HLTDET001 Construct models GYPSUM PLASTER X Manufacturer Usage Instructions Colour Blue Mixing Time 35- 45 seconds Working Time 5-6 minutes Initial Setting Time 9-11 minutes Final Setting Time 45-60 minutes Water ratio 40 ml water/100g Gypsum Plaster X powder Mixing instructions • Mix 40ml of water per 100g of Gypsum Plaster X powder in a clean bowl • Stir the mixture using the provided spatula for 15-20 seconds to combine the materials • Using a rapid mixing action, stir the mixture for an additional 20-25 seconds to ensure a consistent mix • Inspect the mixture for any air bubbles • Flatten any air bubbles using the provided spatula • Inspect the mixture before pouring to ensure the mixture is consistent and appears thick and creamy • Place the bowl containing the mix on a vibrator and run the vibrator for at least 30 seconds Pouring instructions First Stage Pour: • Place the impression on the vibrator. Then, starting at one corner, deliver a small amount of the plaster into the molar tooth impression, allowing it to flow into the impression. • Repeat this step until all the tooth impressions are filled. The plaster should flow around the arch of the impression, completely filling one toothat a time. • Carefully check for bubbles. The vibrator should eliminate these; however, if a bubble appears and does not go away with vibration, pop it with a small instrument. • Allow the mix in the impression to reach the ‘initial set’ . This usually occurs between 9-11 minutes and will be several minutes after the plaster loses its glossy appearance. Second Stage Pour: • When the tooth depressions have filled, add plaster in larger amounts to a level slightly above the impression walls. Continue to vibrate to ensure complete coverage. • Blend the pours together with the spatula to create a continuous connection. While holding the handle of the impression tray, use the spatula to shape the sides of the model material around the first pour. Avoid placing the wet material from the base onto the impression tray because this would create a mechanical lock that is difficult to separate when set. • Place the remaining model material onto a tile, forming a mound slightly wider than the impression • Add the base to the top of the filled impression by inverting the impression onto the base • The final setting time is between 45-60 minutes from the start of the second pour Storage instructions • Gypsum Plaster xcan be safely stored in its sealed packaging. Ensure packaging is correctly sealed after usage. • The shelf life of the plaster is 12 months from the date of manufacture • Gypsum Plaster must be stored in a dry environment away from direct sunlight • Once mixed, any unused Gympusm Plaster x must be disposed of appropriately
Math 3527 ~ Number Theory 1, Spring 2024 ~ Homework 8, due Tue Mar 26th. Part I: No justi cations are required for these problems. Answers will be graded on correctness. 1. Let R = F3 [x] and p = x2 + x. (a) List the 9 residue classes in R/pR. (You may omit the bars in the residue class notation.) (b) Construct the addition and multiplication tables for R/pR. (c) Identify all of the units and zero divisors in R/pR. (d) Find the order of each unit in R/pR. Are there any primitive roots? (e) Verify Euler's theorem for each unit in R/pR. 2. Let R = F2 [x] and p = x3 + x + 1. (a) List the 8 residue classes in R/pR. (You may omit the bars in the residue class notation.) (b) Construct the addition and multiplication tables for R/pR. (c) Show that R/pR is a eld by explicitly identifying the inverse of every nonzero element. [Hint: Use the multiplication table from (b).] (d) Find the order of each unit in R/pR. Are there any primitive roots? (e) Verify Fermat's little theorem for the elements x and x + 1 in R/pR. 3. Let R = Z[i] and p = 2 + 2i. You are given that there are 8 residue classes modulo p, represented by 0, 1, 2, -1, 1 - i, i, 1 + i, and -i. (a) Construct the addition and multiplication tables for R/pR. (Please leave the elements in the order given above: when you work out the tables you will see they are given in that order for a reason!) (b) Identify all of the units and zero divisors in R/pR. (c) Find the order of each unit in R/pR. Are there any primitive roots? 4. Find the following multiplicative inverses: (a) The multiplicative inverse of x + 3 inside Q[x] modulo x2 + 1. (b) The multiplicative inverse of 1 - 2i inside Z[i] modulo 8 + 7i. (c) The multiplicative inverse of x2 + 1 inside F3 [x] modulo x4 + 2x + 1. (d) The multiplicative inverse of 4 + 8i inside Z[i] modulo 11 - 14i. 5. (a) Solve the simultaneous congruences p 1 (mod x + 2) and p 7 (mod x - 1) in Q[x]. (b) Solve the simultaneous congruences z 1 (mod 2 + 2i) and z -i (mod 4 + 5i) in Z[i]. Part II: Solve the following problems. Justify all answers with rigorous, clear explanations. 6. Show the following things: (a) Show that the element 4 + 5i is irreducible and prime in Z[i]. (b) Show that the element x2 + 4x + 5 is irreducible and prime in R[x]. (c) Show that the element x2 + 4x + 5 is neither irreducible nor prime in C[x] by nding a factorization. (d) Show that the element 3 + 5i is neither irreducible nor prime in Z[i] by nding a factorization. (e) Show that the element 2 + √-10 is irreducible but not prime in Z[√-10]. [Hint: Show it divides 14 and that there are no elements of norm 2 or 7.] 7. We can use successive squaring and the same order-calculation procedure we used in Z/mZ to establish the order of an arbitrary unit residue class s in R/rR: explicitly, s has order n if and only if sn = 1 and sn/p ≠ 1 for any integer prime p dividing n. (a) Show that the element 2 + i has order 8 in Z[i] modulo r = 3 + 5i. (b) Show that the element x has order 6 in F7 [x] modulo r = x2 + x + 5. (c) Show that R = F5 [x] modulo r = x2 + 2 is a eld with 25 elements, and deduce that the order of any nonzero residue class in R/rR divides 24. (d) Find the orders of 2, x, and x + 1 in F5 [x] modulo x2 + 2. Are any of them primitive roots? [Hint: By (c), the order of each element divides 24, so search among divisors of 24.] (e) Show that R = F5 [x] modulo p = x2 is not a eld, and in fact that there are 20 units in R/rR. (f) Find the orders of 2, x + 1 and x + 2 in F5 [x] modulo x2 . Are any of them primitive roots? [Hint: The orders divide 20.]
HLTDEN017 – Assist with administration in dental practices Case Study Student details Unit Code and Title HLTDEN017 Assist with administration in dental practices Purpose of Assessment The purpose of this assessment task is to assess the unit HLTDEN017. Instructions for the Student · This is an individual assessment · To ensure your responses are satisfactory, you should consult a range of learning resources and other information such as handouts, textbooks, credible internet sources, etc. · You are required to answer the questions based on given scenarios · The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information · You must write your responses in your own words · You will be required to complete all parts of this assessment task Assessment Conditions · This assessment is untimed · You may refer to your learning materials during this assessment · You must read and respond to all questions · Answers must be typed and submitted through My eCampus for assessing · You must complete the task independently · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory · As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor Please note: A qualified trainer and assessor will review and assess all the submitted comments, observation checklists, and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome. Task Resource Requirements You will be required to access and refer to the following documents during this Case Study Assessment. These are located in the Case Study Attachments in the assessment section of your My eCampus: · Australian Schedule of Dental Services and Glossary · Bright and Happy Appointment Card · Bright and Happy Dress Code · Bright and Happy Payments and Reconciliation Procedures · Bright and Happy Service Standards Scenario 1 You work at Happy and Bright Dental as a Dental Assistant. As part of your role, you perform. the following tasks: · Communicate with others effectively · Booking and confirming patient appointments · Maintain patient records · Assist with patient recalls · Processing payments Task One – Communicate appropriately in a dental administrative setting Task 1.1 Your workplace has developed a new dress code, 'Bright and Happy Dress Code', to be implemented at your workplace. The dress code can be downloaded from the Case Study Attachments in the assessment section of your My eCampus. Review the dress code and answer the following questions. a. What will you wear to work, and how will you ensure that your clothing meets the new standards? b. Describe below the standards for personal presentation and hygiene how you will ensure that you meet these. Task 1.2 You are currently tending the reception counter of the dental practice. A member of the public enters the practice. You are not familiar with this person or why they have entered the practice. Refer to the Case Study Attachment ‘Bright and Happy Service Standards’ to answer the following questions. a. Within what timeframe. are you required to greet this person? b. Describe how you can use body language to convey your intent to assist the patient. c. What question/s can you ask to determine their reason for visiting your dental workplace respectfully? (Ensure that you write your questions as though you are speaking face to face with this person) Task 1.3 The patient has an appointment for a check-up but expressed that she is nervous about seeing the dentist. She has not been to your dental practice before. a. Describe below how you can use active listening techniques to listen to the patient's concerns respectfully. b. List below two different questions that you could ask the client to demonstrate that you are listening? c. Describe how you can use body language to demonstrate that you are listening to the patient? Task 1.4 A patient, Sally Smith, has called the practice to enquire about teeth whitening services. She mentioned that she has a damaged tooth that is greyed as well as general staining. She would like to book in for this service with the dentist Matthew Maher but wants to know how many treatments this will take and what it will cost. You are aware of the following: · Teeth whitening treatment varies depending on several factors · The number of appointments needed varies depending on these factors · The dentist will be required to determine the treatment particulars a. Write a script. below of how you can respond to this enquiry, ensuring that you · Provide accurate information on the services that your practice provides · Act ethically by ensuring that the information and advice you provide is within the scope of your role and in the patient’s best interest You must write your script. as if you are speaking to the patient over the phone. b. The patient told you that she saw the dentist last week and mentioned to him then that she wants her teeth whitened and she wants a quote. She would like to get this quote from him before she proceeds. You can't see any record of this conversation in the patient's file. The dentist does not work today, so you have decided to send him an email to refer this enquiry to him. You are required to simulate sending an email to the dentist Matthew Maher by using your own email account to type an email. You are required to send the email to yourself and then upload a copy of the sent email as evidence of your completion of this task. Your email must fulfil the following criteria: Email criteria: · Must address the intended recipient · Must contain all relevant information regarding the prospective client from task 1.4a · Must explain what you would like the supervisor to do in response to this email · Must use language that is appropriate for the workplace You must upload a copy of this email with your Case Study assessment. Task 1.5 You have received three phone voicemail messages. You are required to handwrite a message using the workplace ‘Message Template’ to pass onto the relevant person from each voicemail message. A photo or scanned image of your message must be submitted with this assessment. · Respond to each of the below messages in the provided template · Each message must contain the following information: - Must be addressed to the correct person - Must be from yourself - Must contain a priority that is appropriate to the message (low, medium, high) - Must contain the correct date and time the message was left as per the scenario - The message content must be accurately written as per the scenario and must describe what the message is about and who the message is from/concerning. - Must contain a follow up that is suited to the scenario
STATS 101/108 - Chapter 1 Datafication | Whakararaunga: Task Introduction In this investigation you will use data from Google Books for this assignment, so watch the short video below to índ out a little more about this digital service and how people use it! Remember that you can also access thousands of books online through our university library! In this assignment, we will explore the features of the covers, titles and descriptions of books available from Google books. Q1 For this question, you need to identify a visual feature of book covers. . Head to Google Books, search for diìerent topics and explore visual features of book covers, such as colours, typography, or certain images. Decide on ONE speciíc topic for your investigation and write it down in your answers. This should consist of one word. . Take a screenshot (snip) of the írst few books and paste it into your answers. . Write one sentence that identiíes how covers of books of this particular topic vary in terms of one visual feature. You can use this framework: “Book covers about (your topic) either contain … or … ” Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. The topic: The screenshot of the írst few books from the search: The sentence identifying how book covers vary in terms of one visual feature: Q2 For this question, you need to use a visual feature of book covers to create ONE new categorical variable. . Head to the GoogleBooks app. (Note: You need to click this link. This is diìerent from the website above). Use your topic from Q1 to generate a sample of books. You will get 20 books with their covers. . Decide on a categorical variable to sort the book covers by. A good starting point is the visual feature you have identiíed in Q1 . Your variable needs an overall name, and you need to write each level. Write down the variable names and the two levels. Sort ALL of the book covers into one of the two levels. There should be at least íve book covers in each group and no book covers left over. . Take a screenshot of your sorted book covers that shows the variable name and levels. It is OK if your screenshot doesn’t contain all of the book covers, but you need to sort all of them. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. The categorical variable name: The two levels: The screenshot of the sorted book covers with name and levels of categorical variable: Q3 For this question, you need to use text features of the book title only to create ONE new numeric variable. The software guides for working with data in Google sheets and exploring data in iNZight Lite have step-by-step demonstrations of related skills, and you will see examples of using these technologies in lectures. You will also see a demonstration of skills required for tasks in Friday’s lectures. . Create a new Google sheet and use this to create a rectangular data set based on the books you have explored. In order to do this, scroll to the bottom of the sorted book covers in the app, click the “ Copy” button and paste everything into cell A1 in the new Google sheet. o In addition to the categorical variable you created as part of Q2, you need to create one new variable using the variable title . This variable needs to be numeric. You need to use text features of the book titles you have explored to create the new variable. You can use functions within Google sheets to create values for the new variable, or you can enter values manually. . Write one sentence explaining what this new variable measures. . Publish your Google sheet as a CSV and copy the link produced (make sure when the link is clicked that a CSV íle is downloaded). Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. The sentence explaining what the new numeric variable measures: The link to the Google sheet published as a CSV: Q4 For this question, you need to use one categorical variable to make a prediction about the book covers you have explored. · Import your data into iNZight Lite using the CSV link from Q3 and create a visualisation (plot) using just the categorical variable you created in Q2. . Use the Summary tab in iNZight Lite to índ the level of this categorical variable that has the highest proportion and record this as a percentage rounded to one decimal place (if there are more than one, just pick one). . Write a sentence that uses this level and proportion to make a prediction e.g. I predict that book covers about (your topic) will feature (something) on the cover, since most (x%) ofthe book covers in my data did. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. The screenshot of your plot from iNZight Lite: The sentence that makes the prediction: Q5 For this question, you need to consider the purpose of dataícation in the context of book publishing. o In this chapter you encountered three main purposes for generating and analysing data: description, prediction, and explanation. In two to three sentences explain how the numeric variable you created in Q3 could be used for one of these purposes in the context of publishing books Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly. Your explanation of the purpose of dataícation: Q6 For this question, you need to reîect on the learning focus for this chapter (Dataícation). . Describe in your own words ONE important idea from this topic. Do not just copy one of the learning objectives or something from the notes or other learning resources. One sentence is enough, but you must write about your own personal reîection. Construct your answer using the following structure. Copy and paste it into the template and complete your answers accordingly.
