.9% A- 80-83.9% B- 70-73.9% C- 60-63. 99 D- Grade Breakdown: Title Description Grade (Pts or %) 1 Discussions Weekly discussion thread as described above in the Participation/ Discussion Board section of the syllabus 15% 2 Quizzes This will be based on assigned reading 15% 3 Homework The assignments are based on your readings and learning to implement in the design and construction of tasks. 40% 4 Mid-term Exam Based on Assigned reading 15% 6 Final Exam Based on Assigned reading material covered after midterm 15% Total 100%
HOSPITALITY DESIGN I 1HO002 1st Semester 1. Assessment Methods Assessment format Mood board Assessment type Individual Weighting % 50% Word count or length (in minutes) N/A, 1 A3 Submission due date Week 10 Submission type Submission to Moodle Assessment format Presentation Assessment type Group Weighting % 50% Word count or length (in minutes) 20 minutes Submission due date Week 17 Submission type Submission to Moodle, in-person presentation 2. Assessment Guidelines 2.1 Description 2.1.1 Assessment 1 – Mood board Students will submit a mood board of their ideal vision of a defined hospitality space. Students will have to define their vision of the space using elements such as colour, materials, furniture, and accessories, taking into consideration balance, scale, rhythm and stylistic choice. Students are expected to demonstrate a knowledge and understanding of the design elements and principles along with appropriate use of language. 2.1.2 Assessment 2 – Presentation Students will conduct a group presentation that presents a fully developed hospitality space concept based on one of the submitted mood boards from assessment 1. The lecturer will assign each group a mood board. The presentation ought to interpret the mood board assigned, and present a fully developed design pitch for the specified space. 2.2 Proposed structure for the Mood board Below are a few tips for creating a mood board: • Use 1-2 overview images of a space that well communicates the stylistic choice • Use 3-4 visuals of specific furniture items that you would like to use within the space • Use 3-5 smaller visuals that communicate accessories • Note: item importance is communicated through visual hierarchy; your largest images should represent the most important/largest items in the interior • Use a full colour palette with primary, secondary and accent colours; mind your vocabulary • Use 3-4 visuals along with the colour palette that effectively communicates main materials • Match the mood board design to your colour palette/concept • Optional: you may choose to develop a logo for your concept to include • Index: each item on the mood board ought to be clearly numbered and a corresponding index with item specification should be included on a secondary page 2.3 Proposed structure for the presentation Kindly note that each section may be made up of multiple slides. Cover Slide On the cover slide include the module name and code along with student names and numbers and a presentation title. Table of Contents Specify your upcoming topics in order. Introduction Briefly introduce the assignment and scope of the project. Client Brief Showcase assigned mood board and provide an in detail interpretation of its design. Design Style Clearly specify and name your design style chosen, with key characteristics and potential historical development. Design Elements Specify and show, key elements of your interior such as furniture, accessories etc. For each item, justify how it aligns with your client brief and chosen style. Design Trend Highlight a current design trend that aligns with your project and showcase how you have successfully incorporated this into your design. Conclusion Clearly conclude your project, with key takeaways. Reference your sources, with Harvard style. referencing in alphabetical order. References Do not forget that each reference ought to also be cited on the relevant slides. A minimum of 10 should be used.
MATH2003J, OPTIMIZATION IN ECONOMICS, BDIC 2023/2024, SPRING Problem Sheet 7 Question 1: Formulate the dual problem of the LP problem: Maximize z = −3x1 + 2x2 subject to x1 − x2 ≤ 3, −x1 + x2 ≤ 6, x1, x2 ≥ 0. Question 2: Formulate the dual problem of the LP problem: Maximize z = 16x1 + 25x2 subject to x1 + 2x2 ≤ 20, x1 − x2 ≤ 18, −2x1 + x2 ≤ 12, x1, x2 ≥ 0. Question 3: Formulate the dual problem of the LP problem: Maximize z = 8x1 + 2x2−2x3 subject to 2x1 − x2 + 4x3 ≤ 60, x2 − x3 ≤ 40, x1, x2, x3 ≥ 0. Question 4: Formulate the dual problem of the LP problem: Maximize z = 8x1 − 3x2+x3 subject to 2x1 − x2 + 3x3 ≤ 27, 3x2 − 4x3 ≤ 15, 6x1 + 3x2 − 4x3 ≤ 22, x1, x2, x3 ≥ 0. Question 5: Formulate the dual problem of the LP problem: Maximize z = 3x1 − x2 + 8x3 subject to x1 + 2x2 − x3 ≤ 28, x1 − 2x2 ≤ 16, x1, x2, x3 ≥ 0. Question 6: Formulate the dual problem of the LP problem: Maximize z = 2x1 − 3x2 + x3 subject to x1 + 3x2 + x3 ≤ 18, 6x1 − x2 ≤ 16, 8x1 − 2x2 + 2x3 ≤ 32, x1, x2, x3 ≥ 0. Question 7: Formulate the dual problem of the LP problem: Maximize z = 2x1 + 3x2 − x3 + 3x4 subject to − x1 + x2 + 2x3 ≤ 21, 2x1 − x2 + 4x4 ≤ 25, 3x1 + 8x2 − x4 ≤ 36, x1, x2, x3, x4 ≥ 0.