CHCCOM005 Communicate and work in health or community services Assignment Task Assignment Tasks Unit Code and Title CHCCOM005 Communicate and work in health and community services About this Task This workplace project requires you to answer a range of short answer questions based on documents and scenarios. This assessment contains four tasks: 1. Workplace procedures and compliance 2. Ethics in health services 3. Compliance scenario 4. Communication case study Instructions for the Student Use your Learner Guide and the documents provided to you to answer the following questions. Task resource requirements To complete this assignment, you will need: · 123 Health Digital Media Policy · 123 Health Provacy and Confidentiality Policy Task 1: Workplace procedures and compliance Task 1 Instructions Use your Learner Guide to answer the following questions. 1.1 a. List 2 ways that a health worker can communicate information effectively and in a timely manner between your organisation and other services. b. How can you ensure you maintain the confidentiality of client information in each of these forms of communication? 1.2 What communication techniques can a health worker use to: a) Confirm a client’s understanding of the information given b) Listen and respond appropriately to the client c) Defuse, avoid or resolve a conflict 1.3 How can a health assistant seek feedback on their performance in the workplace? In your response, address the following: a) Who can you seek advice from? b) Who in your organisation can you approach to register your interest in further education and skill development? 1.4 How could you identify if a client is dissatisfied with their service/treatment, and how could you report this within your workplace? Task 2: Ethics in health services Task 2 Instructions Use your Learner Guide to answer the following questions. 2.1 Describe the ethical responsibility of a health assistant and how it extends to: a) Clients of the health practice b) Colleagues/others in the workplace c) Stakeholders 2.2 Is it unethical for a health assistant to act outside of their scope of practice? Why or why not? Task 3: Compliance scenario Task 3 Instructions You are a health assistant employed at a multidisciplinary allied health clinic called 123 Health. 123 Health offers dental, physiotherapy, and speech pathology and has employed several health professionals for each specialty. There is a full-time practice manager to who you report for any operational and compliance requirements of the practice. You also report directly to the supervisors during any shift. 3.1 Describe the health workplace with respect to the following: a) How the different health professionals can work together to provide comprehensive care for clients. b) What support services or other services (not offered at 123 Health) may be relevant to clients of your workplace? c) What types of funding may be relevant to clients of this workplace? 3.2 As part of your role as a health assistant, you are required to document and report any legal and ethical breaches you encounter within the workplace. You are required to report any breaches by completing the workplace breach report and by notifying the appropriate person in the workplace as per the organisational structure. When completing your workplace breach reports, you must address the following: · Who the breach has been reported by and their role · Who within the organisation the breach will be referred to · Description of workplace breach: - What is the nature of the breach? - How and where did the breach occur? - Who was involved in the breach? - Who is affected by the breach? · Potential consequences of the breach to: - The client - The business - The allied health professional involved in the breach a) You are aware that an employee at your health service has accessed a client’s records to obtain their phone number. The employee has contacted the client for personal reasons. Complete the below workplace breach report using this information and determine the appropriate person to report the breach to. Workplace Breach Report Reported by: Date of report: Role: Breach reported to: Description of workplace breach: Potential consequence of the breach: Suggested response to the breach: Mandatory Reporting Requirements (if applicable) b) A serious infection risk was identified in the workplace by a health professional, but mandatory reporting procedures were not followed. Complete the below workplace breach report using this information. Workplace Breach Report Reported by: Date of report: Role: Incident reported to: Description of workplace breach: Potential consequence of the breach: Suggested response to the breach Mandatory Reporting Requirements (if applicable) Your practice manager has also provided you with an updated patient confidentiality policy and digital media policy for your workplace. Use these policies to answer questions 3.3-3.5. These can be downloaded from the Assignment Reosurces folder in the Assessment section of My eCampus. 3.3 List three (3) questions you could ask a supervisor to help you to better understand the Privacy Policy. These questions may be in relation to the meaning of a section of the policy, how the policy is to be implemented or clarification of how this relates to your own job role. 3.4 Who within your organisation should you consult if you have a query regarding these new policies? 3.5 There is a client you would like to feature on 123 Health's social media accounts. Consult the updated Digital Media Policy to determine what steps you need to take before you can publish this information. Task 4: Communication case study Task 4 Instructions Use each case study to answer the relevant questions about communication. 4.1 You have been assisting a dentist with a routine consultation with a middle-aged client. At the end of the consultation, the client asked the dentist for advice on persistent jaw pain. The dentist has advised the client that she is suffering from TMJ pain and that she may wish to book another appointment to have an occlusal splint for bruxism fitted. At the end of the session, you walked the client to the reception area, and you noticed that she looked confused. The client mentioned that she doesn't understand the information that was given to her. a) What communication constraints are present in this scenario that is impacting the client’s understanding of the treatment advice they were given? b) You are aware that TMJ pain (temporomandibular joint pain) can be caused by teeth grinding or clenching (bruxism) and that a splint is a night guard (type of mouthguard) worn at night while the user sleeps to protect the teeth from damage. Write a script. below (in your own words) as if you were speaking to the client. Explain to the client what TMJ pain is and how a splint may assist with managing this. 4.2 Jack is a 42-year-old male who is currently seeing a health professional at your practice. You are aware that Jack has a hearing impairment and sometimes prefers the use of sign language over spoken language. Jack is aware that you are unfamiliar with sign language and has verbally asked you to check his upcoming appointments booked at your practice. You have looked up his appointments in the calendar, and you have verbally advised the client that he has appointments booked on a Monday morning for three consecutive weeks at 9 am week 1, 9:30 week two and 9:15 week 3. The client is having difficulty understanding you and has asked you to repeat this information three times and appears to be getting frustrated. a) What communication constraints are present in this scenario? b) How can adapt your own communication with the client in response to the communication constraint identified above? 4.3 You are assisting a health professional during an appointment with a mother and her three children. You are trying to communicate with the mother that there are health concerns for one of her children that will require attention at a follow-up appointment. The other two children are in the room and are arguing loudly despite the mother's objection. You notice that when speaking with the mother, she is not holding eye contact and does not appear to be engaged with you. a) What communication constraints may be present in this scenario? b) How can you adapt your communication to ensure that the mother has heard and understood your communication? 4.4 Your supervsor, Justin, has asked you to work on a task with the other two assistants, Sally and Boyd. Your task is to identify a list of ideas for future education sessions to be run for current clients. Justin would like this completed by the close of business in 3 days. You have checked the work roster, and you can see that Boyd is not scheduled to work until next week, which is past the deadline that you have been given. You have had a discussion today with Sally regarding the task, and you have both decided that you need further information on the session format, such as: · The minimum and maximum number of participants for each session · The length of the information sessions Draft an email below to your supervisor and fellow assistants to: · Clarify the session format as per the points above · Negotiate the timeframe. to allow you time to involve Boyd in the task Your email must abide by the following criteria: · The use of appropriate and easy to understand communication · The use of courteous, polite and respectful language · Communicated any workplace concerns in a suitable manner · Define the expected follow-up action or response from this communication · Communicated in a timely manner · Abided by confidentiality procedures
CSE 101 Introduction to Data Structures and Algorithms Programming Assignment 4 In this assignment you will create a calculator for performing matrix operations that exploits the (expected) sparseness of its matrix operands. An n × n square matrix is said to be sparse if the number of non-zero entries (here abbreviated NNZ) is small compared to the total number of entries n2. The result will be a C program capable of performing fast matrix operations, even on very large matrices, provided they are sparse. Given n × n matrices A and B, their product C = A ⋅ B is the n × n matrix whose ijth entry is given by Thus the element in the ith row and jth column of C is the vector dot product of the ith row of A with the jth column of B. If we consider addition and multiplication of real numbers to be our basic operations, then the above formula can be computed in time Θ(n3), which is impractical for matrix sizes n of more than a few thousand. If it so happens that A and B are sparse, then a great many of these arithmetic operations involve adding or multiplying by zero, hence are unnecessary. The sum S, and difference D, of A and B are the n × n matrices having ijth entries: sij = Aij + Bij and Dij = Aij − Bij The scalar product of a real number x with A is denoted XA, and has ijth entry (XA)ij = X ⋅ Aij . The transpose of A, denoted AT, is the matrix whose ijtℎ entry is the jitℎ entry of A: (AT)ij = Aji . In other words, the rows of A are the columns of AT, and the columns of A are the rows of AT . Each of these operations can be computed in time Θ(n2), and just as for multiplication, their cost can be improved upon significantly when A and B are sparse. As one would expect, the cost of a matrix operation depends heavily on the choice of data structure used to represent its matrix operands. There are several ways to represent a square matrix with real entries. The standard approach is to use a 2-dimensional n × n array of doubles. The advantage of this representation is that all of the above matrix operations have a straight-forward implementation using nested loops. This project will use a very different representation however. Here you will represent a matrix as a 1-dimensional array of Lists. Each List will represent one row of the Matrix, but only the non-zero entries will be stored. Therefore List elements must store, not just the matrix entries, but the column index in which those entries reside. For example, the matrix below would have the following representation as an array of Lists. This method obviously results in a substantial space savings when the Matrix is sparse. In addition, the standard matrix operations defined above can be performed more efficiently on sparse matrices. As you will see though, the matrix operations are much more difficult to implement using this representation. The trade-off then, is a gain in space and time efficiency for sparse matrices, at the expense of more complicated algorithms for performing standard matrix operations. Designing these algorithms in terms of our ListADT operations will constitute the majority of the work you do on this assignment. It will be necessary to first make some minor changes to your List ADT from pa1. First you must convert it from a List of ints to a List of generic pointers. This entails changing certain field types, declaration statements, method parameters, and return types from int to void*. The objects referred to by these List elements will be defined in the Matrix ADT specified below. Second, it will be necessary to eliminate the List operations equals() and copyList(). The problem with these functions is that the List no longer knows what it is a list of, and therefore can only perform "shallow" versions of these operations, i.e. compare or copy pointers, not what they point to. For the same reason, function printList() is no longer required (but you may wish to include it for diagnostic purposes only). All other List operations from pa1 will be retained. The (optional) function cat() may also be included. A "typical loop" in a client of List (as previously illustrated on page 3 of the pa1 project description) might now appear as type x; // Here "type" is whatever data type the void // pointers in List are pointing to, known by // the client but not by List. moveFront(L); while( index(L)>=0 ){ // Get current element, cast as the right kind of // pointer, follow the pointer, assign its value to x. x = *(type*)get(L); // do something with x, then moveNext(L); } Be sure to test this modified List ADT before you try to implement the Matrix ADT defined below. A (very weak) test of the modified List ADT called ListClient.c will be posted under the examples section of the class webpage. File Formats The top level client module for this project will be called Sparse.c. It will take two command line arguments giving the names of the input and output files, respectively. The input file will begin with a single line containing three integers n, a and b, separated by spaces. The second line will be blank, and the following a lines will specify the non-zero entries of an n × n matrix A. Each of these lines will contain a space separated list of three numbers: two integers and a double, giving the row, column, and value of the corresponding matrix entry. After another blank line, there will follow b lines specifying the non-zero entries of an n × n matrix B. For example, the two matrices are encoded by the following input file: 3 9 5 1 1 1.0 1 2 2.0 1 3 3.0 2 1 4.0 2 2 5.0 2 3 6.0 3 1 7.0 3 2 8.0 3 3 9.0 1 1 1.0 1 3 1.0 3 1 1.0 3 2 1.0 3 3 1.0 Your program will read an input file as above, initialize and build the Array-of-Lists representation of the matrices A and B, then calculate and print the following matrices to the output file: A, B, (1.5)A, A + B, A + A, B − A, A − A, AT, AB and B2. The output file format is illustrated by the following example, which corresponds to the above input file. A has 9 non-zero entries: 1: (1, 1.0) (2, 2.0) (3, 3.0) 2: (1, 4.0) (2, 5.0) (3, 6.0) 3: (1, 7.0) (2, 8.0) (3, 9.0) B has 5 non-zero entries: 1: (1, 1.0) (3, 1.0) 3: (1, 1.0) (2, 1.0) (3, 1.0) (1.5)*A = 1: (1, 1.5) (2, 3.0) (3, 4.5) 2: (1, 6.0) (2, 7.5) (3, 9.0) 3: (1, 10.5) (2, 12.0) (3, 13.5) A+B = 1: (1, 2.0) (2, 2.0) (3, 4.0) 2: (1, 4.0) (2, 5.0) (3, 6.0) 3: (1, 8.0) (2, 9.0) (3, 10.0) A+A = 1: (1, 2.0) (2, 4.0) (3, 6.0) 2: (1, 8.0) (2, 10.0) (3, 12.0) 3: (1, 14.0) (2, 16.0) (3, 18.0) B-A = 1: (2, -2.0) (3, -2.0) 2: (1, -4.0) (2, -5.0) (3, -6.0) 3: (1, -6.0) (2, -7.0) (3, -8.0) A-A = Transpose(A) = 1: (1, 1.0) (2, 4.0) (3, 7.0) 2: (1, 2.0) (2, 5.0) (3, 8.0) 3: (1, 3.0) (2, 6.0) (3, 9.0) A*B = 1: (1, 4.0) (2, 3.0) (3, 4.0) 2: (1, 10.0) (2, 6.0) (3, 10.0) 3: (1, 16.0) (2, 9.0) (3, 16.0) B*B = 1: (1, 2.0) (2, 1.0) (3, 2.0) 3: (1, 2.0) (2, 1.0) (3, 2.0) Notice that the rows are to be printed in column sorted order, and zero rows are skipped altogether. A zero matrix will cause no output to be printed, as seen by the matrix A - A above. Note that, unlike the output file, the input file may give matrix entries in any order. Matrix ADT Specifications In addition to the main program Sparse.c and the altered List.c from pa1, you will implement a Matrix ADT in a file called Matrix.c. This ADT will contain a private inner struct (similar to Node in your List ADT) encapsulating the column and value information corresponding to a matrix entry. You can give this inner struct any name you wish, but I will refer to it here as Entry. Thus Entry is a pointer to a struct called EntryObj that has two fields of types int and double respectively. Your Matrix ADT will represent a matrix as an array of Lists of Entries. Since Entry is itself a pointer, it can be assigned to a field of type void*. It is required that each List of Entries be maintained in column sorted order. Your Matrix ADT will export the following operations. // newMatrix() // Returns a reference to a new nXn Matrix object in the zero state. Matrix newMatrix(int n) // freeMatrix() // Frees heap memory associated with *pM, sets *pM to NULL. void freeMatrix(Matrix* pM); // Access functions // size() // Return the size of square Matrix M. int size(Matrix M); // NNZ() // Return the number of non-zero elements in M. int NNZ(Matrix M); // equals() // Return true (1) if matrices A and B are equal, false (0) otherwise. int equals(Matrix A, Matrix B); // Manipulation procedures // makeZero() // Re-sets M to the zero Matrix state. void makeZero(Matrix M); // changeEntry() // Changes the ith row, jth column of M to the value x. // Pre: 1 .c"""Matrix ""MatrixTest ""List ""List.h"""ListTest ""README.md"""Makefileprovidedchangeifyoulike
HLTWHS001 – Participate in workplace health and safety Case Study Student details Unit Code and Title HLTWHS001 Participate in workplace health and safety Purpose of Assessment The purpose of this assessment task is to assess your knowledge of participating in workplace health and safety. Instructions for the student · This is an individual assessment · To ensure your responses are satisfactory, you should consult a range of learning resources and other information such as handouts, textbooks, credible internet sources, etc. · You are required to answer the questions based on given scenarios · The student must be concise, to the point and write answers without providing irrelevant information · You must write your responses in your own words · You will be required to complete all parts of this assessment task Assessment Conditions · This assessment is untimed · You may refer to your learning materials during this assessment · You must read and respond to all questions · Answers must be typed and submitted through My eCampus for assessing · You must complete the task independently · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. · As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor. Please note: A qualified trainer and assessor will review and assess all the submitted comments, observation checklists, and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome. Scenario 1 You are employed at Gerry Springs Health Services as an assistant. Gerry Springs Health Services offers a range of medical and health services including: · Medical services from General Practitioners · Medical imaging · Physiotherapy · Podiatry · Speech Pathology · Dentistry · Nutrition advice You work under the supervision of Amy Allen, and you report to the practice manager, Belinda Bates, for all compliance issues, WHS concerns, and scheduling. Workplace health and safety is a component of your role at Gerry Springs Health Services, including: · Following safe work practices · Implementing safe work practices · Contributing to safe work practices in the workplace Gerry Springs Health Services follows the Australian Guidelines for the Prevention and Control of Infection in Healthcare. Complete the Case Study tasks in accordance with your role as an assistant and with the following documents located in the Case Study Attachments in the assessment section of your My eCampus: - Gerry Springs Health Services Workplace Health and Safety Policy and Procedure - Australian Guidelines for the Prevention and Control of Infection in Healthcare Part One Task 1.1 There are eight standard precautions included in the Australian Guidelines for the Prevention and Control of Infection in Healthcare for safe work practices. Complete the table below by looking through the guidelines to find the appropriate safe work practice. Work Task Safe work practices Routine hand hygiene is performed: Process for single-use items When handling waste: Task 1.2 Whilst on a break at Gerry Springs Health Services, you have noticed that the linoleum flooring in the staff room has been damaged in front of the kitchen sink area. The flooring is now uneven, and you believe that it is likely that someone may trip and sustain a minor injury. You have placed a hazard sign over the damaged flooring to notify others of the hazard. Complete the Gerry Springs Health Services Hazard Identification Form. (below) to report this hazard. You must provide the following information in the Hazard Identification Form.: · A description of the hazard · The location of the hazard · Identify what the risk is and who is at risk · Provide details of any controls that have been applied (if applicable) · Identify who you will report the hazard to · Your name and the date the form. was completed Task 1.2 Hazard Identification Form Hazard Description (describe the nature of the hazard) Hazard Location (describe the location of the hazard) Risk of the Hazard (what is the risk and who is at risk) Provide details of any controls that have been applied (if applicable) Who was the hazard reported to? (refer to the scenario above Task 1 to determine who to report the hazard to) Task 1.3 You have reported the hazard to the appropriate personnel at Gerry Springs Health Services. You have been asked to now complete a risk assessment for this hazard using the Task 1.3 Risk Assessment Template in the Case Study Attachments. Refer to the Task 1.2 scenario to complete the Task 1.3 Risk Assessment Template provided below. You must provide the following information in the Risk Assessment Template: · A description of the risk · Describe the activities or tasks that are relevant to the risk · Identify the likelihood of the risk (rare, unlikely, possible, likely, almost certain) · Identify the severity of the risk (insignificant, minor, moderate, major, catastrophic) · Identify controls that can be used to control the risk · Identify who the risk has been reported to Task 1.3 Risk Assessment Risk Rating Matrix Task 1.4 At the end of your shift today at Gerry Springs Health Services, the fire evacuation alarm sounded. Describe your obligations as an assistant in following emergency evacuation procedures per the Gerry Springs Health Services Workplace Health and Safety Policy and Procedures below. Part Two Task 2.1 During your shift today (01/05/20XX at 10:15 am) at Gerry Springs Health Services, you witnessed an incident in the waiting room. A patient, Julie Jones, entered the practice for her appointment and tripped on the rug in the waiting room entrance and dropped her phone. Julie was able to steady herself and did not sustain a fall or any injuries from the incident. Julie's phone fell onto the tiled floor due to Julie tripping and the screen on her cracked from the impact of the fall. There were no other witnesses to the incident. Julie provided you with her contact number for your incident form. – 0400 000 001 Report the following incident using the incident report form. provided below and determine to whom the incident should be reported at Gerry Springs Health Services. Task 2.1 Incident Report Details of the person affected by the incident Name Contact Number Relationship to Gerry Springs Health Services Incident Details Date of Incident Time of Incident Location of Incident Description of Incident Were emergency services required? (Provide details) Was first aid treatment given? (Provide details) Nature of harm caused by the incident Witness Details - provide details of any witnesses to the incident Name Contact Number Name Contact Number Incident Reporting Name of person completing the incident form Name of person the incident was reported to Task 2.2 During your shift today (20/05/20XX at 3:30 pm) at Gerry Springs Health Services, you witnessed the following incident. Another assistant, Nyree Norris, was restocking the display cabinet in the reception area when the shelf broke and fell. The shelf landed on Nyree’s left foot. Ice was applied to her foot, and she elevated her foot for 30 minutes. The foot appeared to have mild swelling, but there were no other visible injuries. No further medical treatment was required. Nyree was due to finish her shift at 4:00 pm, so she did not return to work after the incident. You have obtained Nyree’s contact number for your incident form. – 0400 000 002. Report the following incident using the incident report form. provided below and determine to whom the incident should be reported at Gerry Springs Health Services. Task 2.2 Incident Report Details of the person affected by the incident Name Contact Number Relationship to Gerry Springs Health Services Incident Details Date of Incident Time of Incident Location of Incident Description of Incident Were emergency services required? (Provide details) Was first aid treatment given? (Provide details) Nature of harm caused by the incident Witness Details - provide details of any witnesses to the incident Name Contact Number Name Contact Number Incident Reporting Name of person completing the incident form Name of person the incident was reported to Task 2.3 Describe below four different actions that you can take to maintain safe housekeeping practices in your own work area Part Three Task 3.1 During your shift at Gerry Springs Health Services today, you were required to put away an order of stock. You had difficulty putting all the stock away in the storeroom as boxes were blocking the walkway. One of the boxes that you had to move was very heavy, and you could not find a trolley to move it, and no one was available to help you. You are concerned that there may be WHS issues regarding the storeroom and the process for moving stock. The Practice Manager has gone home for the day, and you will not work again with her until next week. Simulate writing an email to the Practice Manager to inform. her of the WHS concerns that you have. Process for simulating email: · Write an email using your own personal email account. · Ensure that you use professional language and terminology that is suited to the healthcare workplace. · Write the email as though you are sending it to your Practice Manager to inform. her of your WHS concerns. · Ensure that you mention all WHS concerns from the scenario and describe the risks associated with these concerns. · Send the email to yourself or another person and submit a copy of your sent email as evidence of your completion of this task. Submission Requirements for Task 3.1 Upload a copy of your sent email Task 3.2 Gerry Springs Health Services is currently undertaking consultation activities with the staff regarding WHS. You have been asked to complete the following template to provide your feedback on the Risk Management procedures at Gerry Springs Health Services. To assist you in completing the template refer to the Gerry Springs Health Services Workplace Health and Safety Policy and Procedures. You must: · Rate the current Risk Management Policies and Procedures. · Provide at least one suggested improvement for the Risk Management Policies and Procedures WHS Consultation on Risk Management Procedures a. How do you rate the current Policies and Procedures for Risk Management? ☐ Very easy to understand and implement in the workplace. ☐ Easy to understand and to implement in the workplace. ☐ Somewhat easy to understand and to implement in the workplace. ☐ Difficult to understand and implement in the workplace. ☐ Very difficult to understand and implement in the workplace. b. Provide feedback below on how you feel the Policies and Procedures for Risk Management can be improved.