Project #3 – Converting a Flowchart into Python At the end of this document is a flowchart (Control Flow Diagram) for an implementation of the game hangman. Using that and some starter code, get a version of the game running! Your Task Your task is to convert the flowchart for that process into an exactly equivalent running Python 3 program. You will use some starter code to begin the process. Part of this assignment is to test how precisely you can follow the directions below. Another part is that this project DOES NOT HAVE AN AUTOGRADER. You must test your program yourself, and be confident that every piece works as intended. You will still be able to submit as many times as you want before the due date, but gradescope will provide no feedback. Hangman is a classic child’s word guessing game. One person thinks of a word, and then writes a number of dashes corresponding to the letters in the word. A second person (the player) guesses a single letter. If the letter is in the word, the corresponding dashes are replaced by that letter. The player can only guess 6 letters that aren’t in the word before the game ends and they lose. If all the dashes get replaced by their letter the player wins. Whenever a letter is guessed it gets written down so the player doesn’t guess it again. The green-shaded rectangle represents the extent of a loop, you will have to identify branches using the skills we learned in class. You will have to figure out how to construct the loop and the branches in Python. There are some boxes with exact python code you must copy in, and there are sections that are more ambiguous, where you are expected to create code that matches described functionality. A more digestible version of the flowchart, with extra explanations can be found here: Hangman Control flow You are not allowed to omit any code represented by action boxes in the flowchart (although you won’t write anything for the START or END boxes). STARTER CODE: https://drive.google.com/starter_code You will be penalized if the statements in the program don't work in the same general way as the flowchart, even if the program works correctly otherwise. You must include a comment at the designated spot of your program containing your name, “Project #3”, and the date you turn it in. Save your program as Project3.py High Quality flowchart download: Hangman Flowchart.pdf Slides version on the flowchart: Hangman Control flow Update Board Instructions You'll notice a section in the flowchart, a rather abstract "update board" box. Here are the detailed instructions on how to complete this process. We have three variables to keep track of here. board: which is a list of strings, each string is only one character long. The character is either a letter if they've guessed that letter correctly, or a '_' if it hasn't been guessed yet. c: which is holding the current guess, which will be a string. secret_word: A single string, the word the player is trying to guess. The goal here is as follows: The player correctly guesses the letter c, we want to remove all the '_' in board that line up with c in secret_word. For example, let's say secret_word is 'jazz', the player has correctly guessed 'a'. The variables looks like this before the update: 0 1 2 3 board '_' '_' '_' '_' c 'a' secret_word j a z z To update the board, we have to loop through the indices of secret_word. At each index, we need to ask if c == secret_word[index]. If that is True, we need to replace board[index] with the guess c. This replaces the underscore with the correctly guessed letter, we continue on with the loop to replace every spot of c in secret_word with the correct spot in board! If it is False, we need to look at the next index. This loop can be done with a For or While structure. 0 1 2 3 board '_' 'a' '_' '_' secret_word j a z z The flowchart to the right, describes one such solution to this problem. Testing Test your program completely. Run it several times: try to break it in any way you can come up with. Once you find a way in which it breaks, try to fix it. Several recommendations for the testing process: 1. FOR TESTING: You can change the line: secret_word = get_random_word() To something like: secret_word = "hello" a. Now you don't have to figure out the random word. Make sure to change this back before you submit. 2. If something is going wrong, try to add descriptive print statements throughout your code: Something like: print("Inside Loop") or print("Inside Branch 3"), a. You could print out certain variables like print(board), so you can understand what the values are at certain parts of your program 3. You could also try adding some breakpoints to your code and using the built-in VSCode debugger (Debugging Python with Visual Studio Code (VSCode)) 4. You could use python tutor to better visualize the objects in the program: https://pythontutor.com/visualize.html#mode=edit Extra Credit You may do any, all, or none of these. You will not be penalized, but you won’t get any extra credit, if you attempt an extra credit and it doesn’t work correctly. Extra Credit #1 Currently our program allows the user to input anything as a guess, and not just a single letter. We should modify our code, so if they try and type anything longer than a single character the