Faculty of Computing, Engineering & Media (CEM) Coursework Brief 2024/25 Module name: Dynamics, Instrumentation and Control Module code: ENGE2002 Title of the Assessment: PID CONTROL FOR 1-DOF MASS SPRING DAMPER (RECTI-LINEAR) This coursework item is: (delete as appropriate) Summative This summative coursework will be marked anonymously: (delete as appropriate) Yes The learning outcomes that are assessed by this coursework are: 1. A student will understand and be able to analyse analog and digital feedback systems 2. A student will be able to choose the control system which is fit for the purpose 3. A student will be able to tune a controller for analog and digital feedback system using computer aided design software SCHOOL OF ENGINEERING, MEDIA AND SUSTAINABLE DEVELOPMENT Dynamics CW PID CONTROL FOR 1-DOF MASS SPRING DAMPER (RECTI-LINEAR) The report is to be based on the Dynamics of a single degree of freedom vibrations encountered in the ECP Rectilinear experiment. The report should not exceed a word count of 2000 words in total (excluding references) and student should attempt to answer these questions. NB: as per DMU report writing guidelines, please include a cover page including your name, p-number, module name, module code, report title and tutor name. 1. Provide brief introduction of the system and explain the aims and the objectives of the experiment. [5 marks] 2. Identify parameters of the 1DoF systems using approach described in Section 3 of the lab instruction. [7.5 marks] 3. Plot transient responses for different values of the proportional gain Kp (in one co- ordinate system) using the MATLAB ‘plot’ command for the proportional controller investigated in Sections 2. [5 marks] 4. Evaluate the parameters of the transient responses (tpeak, tr, ts, ess) and describe how they are affected by the gain Kp. [5 marks] 5. Plot transient responses in one co-ordinate system for changing Ki values and another co-ordinate system for changing Kd values using the MATLAB ‘plot’ command for the PID controller investigated in Section 2.3. [5 marks] 6. Evaluate the parameters of the transient response (tpeak, tr , ts, ess) and describe how they are affected by gains Ki and Kd. [7.5 marks] 7. For each controller configuration in Sections 2.2 and 2.3, derive the closed-loop system transfer function and investigate how the location of poles changes with the changes of gains Kp, Ki, and Kd using MATLAB. [10 marks] 8. Provide brief conclusions and recommendations for the experiment. [5 marks]
HLTDET001 - Construct models Assessment details The purpose of this assessment task is to assess the unit HLTDET001. Student instructions This assessment task contains short answer questions. You must provide a response to these questions in your own words to demonstrate your knowledge and understanding of the unit. Responses copied directly from the learning materials will not be accepted. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted. Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission. Assessment conditions · This assessment is untimed and you may refer to your learning materials during this assessment · You must read and respond to all questions · Answers must be typed and submitted through My eCampus for assessing · You must complete the task independently · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory · As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor Task 1 – Verify the integrity of impressions Task 1.1 Complete the table below on standard precautions in the dental workplace to use as a training aid for the new employee. a. Standard precaution one – Protective eyewear, masks, and gloves worn by the dental worker Description of the standard precaution? How do each of these PPE reduce this risk of infection transmission? Eyewear Masks Gloves How is the piece of PPE applied? Eyewear Masks Gloves b. Standard precaution two – Hand washing What is the standard precaution? How does this reduce the risk of infection transmission? How is the standard precaution undertaken? c. Standard precaution three - Hand rubbing What is the standard precaution? How does this reduce this risk of infection transmission? How is the standard precaution undertaken? Task 1.2 The new employee is not familiar with the decontamination of impressions. Describe below the purpose of decontaminating impressions and how this is performed. a. What is the purpose of decontaminating impressions? b. What is the process for decontaminating impressions? Submission instructions Please proofread your work and save a copy of your assessment to keep in your own records. Save the document to include your name in the file for example: HLTDET001 – Assignment – Your Name Submit your completed assessment for marking by your assessor.
STAT6128 Key Topics in Social Science: Measurement and Data Computer Workshop 4 -Social Mobility The data The data we shall be using today comes from the 2006 Programme for International Student Assessment (PISA). This data is designed to be cross-nationally comparable across a wide selection of developed nations. Today we shall focus on occupations. Recall from the lectures that this is the primary outcome of interest for Sociologists. However, in PISA, we cannot measure social mobility in itself; PISA is cross-sectional data, and therefore we do not have any information on children’s eventual outcomes. Instead, we shall investigate the relationship between parental occupation and 15 year old children’s occupational expectations (what job they expect to have when they are 30 years old). So just for today, think of these expectations as if are actual outcomes. (As an aside, there has been some work by sociologists and economists who claim expectations mediate the link between social background and attainment during adulthood. So in fact this type of analysis could actually be quite interesting for our understanding of intergenerational mobility). Start Stata. Create a do file like last week (use ‘version’ to tell Stata which version you use, use the ‘cd’ command to tell Stata from where to open data files and where to save the do file, use the ‘use’ command to open the Stata dataset PISA_IM, which you first need to download from Blackboard into the folder you name behind the ‘cd’ command.) Like last week, write the bold command lines into your do file and the italic ones into the command window. Country code and sample size Once you have opened your data set type label list Country You receive the error command ‘value label Country not found’ . As a consequence, the data do not contain any information on which value refers to which country. Given that the data set does not contain information on the country coding,I give it to you here: Country code Country name 208 Denmark 276 Germany 352 Iceland 380 Italy 410 Korea 442 Luxembourg 554 New Zealand 616 Poland 620 Portugal 792 Turkey Type tab Country You see a table giving the 3-digit country code. Each number in this first column represents one country. The second column gives you the sample size per country, the third column the percentage of the sample per country. Measurement of Occupation (Ganzeboom Index) As mentioned in the lecture, there are many different ways one can “measure” (or rank) occupations. The main method PISA uses is the Ganzeboom ISEI indexof social class. This is a “continuous” measure of occupational prestige, and basically ranks occupations through their impact on people’s income. To begin, we use this as our measure of occupation. The three variables of interest are: Father’s occupation is labelled BFMJ Mother’s occupation is labelled BMMJ Child’s (expected) occupation is labelled BSMJ Let us investigate BSMJ first. To find out more about the distribution of the variable BSMJ, type: sum BSMJ, d Something is wrong…….more than the top 10% of data is coded at one point (“99”). Normally missing values in Stata are coded as “.” As such,they would be excluded in all commands. However, the original data was coded in SPSS. In SPSS, the missing were coded with the value 99. Transferring the SPSS file into Stata leads to a data point 99, since the transfer was not done properly. Type label list BSMJ You see that 97 and 99 values attributed to the variable are coded as missing values. If the SPSS data had been transferred properly into Stata format, the missing values should be coded ‘ . ’ We will do that now ourselves. Type gen bsmj=BSMJ (you generate a variable that has exactly the same values as your original BSMJ variable) replace bsmj=. if BSMJ>96 Now type sum bsmj, d Compare this with the sum command beforehand. You see that if missing values are properly coded in Stata (with a ‘.’) then Stata does not show them. Sometimes you might want to see them though. In this case you can type tab bsmj, m The m here tells Stata you want to see the missings. You see, that 17 % of values are missing for children’s expected occupation. Also the variables BFMJ and BMMJ have allocated the values 97 and 99 to missings. Please independently try to create a variable bfmj and bmmj that have the missing values coded properly as ‘ . ’. The solution is given on the next page. gen bfmj=BFMJ replace bfmj=. if BFMJ>96 gen bmmj=BMMJ replace bmmj=. if BMMJ>96 We now want to see how children’s expected occupation is associated with their parents’ occupation. As our measures are “continuous”, we shall use OLS regression. Firstly, we need to take into account PISA’s complex sampling design. We covered this last week. The PISA survey design uses clustered sampling: first schools are selected and then students within schools. Clustering increases the standard error. We therefore need to tell Stata to take clustering into account. Type: svyset SCHOOLID [pw=W_FSTUWT] This has set up the complex survey design. Now let us perform a regression, relating fathers’ occupation to the child’s expectation. We will estimate this model using all observations from all countries. Type: svy: regress bsmj bfmj i.Country The prefix i. before the variable Country indicates that this is a categorical variable. In this case, we have 10 countries (10 categories) in the variable Country. Hence Stata will create 9 dummy variables. You should get something like the following output: The table shows you that there are 788 schools in your data (Number of PSUs), the total sample size is 37,560 students. Now interpret this table. Which country is the reference country? (Tip: look at the table with the country codes given beforehand) The coefficient of interest is the one associated to BFMJ. It is positive and statistically significant. This suggests that a 1 point increase in fathers Ganzeboom index is associated with a 0.234 point increase in the child’s Ganzeboom index. Remember, last week we talked in the lecture briefly about how to interpret regression results. The Ganzeboom index lacks a natural metric (scale). How could we give some more meaning to our results here? We could express the change in the Ganzeboom index in terms of standard deviations. Find the standard deviations of bfmj and bsmj by typing: svy: mean bfmj estat sd svy:mean bsmj estat sd You will receive the following results: Mean Standard deviation bfmj 42.73 15.86 bsmj 60.59 16.81 Question: If the fathers Ganzeboom index increases by one standard deviation, by how many standard deviations will the child’s index increase? You know that a 1 point increase in the father’s index increases the child’s index by 0.234 points. 0.234*15.86=3.71 Hence if father’s index increases by one standard deviation, the child index increases by 3.71 points. We can express the 3.71 points in standard deviations: 3.71/16.81=0.22 Result: If the father’s Ganzeboom index increases by one standard deviation, the child’s index increases by 0.2 standard deviations. In conclusion our regression results show that from an intergenerational mobility perspective, we can say that children of fathers with higher ranking occupations enter (or at least “expect to enter”) better jobs. How does this vary across developed nations? To get a rough idea (and only this time ignoring the complex sampling design), type: bysort Country: regress bsmj bfmj tab Country,gen(C) forval i=1(1)10{ svy, subpop(C`i'): regress bsmj bfmj } This generates a set of dummy variables for each country (named C1-C10); then uses a loop to execute a svy:regress command for each of these countries. This has reproduced the analysis for each individual country. Notice the relationship is weakest in Turkey (country 792) and Korea (country 410). It seems that the jobs children “expect” to enter in these countries are not strongly associated with their father’s occupation. On the other hand, in Poland (country 616) the relationship is particularly strong. Alternative measure of occupation Perhaps in this case another way of measuring occupation may also be suitable. The PISA dataset contains an alternative measure of occupation; 4 digit ISCO codes. This is the ILO classification of occupation, look at the following webpage: http://www.ilo.org/public/english/bureau/stat/isco/index.htm This data is very interesting because of its detail. Occupations are defined into over 300 categories. However, for today we will convert this into a binary measurement (“Professional” and “Non-Professional” jobs). In other words, we will examine the relationship between whether a child is expecting to enter a professional job and whether the child’s parents have a professional job. (We could go further by using logistic regression to investigate this relationship. We will examine logistic regression in a later workshop.) Let us start with this conversion. Create a variable called Student_Pro, which has the value 1 if the variable Student_Occ_ICSO is below 3000 (that means the student aims to become a “Professional”) and it is 0 if the value of Student_Occ_ICSO is 3000 and above. In addition, give the newly created variable Student_Pro a missing value ‘ .’, if the value of a Student_Occ_ICSO is 9999. First, try yourself to create this variable Student_Pro. If you do not manage the code is given on the next page. gen Student_Pro=. replace Student_Pro=0 if Student_Occ_ICSO>2999 replace Student_Pro=1 if Student_Occ_ICSO2999 replace Father_Pro=1 if Father_Occ_ICSO2999 replace Mother_Pro=1 if Mother_Occ_ICSO
BCPM0097: REAL ESTATE DATA ANALYSIS 1. Introduction: This document includes important information regarding your summative assessment. Please read this document in full and refer to it while preparing your assignment. This coursework has one part, with a weighting of 100, marked on a scale of 100. Please note that this is an INDIVIDUAL coursework. 2. Assessment Brief: The Real Estate Data Analysis module assessment entails a mandatory 2500-word research project at the end of the module. The project's contents should align with a relevant research question presented in the introduction. The project will cover all the areas of the module's learning outcomes. The objective is for the student to answer a relevant research question. The question has to be broadly related to Real Estate and have an empirical and causal approach. The student can use any dataset presented during the course or develop a new one. The dataset must either have been supplemented during the course or be publicly available. The student must be able to provide visualisations for the descriptive statistics on the data. To answer the research question, the student must use at least one of the methods learned during the course. The project should provide at least preliminary results. The results should provide not only the numerical results but an interpretation and implications of their meaning. These results must also account for any potential shortcomings in the analysis. The student must provide the scripts for complete replication of the project. This script. has to provide full replicability of all the project's tables, graphs, and results. It is vital that the script. starts from a raw dataset and allows it to reach the same results as in the project handed. So, the student should check that the code can replicate the research before submitting the assessment. Students can submit a project proposal during the course to provide further guidance. This is further detailed in section 7. The final research project report should contain the following sections: 1. Introduction. Contextualise the problem and give examples. 2. Previous Research. What has been done on this topic? What differentiates your proposal from theirs? What are you contributing? 3. Data. What data did you use and why? What is the best way to visualise your data? 4. Method / Identification strategy. How will you solve it? What are the assumptions and shortcomings of this method concerning the research? What is your principal equation/regression to use? 5. Results. Tables/figures/numbers and interpretation of the results. 6. Discussion. What do you conclude? What could have been done better in your research?
HLTDEN015 – Prepare for and assist with dental procedures Assessment details This assessment task is designed to assess your knowledge on: · Dental practice and organisation policy and procedures · Current industry guidelines and practice standards · Dental and medical records and charts · Fundamental general and oral anatomy and physiology · Fundamental oral pathology · General dental procedures and practitioners responsible · Hygiene requirements in a dental practice · Fundamental dental pharmacology and anaesthesia · Specialised dentistry · Methods of retracting and protecting soft tissues, providing clear field of vision, and controlling moisture · The importance of pre and post-operative instructions · Contributing factors and responses to medical and dental emergencies · Aseptic techniques used in dental procedures · Precautions of maintaining clean surfaces and managing blood and body fluid spills · Dental instruments and materials · Components of basic tray setups · Sources of legal and ethical information · Reporting requirements and processes · Government and professional body roles Student instructions This assessment task contains short answer questions. You must provide a response to these questions in your own words to demonstrate your knowledge and understanding of the unit. Responses copied directly from the learning materials will not be accepted. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted. Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission. Assessment conditions · This assessment is untimed and you may refer to your learning materials during this assessment · You must read and respond to all questions · Answers must be typed and submitted through My eCampus for assessing · You must complete the task independently · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory · As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor Question 1 a. Identify five (5) organisational policies and procedures that relate to dental practice. In order to maintain high levels of patient care, guarantee legal compliance, and establish a safe working environment, dental practices must adhere to a number of important organisational rules and procedures. The sterilisation and infection control protocols are one example of such a policy. In order to avoid cross-contamination and guarantee patient safety, this policy describes the procedures for keeping a sterile and clean environment. It contains instructions on how to manage trash, clean treatment spaces, and sterilise dental equipment. The process requires that employees adhere to certain guidelines for autoclaving, surface disinfection, and the safe disposal of sharps and other dangerous objects. The patient confidentiality and data protection policy, which guarantees the preservation of patient privacy in compliance with laws such as HIPAA (in the United States) or GDPR (in the European Union), is another essential policy. This policy outlines the procedures for gathering, storing, and disseminating patient data within the practice. Protocols for preserving patient record confidentiality, protecting digital files, and limiting access to authorised staff only are all part of the process. Employees need to receive training on how to safely handle private patient information. Safety protocols and clinical risk management are also crucial. The goal of this strategy is to reduce the possibility of unfavourable outcomes, mistakes, or mishaps during dental treatments. It guarantees a secure clinical setting for both employees and patients. The process entails performing routine risk assessments, making sure the equipment is safe to use, and educating dental staff on medical emergency response and emergency treatments including cardiopulmonary resuscitation. A mechanism for reporting and looking into any occurrences or accidents should also be in place. Another crucial aspect of a dental office's operations is its policy regarding patient complaints and comments. In order to guarantee that patient concerns are promptly and effectively addressed, this policy describes the procedure for handling patient complaints and feedback. The process entails giving patients a straightforward way to voice concerns or offer feedback, looking into and fixing problems, and maintaining track of all complaints and the responses that are made. Employees receive training on how to professionally and sympathetically handle concerns. Last but not least, the policy for staff training and professional development guarantees that all employees—including support and dental professionals—are always enhancing their abilities and remaining current with the newest procedures, tools, and laws. Regularly evaluating staff training needs, making educational programmes accessible, and guaranteeing required training in crucial areas like infection control, patient safety, and legal compliance are all part of the process. This policy aids in upholding the practice's high standards of professionalism and caring. Patients and employees alike gain from a dental practice's organised, effective, and compliant environment, which is made possible by these policies and procedures taken together. b. Outline a procedure you would include in a policy and procedure for handling faulty equipment in a dental practice. Maintaining patient safety, reducing interruptions, and making sure that all equipment operates as intended all depend on a dental practice's protocol for handling malfunctioning equipment. Finding malfunctioning equipment is the first stage in the process. The authorised person in charge of equipment management, such as the office manager or a senior clinician, must be notified right away by any employee—dentist, dental hygienist, dental nurse, or support staff—who observes equipment malfunctioning. If at all possible, a concise description of the problem should be recorded to help diagnose the malfunction, and the defective equipment should be properly marked as "out of service" to prevent accidental use. Once the defective equipment has been located, a risk assessment is carried out to see if there is an urgent danger to staff or patient safety. To avoid unintentional use, equipment that is deemed dangerous for use must be segregated and removed from the clinical area. Additional safety precautions must be taken, and only personnel who have been educated in the equipment's restricted functioning should use it if it is still safe to do so temporarily. Reporting the error is the next step. A written report needs to be entered into a fault log or filed via the internal incident reporting system. A thorough explanation of the error, when it was discovered, who found it, and any quick fixes should all be included in this report. The report is then examined by the office manager or designated supervisor to decide on the next course of action, including replacement or repair. After the report, a suitably certified technician inspects the equipment. The service technician from the supplier or manufacturer is contacted to perform. repairs if the equipment is covered by a service contract or warranty. The practice must determine whether to replace or repair the equipment if it is not covered by a warranty or service contract, frequently by doing a cost-benefit analysis. If a repair is required, the equipment must be out of commission until the problem is fixed, and the repair work should be booked with a professional. A replacement should be purchased if the equipment cannot be repaired or is too costly to do so. Considering the immediacy of the problem and the requirement for continuous patient care, the purchase procedure should adhere to the practice's purchasing policy. Following repair or replacement, the equipment needs to be recalibrated and put through safety testing to make sure it satisfies all applicable requirements and is operating as intended. This may entail certification for vital equipment, such sterilisers or dental X-ray machines, to make sure it satisfies legal criteria. All testing, replacement, and repair procedures ought to be recorded and kept in the practice's equipment maintenance files. The equipment can be put back into service after passing all safety inspections. To ensure that the device is safe to use, a designated individual should sign off on it. In order to track the equipment's repair history and make sure that any future problems can be tracked down and fixed, it should also be included in the maintenance record. The process should be examined to determine its efficacy after the problem has been resolved. Finding any lessons learned and deciding whether any modifications, including alterations to the maintenance plan or more frequent staff training, are necessary to stop future equipment problems should be the major goals of the assessment. The practice might think about revisiting its procurement policy or looking into other brands or models if the defective equipment keeps having problems. Last but not least, every action—including reports, replacements, repairs, and test results—should be thoroughly recorded and maintained in compliance with the documentation requirements of the practice. To make sure the equipment keeps functioning as intended and that no new issues emerge, a follow-up should also be planned. This process lowers potential dangers to patients and employees while preserving the efficient running of the dental office by ensuring that malfunctioning equipment is handled in a methodical, prompt, and safe manner. Question 2 a. Explain the Dental Board of Australia (DBA’s) expectations for maintaining good infection prevention and control. In order to protect patients and reduce the risk of infections, the Dental Board of Australia (DBA), which is a division of the Australian Health Practitioner Regulation Agency (AHPRA), requires dentists to follow stringent infection prevention and control (IPC) procedures. The DBA's requirements encompass a number of important topics and are in line with both national and international best practices. First of all, the DBA mandates that dentists adhere to national infection control standards, like those set forth by the Australian Dental Association (ADA). The use of personal protective equipment (PPE), waste management, cleaning, disinfection of tools, and sterilisation techniques are all covered in these standards. Following these recommendations is essential to stopping the transmission of infectious pathogens in the dental setting. Second, the DBA requires dentists to make sure that dental instruments are properly sterilised and disinfected. To guarantee that all instruments are properly cared for, this entails using autoclaves and other approved techniques to sterilise them after every use and keeping track of sterilisation cycles. In order to keep sterile tools sterile until they are utilised, the practice must also make sure that they are stored correctly. In order to reduce their exposure to infectious materials, the DBA also anticipates that dental professionals would wear the proper PPE throughout clinical procedures, such as gloves, masks, protective eyewear, and gowns. Staff members should receive training on how to wear and dispose of personal protective equipment (PPE) in accordance with current infection control guidelines. The DBA also places a strong emphasis on managing and getting rid of clinical waste safely. This entails properly segregating hazardous waste, such as blood, sharps, and other potentially infectious materials, and disposing of such garbage in accordance with local laws to prevent endangering employees or the environment. Hand hygiene is another crucial element. According to the DBA, dental professionals and their employees must wash their hands thoroughly and use alcohol-based hand sanitizers both before and after interacting with patients and after handling tools or surfaces in the treatment area. Additionally, the DBA anticipates that dental offices would provide all employees with continuous infection control training. Staff members who receive regular training are guaranteed to be knowledgeable about the most recent infection control procedures and be able to implement them consistently in their day-to-day work. Lastly, the DBA recommends that dental offices evaluate and reassess their infection control procedures on a regular basis. To make sure infection control procedures continue to be efficient and in line with current standards, this entails carrying out risk assessments, audits, and protocol updates based on new information, technological advancements, or regulatory changes. b. Explain the Dental Board of Australia (DBA’s) expectations for maintaining patients’ records. The Dental Board of Australia (DBA) holds dental practitioners to high standards regarding the maintenance and management of patient records, which are critical for both the continuity of care and the protection of patients’ rights. Accurate and secure record-keeping is essential not only for providing safe care but also for meeting legal, ethical, and regulatory obligations. The DBA expects dental practitioners to maintain accurate, comprehensive, and up-to-date patient records. These records should include essential information such as the patient’s medical and dental history, a detailed assessment, diagnosis, treatment plans, the treatments provided, medications prescribed, and any referrals made. Each patient interaction, including consultations, treatments, and follow-up care, must be properly documented to provide a clear account of the patient’s care over time. Patient records must be treated with the utmost confidentiality and respect for privacy. The DBA mandates that all patient information be kept secure and confidential, in compliance with the Privacy Act 1988 and other relevant privacy regulations. This includes ensuring that patient records are accessible only to authorized individuals and that information is not disclosed without the patient's consent, except where required by law. Additionally, the DBA expects dental practitioners to comply with all relevant legislation and regulations regarding the storage, retention, and transfer of patient records. For instance, patient records must be retained for a minimum period, typically seven years after the last treatment for adults or until the patient turns 25 for minors. This ensures that the records are available if needed for future treatment or legal reasons. The records themselves must be legible and clear, with all entries made in a professional, accurate, and understandable manner. The DBA expects practitioners to avoid using ambiguous or unclear terms, and any abbreviations or