guess is not taken, and we let them try again. Players should not lose a turn when this happens. Additionally, the user should not be allowed to guess anything other than a letter. (There is a useful string function that allows us to handle that). Extra Credit #2 Currently when the game ends, either by the player correctly guessing the word or by running out of guesses, our program ends. We could modify our main method so that when the game ends, a new word is chosen, a new board is created, and the game can be played again. To get the full points for the extra credit you should have your program replay the game an infinite number of times. Extra Credit #3 Currently the guess history list is in the order that the user has entered their guesses. It would be nicer if we printed their guess history in alphabetical order. This can be done correctly at multiple points in your code (meaning you can sort it when a new guess is added to the list, or you can sort the whole list before you print it, ect). (there is a useful list method that could help here) Submission When you are done, turn in the assignment via Gradescope, you should submit only your .py file. It must be named Project3.py. After you submit, no autograder will run to give you feedback. Make sure you have tested your program fully before the due date. After submitting your program, you can still edit your code and resubmit as many times as you want. Grading In the report of your grade, you will see a score and a set of letter codes explaining what you did wrong. If you get 10 points, there will be no associated letter codes. The grading codes A-G are defined and will be the same for all programs that you turn in. A summary of those codes is as follows (see the linked document for a full explanation): A: -10 Student’s name is missing from the top of the program. B: -100 Program cannot run due to syntax errors. C: -75 Program crashes before finishing. D: -10 (each) Program runs to completion but does not solve all of the assigned problems. E: -15 (once) Program uses overly advanced methods not covered in class F: -25 (once) Program works correctly, but changes the assignment in order to do it. In addition, penalties for this assignment only will be incurred for the following infractions (which may supersede some of the generic codes listed above): H: -10 Solution deviates too far from the designated flowchart J: -10 Required code is omitted (like omitting a Print statement, for example, either in part or in its entirety). K: -10 Steps of the flowchart are implemented out-of-order in the program, even if the program still works correctly. L: -10 Python shortcuts and/or advanced code is used. This supersedes code F above. Each of the three extra credit items are worth +3.33 points added to the score only if implemented correctly. Incorrect implementation will not be penalized.
Homework 1 Theoretical Problems (Not required to turn in, Just for practice) Chapter 2: 2.21, 2.23, 2.28, 2.33, 2.44, 2.84 Matlab problem (Need to turn in): This problem will cover the basics of Matlab for DSP, such as plotting and filtering. If you are confused as to how to use any of the Matlab commands in this assignment, you can use Matlab’s help system to get more information on it. To do this, type help followed by the name of the command at the Matlab prompt. You can also use the lookfor command to search for Matlab commands by keyword (i.e., ”filter” or ”FIR”). You’ll need to have the Signal Processing Toolbox installed to do the assignments for this class. To check for the Signal Processing Toolbox, type help signal at the Matlab prompt and you should see a list of all of the Matlab commands in the Signal Processing Toolbox. 1. Given the following discrete-time transfer function: Use the command roots to find the locations of the poles and zeros of H(z). 2. Next, use the command zplane to plot the poles and zeros of H(z). Confirm that the roots on the plot are the same as the ones you got from the roots command. Finally, use the poly command to convert the roots back to the numerator and denominator polynomials. Do you get the same coefficients that you started with? 3. Use the freqz command to plot the magnitude and phase responses of H(e jω). Use N = 1024 points. What kind of filter is H(z)? 4. Use the impz command to plot the first 64 points of the impulse response h[n] corresponding to H(z). Next, use the filter command to produce the first 64 points of the impulse response. To do this, create a vector of the first 64 points in the unit impulse function and input it to filter, along with the numerator and denominator coefficients that describe H(z). Do you get the same impulse response as from impz? 5. Generate the first 64 points (n = 0 : 63) of the following signal: x[n] = cos(.15πn) + 2 cos(.75πn). Next, use freqz to plot the magnitude and phase spectra of the signal. (Hint: since we are dealing with a finite-length signal, its Z-transform. will have a denominator of 1, and the numerator coefficients will be exactly the original signal). 6. Use the filter command to filter x[n] through H(z), producing an output y[n]. Use stem to plot x[n] and y[n]. Next, use freqz to plot the magnitude and phase spectra of y[n]. What has our filter done to this signal?