codes should be universally recognized within the profession to prevent misinterpretation. For practices that use electronic health records (EHRs), the DBA expects that these records be properly secured through encryption, strong access controls, and password protection to prevent unauthorized access. Additionally, EHRs should be regularly backed up to avoid data loss, and practices should ensure they comply with relevant cybersecurity standards to protect patient data from potential breaches. Another expectation is that patient records be readily accessible in the event of an emergency or patient request. Whether stored electronically or on paper, patient records must be easy to retrieve without undue delay. If records are stored electronically, the system must allow for quick retrieval, while physical records should be organized in a way that ensures they can be accessed promptly when needed. The DBA also expects that patient records are disposed of securely when they are no longer needed or when they reach the end of their retention period. This means securely shredding paper records and ensuring electronic records are completely deleted, following proper procedures for data destruction to prevent unauthorized access. Finally, the DBA requires dental practitioners to document informed consent for treatments, particularly for procedures that involve risks, complexities, or significant clinical judgment. This includes documenting any discussions with the patient about the risks, benefits, and alternatives to proposed treatments, ensuring that the patient’s decision-making process is well-documented. In summary, the DBA holds dental practitioners to high standards when it comes to managing patient records, ensuring that all records are accurate, secure, accessible, and compliant with privacy laws. Proper documentation not only supports effective and safe patient care but also protects both the patient and the practitioner in the event of a dispute or legal inquiry. c. What is the purpose of the Australian Health Practitioner Regulation Agency (AHPRA)? Identify three (3) guidelines AHPRA provides for dental practitioners. Purpose Dentistry is one of the many professions in Australia that are subject to regulation by the Australian Health Practitioner Regulation Agency (AHPRA). Its main goal is to safeguard the public by making sure that medical professionals—including dentists—achieve the required levels of training and practice. In order to guarantee that healthcare providers are capable, moral, and responsible, AHPRA collaborates with the National Boards that regulate particular professions (such as the Dental Board of Australia). In addition to certifying health professionals, AHPRA also establishes professional standards, looks into complaints, and, if required, takes disciplinary action. By making sure that only professionals who are appropriately certified and trained are permitted to work in Australia, the agency also plays a vital role in promoting public confidence in the healthcare system. Three (3) guidelines for practitioners Code of Conduct for Dental Practitioners The Dental Board of Australia, on behalf of AHPRA, offers a Code of Conduct that describes the moral and professional standards expected of dentists. The Code provides a foundation for practice with an emphasis on honesty, professionalism, respect, and patient safety. It provides dental professionals with guidelines on how to communicate with patients, coworkers, and the general public, stressing the need of informed consent, upholding confidentiality, and guaranteeing the delivery of skilled and secure care. It is expected of practitioners to adhere to these ethical guidelines in every facet of their work. Continuing Professional Development (CPD) Through its Continuing Professional Development (CPD) regulations, AHPRA establishes standards for continuing professional education and training. To keep their skills, knowledge, and competence up to date, dental professionals are obliged to participate in frequent continuing education events. The amount of continuing professional development (CPD) needed, the kinds of activities that count, and the significance of keeping up with developments in dental technology, procedures, and laws are all outlined in AHPRA's recommendations. This guarantees that practitioners uphold their professional standards over time and deliver evidence-based care. Standards for Dental Practice Together with the Dental Board of Australia, AHPRA establishes guidelines for dental practice that address a variety of topics, such as clinical care, infection control, patient records management, and professional conduct. The expected procedures for guaranteeing patient safety and high-quality care are described in these standards. Dental professionals must follow these guidelines to make sure their office satisfies national safety and quality requirements, improving the general public's health and wellbeing. These rules also assist practitioners in comprehending their ethical and legal responsibilities in their line of work. d. The Dental Board of Australia (DBA) and AHPRA provide a code of conduct that includes principles for dental practitioners to follow. Access this document online and identify and describe the following principles. Principle Number Title Contents 3 Patient Care Dental professionals must always work in their patients' best interests, according to Principle 3. It mandates that dental professionals put their patients' health first and that patient care be the cornerstone of their practice. This entails giving patients safe, efficient, and compassionate care as well as making sure they are well-informed and actively participating in their treatment choices. It is expected of practitioners to treat patients with dignity, respecting their values and preferences. The principle also emphasises the significance of protecting patient privacy and honouring patients' autonomy, which states that patients ought to be in charge of their own treatment decisions and be provided with the knowledge they require to make wise decisions. The idea emphasises the importance of building a therapeutic alliance with the patient that is founded on respect and trust, as well as the necessity of communicating with patients in an effective manner to make sure they are aware of their diagnosis and available treatments. In order to provide the best care possible, practitioners are also obliged to identify and address any concerns the patient may have and, if needed, seek guidance from peers or other professionals. 7 Professional Behaviour and Accountability Dental professionals must adhere to the highest standards of professional conduct and accountability in their practice, according to Principle 7. According to this idea, professionals must always act with honesty, integrity, and moral behaviour when interacting with patients and coworkers. It mandates that dental practitioners adhere to legal and regulatory obligations as well as uphold the standards established by AHPRA and the Dental Board of Australia. In order to be held accountable for their choices and actions, practitioners must accept accountability for the care they give, be open and honest about treatment plans, and own their own limitations. By encouraging reflective practice, this approach makes sure that dental professionals constantly assess and enhance their professional behaviour and abilities. A practitioner is required to take the necessary steps to address any mistakes, careless acts, or professional misconduct in order to make amends and stop similar incidents in the future. In order to guarantee that patients receive the best care possible, Principle 7 also emphasises the value of collegiality and collaboration with other medical experts. In addition, practitioners must steer clear of conflicts of interest and deliver care without prejudice or discrimination. Question 3 a. The Australian Schedule of Dental Services and Glossary arranges clinical procedures into types and assigns a range of three-digit item numbers to each type of procedure. List at least five (5) types of procedures and their three-digit item number ranges. Clinical procedure Three-digit item number range Examination and Diagnosis 001–099, Procedures including initial exams, consultations, and diagnostic services fall under this category. Preventive Services 100–199, This covers practices including applying fluoride, applying sealants, and educating patients about prevention. Restorative Services 200–299, This spectrum includes restorative treatment methods such as crowns, bridges, and fillings. Endodontics (Root Canal Therapy) 300–399, These item numbers are assigned to root canal treatments and other related endodontic procedures. Periodontics (Gum and Bone Treatment) 400–499, Treatments for gum disease, scaling and root planing, and surgical treatments for periodontitis fall under this area. b. According to the Schedule, what item number should be applied where no suitable item number can be identified for a procedure? The Australian Schedule of Dental Services and Glossary states that item number 999 should be used for a particular operation if no other appropriate item number can be found. This item number is used for "Unlisted Services" or procedures that don't fall within one of the schedule's specified categories. For services or processes that are not specifically included in the schedule, item number 999 serves as a placeholder. This lets the practitioner submit a claim for the service rendered even though it indicates that the procedure lacks a specific item number in the current schedule. When using this item number, the practitioner would normally have to include more details or supporting paperwork outlining the nature of the service. Question 4 Describe how dental assistants can maintain the confidentiality of patients’ information, including their medical and dental records and charts. One of the most important tasks for dental assistants is to keep patient information private, including their medical and dental records. Dental assistants can accomplish this in a number of ways, which are crucial for maintaining patient privacy and trust in the dental office. Dental assistants must first abide by all applicable state laws, industry standards, and ethical and legal criteria pertaining to secrecy, such as Australia's Privacy Act 1988. These rules guarantee patient privacy at all times by defining the proper handling, storage, and sharing of personal health information. In order to remain in compliance, dental assistants must be knowledgeable about these rules and incorporate them into their everyday work. Additionally, dental assistants are essential to the safe handling and preservation of patient records. Regardless of whether the data are electronic or on paper, they must be kept in a secure location to avoid unwanted access. Paper documents ought to be stored in a secured file cabinet or another secure area. Strong passwords, encryption, and limited access should be used when it comes to electronic records to make sure that only people who are authorized—like the treating dentist and other members of the dental team—can access private patient data. Dental assistants should make sure that only individuals who require patient information for treatment can access it. Medical histories, records, and patient charts should not be accessible to unauthorised persons. Dental assistants should make sure that patient records are securely shared and in compliance with confidentiality agreements if they must be shared with other medical providers. Dental assistants are responsible for making sure that patient records are safely disposed of when they are no longer needed or have passed the necessary retention term. Electronic documents should be permanently erased from the system using appropriate data destruction techniques, and paper records should be destroyed by shredding them to stop unwanted access. Patient information is protected from inappropriate disposal by adhering to the practice's record retention and disposal rules. Maintaining confidentiality when communicating is another duty of dental assistants. Private spaces should be used for any conversations involving patient information rather than waiting rooms or hallways where unauthorised people could listen in. Dental assistants should make sure that patient information is managed securely and isn't improperly shared or left exposed when they write it down. Dental assistants must also make sure that any devices used to access patient records are secure, given the growing usage of electronic devices in dental offices. Passwords should be used to secure computers, tablets, and smartphones, and private data shouldn't be accessed over unprotected networks. Any portable devices that hold patient data, including external hard drives or USB drives, should always be encrypted and kept safe. Dental assistants must receive regular privacy and confidentiality training. They can stay current on the newest regulations, best practices, and protocols for protecting patient privacy thanks to this course. It guarantees that dental assistants know how to securely communicate, manage and preserve patient information, and safeguard electronic systems that hold patient data. When discussing patient care, dental assistants must also be discreet and professional. Private settings should be used for discussions containing patient information, and any information exchanged should be pertinent and essential to the course of therapy. Additionally, they should always get consent when necessary and respect patient choices about information sharing. Dental assistants should make sure that patient records are kept private and not accessible to unauthorised parties in professional settings. They have to be careful about what they say to other team members while treating patients, sharing only pertinent dental or medical information. Last but not least, dental assistants are required to notify the practice management, the dentist, or the proper authority right away if there is any unintentional or deliberate violation of confidentiality. Resolving breaches as soon as possible guarantees that corrective action is done to avoid such situations in the future and helps minimise any possible harm. In conclusion, dental assistants are essential to preserving patient privacy in a dental office. Dental assistants guarantee patient privacy at all times by adhering to legal requirements, securely managing patient data, restricting access, appropriately discarding records, and upholding professional communication techniques.
Department of English Course Syllabus English 111.3 (W02) – Literature and Composition: Reading Poetry Winter 2025 Course Description This is an introduction to the major forms of poetry in English. In addition to learning the tools of critical analysis, students will study and practise composition. This class is asynchronous and delivered remotely (online) with no set days and times for class lectures. Engaging with course materials on a regular basis is essential to successful completion of the course; expect to put in the same amount of time you would for an on-campus class. The course material is located in the University of Saskatchewan’s Canvas LMS. You can access our Canvas course page by logging in to PAWS and selecting Canvas from the left menu. Land Acknowledgement As we engage in Remote Teaching and Learning, I would like to acknowledge that the Saskatoon campus of the University of Saskatchewan is on Treaty Six Territory and the Homeland of the Métis. We pay our respect to the First Nation and Métis ancestors of this place and reaffirm our relationship with one another. I would also like to recognize that some may be attending this course from other traditional Indigenous lands. I ask that you take a moment to make your own Land Acknowledgement to the peoples of those lands. In doing so, we are actively participating in reconciliation as we navigate our time in this course, learning and supporting each other. Learning Outcomes In English 111.3, students will be introduced to techniques for reading and writing about poetry with a focus on the relationship between form. and meaning in poems from various time periods. Students will learn a vocabulary of poetic, literary, and critical terms and be given instruction in the research, organization, and composition of an effective literary essay. By the end of the course, successful students will be able to analyze poems using appropriate terminology and a sense of cultural, historical, and social context, write grammatically, organizationally, and argumentatively sound essays following MLA guidelines for format and documentation, and appreciate the craft and the art of poetry. Information on literal descriptors for grading at the University of Saskatchewan can be found at: http://students.usask.ca/academics/grading/grading-system.php Please note: There are different literal descriptors for undergraduate and graduate students. More information on the Academic Courses Policy on course delivery, examinations and assessment of student learning can be found at: http://policies.usask.ca/policies/academic-affairs/academic-courses.php The University of Saskatchewan Learning Charter is intended to define aspirations about the learning experience that the University aims to provide, and the roles to be played in realizing these aspirations by students, instructors and the institution. A copy of the Learning Charter can be found at: https://teaching.usask.ca/about/policies/learning-charter.php University of Saskatchewan Grading System (for undergraduate courses) Exceptional (90-100) A superior performance with consistent evidence of · a comprehensive, incisive grasp of the subject matter; · an ability to make insightful critical evaluation of the material given; · an exceptional capacity for original, creative and/or logical thinking; · an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express thoughts fluently. Excellent (80-90) An excellent performance with strong evidence of · a comprehensive grasp of the subject matter; · an ability to make sound critical evaluation of the material given; · a very good capacity for original, creative and/or logical thinking; · an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express thoughts fluently. Good (70-79) A good performance with evidence of · a substantial knowledge of the subject matter; · a good understanding of the relevant issues and a good familiarity with the relevant literature and techniques; · some capacity for original, creative and/or logical thinking; · a good ability to organize, to analyze and to examine the subject material in a critical and constructive manner. Satisfactory (60-69) A generally satisfactory and intellectually adequate performance with evidence of · an acceptable basic grasp of the subject material; · a fair understanding of the relevant issues; · a general familiarity with the relevant literature and techniques; · an ability to develop solutions to moderately difficult problems related to the subject material; · a moderate ability to examine the material in a critical and analytical manner. Minimal Pass (50-59) A barely acceptable performance with evidence of · a familiarity with the subject material; · some evidence that analytical skills have been developed; · some understanding of relevant issues; · some familiarity with the relevant literature and techniques; · attempts to solve moderately difficult problems related to the subject material and to examine the material in a critical and analytical manner which are only partially successful. Failure
Optimization and Algorithms November 10, 2021 Quiz 1. A basic question. (3 points) Task 1 of the project is about solving the problem What does Ex(t) represent? (A) The velocity of the target at time t (B) The position of our vehicle at time t (C) The control signal at time t (D) The velocity of our vehicle at time t (E) The position of the target at time t (F) The state of our vehicle at time t Write your answer (A, B, C, D, E, or F) here: B 2. Levenberg-Marquardt. (4 points) Suppose we use the Levenberg-Marquardt (LM) method to address the optimization problem where f : Rn → R is given by Assume that the function fp : Rn → R is differentiable for 1 ≤ p ≤ P. Suppose the current iterate is xk. To get the next iterate, the LM method starts by solving one of the following problems: Which problem? Write your answer (A, B, C, D, E, or F) here: C 3. Gradient. (3 points) Consider the function f : R3 → R, The gradient ∇f (4, 0, 3) is one of the following vectors: Which one? Write your answer (A, B, C, D, E, or F) here: F 4. Random target. (3 points) Task 5 of the project is about analyzing an optimization problem of the form. Recall that A, B, and xinitial are given constants. Also, λ > 0, p1 > 0, p2 > 0, and p1 + p2 = 1. One of the following statements about problem (3) is true: (A) The function f is strongly convex (B) The function f is a quadratic (C) The solution of the optimization problem (3) when p1 = 0.7, p2 = 0.3, and λ = 1 is the same as the solution of the optimization problem (3) when p1 = 0.7, p2 = 0.3, and λ = 10 (D) The solution of the optimization problem (3) when p1 = 0.7, p2 = 0.3, and λ = 1 is the same as the solution of the optimization problem (3) when p1 = 0.2, p2 = 0.8, and λ = 1 (E) We have x*1 (t) = x*2 (t) and u*1 (t) = u*2 (t) for t = 1, 2, . . . , 24, where the symbol (x*1 , u*1 , x*2 , u*2 ) denotes the solution of optimization problem (3) (F) The function f is not convex Which one? Write your answer (A, B, C, D, E, or F) here: D 5. Convexity. (4 points) Consider the optimization problem where A ∈ Rm×n and b ∈ Rn . Consider the following choices for the form. of function f: (A) f(x) = ||x − c|| (B) f(x) = (cTx)2 (C) f(x) = ecTx + ||c||2 (D) f(x) = cTx (E) f(x) = (x − c) Tx (F) f(x) = ||x|| + cTx. For one of the six forms of f above, the optimization problem (4) is guaranteed to have a unique global minimizer, regardless of how the constants A, b, and c are chosen. For which form? Write your answer (A, B, C, D, E, or F) here: E 6. Trade-off. (3 points) Consider the optimization problem where f and g are nonnegative functions Rn → R (that is, f(x) ≥ 0 and g(x) ≥ 0 for all x ∈ Rn ), and ρ is a positive number. Suppose that x1 is a global minimizer for (5) when ρ = ρ1, and suppose that x2 is a global minimizer for (5) when ρ = ρ2. Consider that ρ2 > ρ1 > 0. One of the following inequalities is guaranteed to be true: (A) f(x1) + ρ1g(x1) > f(x2) + ρ2g(x2) (B) f(x2) > f(x1) (C) g(x2) ≥ g(x1) (D) g(x2) > g(x1) (E) f(x1) + ρ1g(x1) < f(x2) + ρ2g(x2) (F) f(x2) ≥ f(x1) Which inequality? Write your answer (A, B, C, D, E, or F) here: F
2024 ICS Lab4: Tiny ShellAssigned: Dec. 02, Due: Sat, Jan. 04, 2025, 11:59PMIntroductionThe purpose of this lab is to become more familiar with the concepts of process control and signalling. You’ll do this by writing a simple Unix shell program that supports job control.LogisticsAny clarifications and revisions to the lab will be posted on the course Web page.Hand Out InstructionsYou can get the Tiny Shell Lab with git from the ICS Course Server, you just need to switch lab4 branchgit fetchgit checkout lab4It contains 26 files, one of which is called “README”. Please read “README” to check if you have all the files.After making sure you get the right handout. Then do the following:• Type the command make to compile and link some test routines.• Type your name and student ID in the header comment at the top of tsh.c.Looking at the tsh.c (tiny shell) file, you will see that it contains a functional skeleton of a simple Unix shell. To help you get started, we have already implemented the less interesting functions. Your assignment is to complete the remaining empty functions listed below. As a sanity check for you, we’ve listed the approximate number of lines of code for each of these functions in our reference solution (which includes lots of comments).1• eval: Main routine that parses and interprets the command line. [70 lines]• builtin_cmd: Recognizes and interprets the built-in commands: quit, fg, bg, and jobs. [25 lines]• do_bgfg: Implements the bg and fg built-in commands. [50 lines]• waitfg: Waits for a foreground job to complete. [20 lines]• sigchld_handler: Catches SIGCHILD signals. 80 lines]• sigint_handler: Catches SIGINT (ctrl-c) signals. [15 lines]• sigtstp_handler: Catches SIGTSTP (ctrl-z) signals. [15 lines]Each time you modify your tsh.c file, type make to recompile it. To run your shell, type tsh to the command line:unix> ./tshtsh> [type commands to your shell here]General Overview of Unix ShellsA shell is an interactive command-line interpreter that runs programs on behalf of the user. A shell repeatedly prints a prompt, waits for a command line on stdin, and then carries out some action, as directed by the contents of the command line.The command line is a sequence of ASCII text words delimited by whitespace. The first word in the command line is either the name of a built-in command or the pathname of an executable file. The remaining words are command-line arguments. If the first word is a built-in command, the shell immediately executes the command in the current process. Otherwise, the word is assumed to be the pathname of an executable program. In this case, the shell forks a child process, then loads and runs the program in the context of the child. The child processes created as a result of interpreting a single command line are known collectively as a job. In general, a job can consist of multiple child processes connected by Unix pipes.If the command line ends with an ampersand ”&”, then the job runs in the background, which means that the shell does not wait for the job to terminate before printing the prompt and awaiting the next command line. Otherwise, the job runs in the foreground, which means that the shell waits for the job to terminate before awaiting the next command line. Thus, at any point in time, at most one job can be running in the foreground. However, an arbitrary number of jobs can run in the background.For example, typing the command line tsh> jobscauses the shell to execute the built-in jobs command. Typing the command line T 2tsh> /bin/ls -l -druns the ls program in the foreground. By convention, the shell ensures that when the program begins executing its main routineint main(int argc, char *argv[])the argc and argv arguments have the following values:• argc == 3,• argv[0] == “/bin/ls”, • argv[1]== “-l”,• argv[2]== “-d”.Alternatively, typing the command line tsh> /bin/ls -l -d &runs the ls program in the background.Unix shells support the notion of job control, which allows users to move jobs back and forth between background and foreground, and to change the process state (running, stopped, or terminated) of the processes in a job. Typing ctrl-c causes a SIGINT signal to be delivered to each process in the foreground job. The default action for SIGINT is to terminate the process. Similarly, typing ctrl-z causes a SIGTSTP signal to be delivered to each process in the foreground job. The default action for SIGTSTP is to place a process in the stopped state, where it remains until it is awakened by the receipt of a SIGCONT signal. Unix shells also provide various built-in commands that support job control. For example:• jobs: List the running and stopped background jobs.• bg : Change a stopped background job to a running background job.• fg : Change a stopped or running background job to a running in the foreground. • kill : Terminate a job.The tsh SpecificationYour tsh shell should have the following features: • The prompt should be the string “tsh> ”.3• The command line typed by the user should consist of a name and zero or more arguments, all separated by one or more spaces. If name is a built-in command, then tsh should handle it immediately and wait for the next command line. Otherwise, tsh should assume that name is the path of an executable file, which it loads and runs in the context of an initial child process (In this context, the term job refers to this initial child process).• tsh need not support pipes (|) or I/O redirection (< and >).• Typing ctrl-c (ctrl-z) should cause a SIGINT (SIGTSTP) signal to be sent to the current foreground job, as well as any descendents of that job (e.g., any child processes that it forked). If there is no foreground job, then the signal should have no effect.• If the command line ends with an ampersand &, then tsh should run the job in the back- ground. Otherwise, it should run the job in the foreground.• Each job can be identified by either a process ID (PID) or a job ID (JID), which is a positive integer assigned by tsh. JIDs should be denoted on the command line by the prefix ’%’. For example, “%5” denotes JID 5, and “5” denotes PID 5. (We have provided you with all of the routines you need for manipulating the job list.)• tsh should support the following built-in commands:– The quit command terminates the shell.– The jobs command lists all background jobs.– The bg command restarts by sending it a SIGCONT signal, and then runs it in the background. The argument can be either a PID or a JID.– The fg command restarts by sending it a SIGCONT signal, and then runs it in the foreground. The argument can be either a PID or a JID.• tsh should reap all of its zombie children. If any job terminates because it receives a signal that it didn’t catch, then tsh should recognize this event and print a message with the job’s PID and a description of the offending signal.Checking Your WorkWe have provided some tools to help you check your work. Before you run any executable program, please make sure it has the execution permission. If not, use “chmod +x” to give it the execution permission.Reference solution. The Linux executable tshref is the reference solution for the shell. Run this program to resolve any questions you have about how your shell should behave. Your shell should emit output that is identical to the reference solution (except for PIDs, of course, which change from run to run).Shell driver. The sdriver.pl program executes a shell as a child process, sends it commands and signals as directed by a trace file, and captures and displays the output from the shell.Use the -h argument to find out the usage of sdriver.pl: 4unix> ./sdriver.pl -hUsage: sdriver.pl [-hv] -t -s -a Options:-h -v -t -s -a -g Print this message Be more verboseTrace fileShell program to testShell argumentsGenerate output for autograderWe have also provided 16 trace files (trace{01-16}.txt) that you will use in conjunction with the shell driver to test the correctness of your shell. The lower-numbered trace files do very simple tests, and the higher-numbered tests do more complicated tests.You can run the shell driver on your shell using trace file trace01.txt (for instance) by typing: unix> ./sdriver.pl -t trace01.txt -s ./tsh -a ”-p”(the -a ”-p” argument tells your shell not to emit a prompt), orunix> make test01Similarly, to compare your result with the reference shell, you can run the trace driver on the reference shell by typing:unix> ./sdriver.pl -t trace01.txt -s ./tshref -a ”-p”orunix> make rtest01For your reference, tshref.out gives the output of the reference solution on all races. This might be more convenient for you than manually running the shell driver on all trace files.The neat thing about the trace files is that they generate the same output you would have gotten had you run your shell interactively (except for an initial comment that identifies the trace). For example:bass> make test15./sdriver.pl -t trace15.txt -s ./tsh -a ”-p” ## trace15.txt - Putting it all together#tsh> ./bogus./bogus: Command not found.tsh> ./myspin 10Job (9721) terminated by signal 2tsh> ./myspin 3 &[1] (9723) ./myspin 3 &5tsh> ./myspin 4 &[2] (9725) ./myspin 4 &tsh> jobs[1] (9723) Running ./myspin 3 & [2] (9725) Running ./myspin 4 & tsh> fg %1Job [1] (9723) stopped by signal 20 tsh> jobs[1] (9723) Stopped[2] (9725) Runningtsh> bg %3%3: No such jobtsh> bg %1[1] (9723) ./myspin 3 &tsh> jobs[1] (9723) Running[2] (9725) Runningtsh> fg %1tsh> quitbass>Hints• Read every word of Chapter 8 (Exceptional Control Flow) in your textbook.