MATH2003J, OPTIMIZATION IN ECONOMICS, BDIC 2023/2024, SPRING Problem Sheet 8 Question 1: Consider the following LP problem: Maximize z = 5x1+3x2 subject to 2x1 + 4x2 ≤ 32 3x1 + 2x2 ≤ 24 x1, x2 ≥ 0 (I) Solve the original problem with the simplex method. (II) Formulate the dual problem. (III) Determine the optimal solution to the dual problem from the optimal tableau of the original problem. (IV) Solve the dual problem with the simplex method (without using the original LP prob-lem), to verify the previous result. Question 2: Cons attained at (ider the following LP problem: Maximize z = 40x1 + 20x2 + 60x3 subject to 2x1 + 4x2 + 10x3 ≤ 24 5x1 + x2 + 5x3 ≤ 8 x1, x2, x3 ≥ 0. (I) Formulate the dual problem. (II) Find the maximum value of z in the given LP problem by solving the dual problem using the graphical method. Question 3: Consider the following LP problem: Maximize z = 9x + 12y subject to 2x + 4y ≤ 32 2x + 2y ≤ 20 15x + 8y ≤ 120 x ≤ 7 y ≤ 7 x, y ≥ 0. (I) Formulate the dual problem. (II) Find the optimal value of objective function in the dual LP problem by solving the give LP problem using the graphical method. Question 4: Determine if the following statements are True or False, and briefly justify your answer: (1) , The set [1, 2) is open. (2) , The set [1, 2) is closed. (3) , The set (1, 2] is open. (4) , The set (1, 2] is closed. (5) , The set (0,+∞) is neither closed nor open. (6) , The set {2n − 1 ∣ n ∈ N} ⊂ R is closed. (7) , The set {1/n ∣ n ∈ N} ⊂ R is closed. (8) , The set Q ⊂ R is closed. (9) , The set of irrational numbers R ∖ Q is closed. (10) , The set: is closed. (11) The set: is closed. (12) The set [1, 2] × [0, 1] ⊂ R 2 is closed. (13) The set [1, 2] × (0, 1) ⊂ R 2 is closed. (14) The set {2024} is closed. (15) The set {(x, y) ∈ R2 ∣ xy = 1} is open. (16) The set {(x, y) ∈ R2 ∣ xy = 1} is closed. (17) The set {(x, y) ∈ R2 ∣ x2 + xy + y2 = 2023} is closed. (18) The set {(x, y) ∈ R2 ∣ y = x/1} is closed. (19) The set is closed. (20) The set is closed.
BFC3341 MST – Practice Questions Semester 1, 2024 Question 1: Please specify the difference between the fed funds rate and discount rate. Question 2: Large financial institutions need long-term financing to support their balance sheet assets. However, they practice short-term financing through commercial papers most of the time in the real world. During the onset of the Covid-19 Pandemic, because the commercial paper market had been disrupted, large financial institutions borrowed a lot of 5-year corporate bonds instead. Please explain the following questions. Why do large financial institutions prefer commercial papers even if they need long-term financing in normal times? What are the disadvantages of borrowing 5-year bonds and issuing commercial papers, respectively? Question 3: Reserve Bank of Australia release the recent prices and yields-to-maturity on zero coupon government bonds: The prices are per 100 of par value. The yields-to-maturity are stated on a semi-annual bond basis. (1) Compute the “3y1y” implied forward rates. (2) Compute the effective annual rate for the “3y1y” implied forward rates. (3) What is the meaning of this implied forward rate for investors? Explain how the magnitude of this rate affects the investment decision over a four-year horizon? Question 4: a repo contract has been signed between an Australia Life Insurance company (ALI) and the commonwealth bank (CBA). In the deal, the collateral is 5% (annual coupon rate, semiannual payment) Australia Treasury notes with a clean price of 108. The face value is A$ 10,000,000. Treasury day count is (160 actual)/(365 actual). There are 80 days for accrued interest. The repo term is 31 days, and the repo rate is 0.6%. The Repo rate count is actual/360. Please calculate repo purchase price (ALI buys from CBA), repo interest rate, and repo repurchase price (CBA buys from ALI).