• Use the trace files to guide the development of your shell. Starting with trace01.txt, make sure that your shell produces the identical output as the reference shell. Then move on to trace file trace02.txt, and so on.• The waitpid, kill, fork, execve, setpgid, and sigprocmask functions will come in very handy. The WUNTRACED and WNOHANG options to waitpid will also be useful.• When you implement your signal handlers, be sure to send SIGINT and SIGTSTP signals to the entire foreground process group, using ”-pid” instead of ”pid” in the argument to the kill function. The sdriver.pl program tests for this error.• One of the tricky parts of the lab is deciding on the allocation of work between the waitfg and sigchld_handler functions. We recommend the following approach:– In waitfg, use a busy loop around the sleep function. – In sigchld_handler, use exactly one call to waitpid.While other solutions are possible, such as calling waitpid in both waitfg and sigchld_handler, these can be very confusing. It is simpler to do all reaping in the handler.• In eval, the parent must use sigprocmask to block SIGCHLD signals before it forks the child, and then unblock these signals, again using sigprocmask after it adds the child to the job list6./myspin 3 & ./myspin 4 &./myspin 3 & ./myspin 4 &by calling addjob. Since children inherit the blocked vectors of their parents, the child must be sure to then unblock SIGCHLD signals before it execs the new program.The parent needs to block the SIGCHLD signals in this way in order to avoid the race condition where the child is reaped by sigchld_handler (and thus removed from the job list) before the parent calls addjob.• Programs such as more, less, vi, and emacs do strange things with the terminal settings. Don’t run these programs from your shell. Stick with simple text-based programs such as /bin/ls, /bin/ps, and /bin/echo.• When you run your shell from the standard Unix shell, your shell is running in the foreground process group. If your shell then creates a child process, by default that child will also be a member of the foreground process group. Since typing ctrl-c sends a SIGINT to every process in the foreground group, typing ctrl-c will send a SIGINT to your shell, as well as to every process that your shell created, which obviously isn’t correct.Here is the workaround: After the fork, but before the execve, the child process should call setpgid(0, 0), which puts the child in a new process group whose group ID is identical to the child’s PID. This ensures that there will be only one process, your shell, in the foreground process group. When you type ctrl-c, the shell should catch the resulting SIGINT and then forward it to the appropriate foreground job (or more precisely, the process group that contains the foreground job).EvaluationYour score will be computed out of a maximum of 90 points based on the following distribution:80 Correctness: 16 trace files at 5 points each.10 Style points. We expect you to have good comments (5 pts) and to check the return value of EVERY system call (5 pts).Your solution shell will be tested for correctness on a Linux machine, using the same shell driver and trace files that were included in your lab directory. Your shell should produce identical output on these traces as the reference shell, with only two exceptions:• The PIDs can (and will) be different.• The output of the /bin/ps commands in trace11.txt, trace12.txt, and trace13.txt will be different from run to run. However, the running states of any mysplit processes in the output of the /bin/ps command should be identical.We have provided you with a test le called grade-shlab.pl. Following is the example of correct case:7unix> ./grade-shlab.pl -f tsh.cCS:APP Shell Lab: Grading Sheet for tsh.cPart 0: Compiling your shellgcc -Wall -O2 tsh.c -o tshgcc -Wall -O2 myspin.c -o myspin gcc -Wall -O2 mysplit.c -o mysplit gcc -Wall -O2 mystop.c -o mystop gcc -Wall -O2 myint.c -o myintPart 1: Correctness TestsChecking trace01.txt...Checking trace02.txt...Checking trace03.txt...Checking trace04.txt...Checking trace05.txt...Checking trace06.txt...Checking trace07.txt...Checking trace08.txt...Checking trace09.txt...Checking trace10.txt...Checking trace11.txt...Checking trace12.txt...Checking trace13.txt...Checking trace14.txt...Checking trace15.txt...Checking trace16.txt... Preliminary correctness score: 80Hand In Instructions• You only need to commit the tsh.c file to svn server if you modify it.• Make sure you have included your name and student ID in the header comment of tsh.c.We strongly recommend you to multiple commit your code to svn during implementation. Good luck! Have fun!8
Department of Electrical and Electronic Engineering EIE373 Microcontroller Systems and Interface Laboratory Exercise 5: ARM Programming (Deadline: Check the course information) Objective: At the end ofthe lab exercise, students will be able to 1. Create an STM32CubeIDE project using the Hardware Abstraction Layer (HAL) library to program STM32. 2. Configure general purpose I/O. 3. Use a simple counting loop for delay. 4. Use the STM32 system core clock for delay. 5. Use the on-board user button and LED. Equipment: STM32CubeIDE (software) STM32F103RBT6 (hardware) Important Notices: 1. You must read the STM32F103RBT6 pinout diagrams very carefully before you do the laboratory exercises. The PDF file can be downloaded from the course website. 2. You must read the R0008 Reference Manual very carefully before you do the laboratory exercises. The PDF file can be downloaded from the course website. 3. You leave your student identity card to our technical officers to borrow one box of the kit. They will return your card to you when you return the box. Note that you need to return the box 5 minutes before the end of the laboratory session. Introduction: The STM32F103RB medium-density performance line family incorporates the high- performance ARM®Cortex®-M3 32-bit RISC core operating at a 72 MHz frequency, high- speed embedded memories (Flash memory up to 128 Kbytes and SRAM up to 20 Kbytes), and extensive range of enhanced I/Os and peripherals connected to two APB buses. The STM32F103RB offers ADCs, general-purpose 16-bit timers plus one PWM timer, as well as standard and advanced communication interfaces: I2Cs and SPIs, three USARTs, a USB, and a CAN. This lab exercise introduces STM32F103RB using STM32CubeIDE and C language. Students will be familiar with the basic I/Os and operate the on-board components. Procedure: Section A: Create an STM32CubeIDE project. 1. Double-click STM32CubeIDE from the Desktop. 2. Click on Browse... in STM32CubeIDE Launcher. 3. Select This PC in the directory selection tree. 4. Double-click on Available space under the desired drive. 5. Right-click on Items View and select New > Folder. 6. Name the folder appropriately (e.g., "New folder") and press Enter. 7. Click Select Folder to confirm the workspace directory. 8. Check Use this as the default and do not ask again and click Launch. 9. Go to File > New > STM32 Project > STM32F103RBT6. 10. Click Next and provide the Project Name. 11. Click Finish to create the project. 12. Click Yes to open the associated perspective. 13. Navigate to myST > Login. 14. Complete the authentication process. 15. Configure project settings and click OK when prompted for code generation. SYS > Serial Wise RCC > Crystal/Ceramic Resonator HCLK > 72MHz PA5 > GPIO_Output 16. Save the project by navigating to File > Save or using Ctrl+S. 17. Confirm any prompts to generate code. 18. Navigate to the source files (e.g., main.c) and make necessary edits. 19. Type in the following statements in USER CODE BEGIN 3. Build the solution and download the program to the microcontroller. You should see the on-board LED is ON. 20. Click "Run" in the toolbar to start the project and update the ST-Link (only the First Time). Section B: Flash the onboard LED (PA5) by using a delay loop. Flash the onboard LED (PA5) using a delay loop. The duty cycle should be 50%, and the delay should be one to two seconds. You may consider using the following delay loop to generate the delay. Section C: Flash the onboard LED (PA5) by using Systick. Repeat Section B, but this time, you should use the standard peripheral function Systick. Section D: Use the on-board button (PC13) to switch on and off the on-board LED (PA5). When the button is pressed, the LED is on. When the button is released, the LED is off. Section E: Use the on-board button (PC13) to change the state of the on-board LED (PA5). The button has two states: State 0 and 1. When it is in State 0, the LED is off. When it is in State 1, the LED is on. At the beginning, the button is in State 0. When the button is pressed, and it is in State 0, it goes to State 1. When the button is pressed, and it is in State 1, it goes to State 0. Section F: Write a C Program to simulate the traffic lights Write a C program to simulate traffic lights using different pins. You can use any pins, but you must use interrupts to implement the application. A set of traffic lights for cars (Light 3, 3 LEDs) A set of traffic lights for cars (Light 2, 3 LEDs) A set of traffic lights for people (Light 1, 2 LEDs) Repeat the following: Light 1 (RED), Light 2 (GREEN), Light 3 (RED), period (around 5s) Light 1 (RED), Light 2 (YELLOW), Light 3 (RED), period (around 1s) Light 1 (RED), Light 2 (RED), Light 3 (RED), period (around 1s) Light 1 (RED), Light 2 (RED), Light 3 (RED+YELLOW), period (around 1s) Light 1 (GREEN), Light 2 (RED), Light 3 (GREEN), period (around 5s) Light 1 (GREEN Blinking), Light 2 (RED), Light 3 (YELLOW), period (around 1s) Light 1 (RED), Light 2 (RED), Light 3 (RED), period (around 1s) Light 1 (RED), Light 2 (RED+YELLOW), Light 3 (RED), period (around 1s) Section G: Write a C program to count a switch Connect a switch to a pin and an LED to another pin. There are two states in the switch: State 0 and 1. When it is in State 0, the LED is off. When it is in State 1, the LED is on. At the beginning, the switch is in State 0. When the switch is pressed three times, and it is in State 0, it goes to State 1. When the switch is pressed three times, and it is in State 1, it goes to State 0. You must use an interrupt to implement the application. Section H: Use an external hardware interrupt to enable the simulation of the traffic lights. Connect a switch to an external hardware interrupt pin. Write a C program so that the simulation of the traffic lights in Section A can be started by pressing the switch once. If the switch is pressed again, the simulation will be stopped (i.e., all LEDs will be OFF). Section I: Write a C program to keep sending and receiving characters Write a C program to complete the following tasks by using interrupts: 1. Before you press any keys, the character ‘a’ is printed continuously. 2. When you press a key (say ‘b’), 10 characters of this key (i.e., ‘b’) are printed out and then stop. 3. After that, when you press a key other than the first key (i.e., ‘b’), nothing happens. 4. When you press the key again (i.e., ‘b’),the character ‘a' is printed continuously (resume). Set the baud rate of the PC terminal (i.e., Tera Term) to 9600. If your program runs successfully and the setting of Tera Term is correct, you should see the following output: Demonstrate Section B to I to our student helpers. Instructions: 1. You are required to demonstrate your programs to our student helpers. 2. Zip all programs (including the whole projects) from Section B to I into a single file. Submit it to Blackboard. 3. Deadline: Check the course information.
ENG1100 Analytical essay 1 Choose one of the topics below,and write an analytical essay based on the article linked in the topic. Do not use any other sources. · Topic 1:Read the article"Donald Trump and the Myth of Mobocracy,"by Robert Zaretsky(you can also access it here).Think about Le Bon's definition of the mob,and then think about Zaretsky's definition. What does Zaretsky think about Le Bon's definition?Using the article as evidence,think about how you would define the concept of a "mob."What do you think are the distinguishing characteristics of a mob? What motivates people to become part of a mob?Are they aware that they are part ofa mob?Do they lose part of their individuality?Do they gain anything?Etc. · Topic 2:Read the article"What I Learned in Avalanche School,"by Heidi Julavits.If you are having trouble accessing the article,you can also find it here(you will need to sign into the library website with your university credentials).Using the article as evidence,think about the group dynamic within a group of people in avalanche terrain facing a potential danger.What factors are at play?What do you think determines whether someone in the group will speak up or not?Are women less likely to speak up,or are factors other than gender more significant?Choose one factor that you think is the most important,and explain why. · Topic 3:Read the article "Why A.I.Isn't Going to Make Art,"by Ted Chiang.(If you plan to work on this topic,please save a copy of the article for your own use,as you may have limited access to The New Yorker website.Due to copyright restrictions,I cannot send you an offline copy of this article.) Alternatively,you can use this article:"But,It's Beautiful!Why Artificial Intelligence Can't Make Art,"by Steve Sangapore.Using either article as evidence(please pick only one article),think about the nature of art(or writing or any other creative process)and the opportunities or limitations of Al in that context. How would you define art or creativity?Do you think a computer can make art?Why or why not? · Topic 4:Read the article "Learning in the Age of Television,"by Neil Postman.Postman argues that television is indeed teaching us something,but what it is teaching us is how to become better television viewers.Using Postman's article as evidence,think about social media.Is Postman's argument relevant in the contemporary context?What does social media teach us?What do we become better at when we spend more time online?What kinds of skills or worldviews or habits do we acquire as a result?Pick one, and explore it in detail. A successful essay will do the following: ·Demonstrate careful reading and in-depth understanding of the article ·Formulate a specific,clear,and unified thesis based on your own ideas(NOTE:The thesis should not simply repeat,in your own words,what the article says) ·Develop a coherent argument(NOTE:Do not simply answer the guiding questions in the topic one by one;instead,use them as a starting point for your own thinking) ·Avoid general or vague comments ·Avoid personal opinion;any claims you make should be supported with evidence from the article ·Show awareness of the complexity of the issue and avoid stating the obvious or oversimplifying the problem.If you arrived at your main idea without a rigorous analytical process,then your main thesis is most likely oversimplified,repeating the article,or stating the obvious. ·Formulate your own position,using the article as a starting point(your main idea cannot simply be some form. of "I agree/disagree") ·Show evidence of in-depth thinking about the topic ·Present a coherent,logical argument ·Have a clear and specific thesis that 1)makes a claim of some kind(not just saying "This paper will examine..");2)is not stating the obvious(it must be possible to disagree with the thesis);3)is not a list (e.g.,"There are three reasons/factors/characteristics");4)is not too broad;5)is not merely personal opinion;6)is not a statement of fact;7)does not summarize the main idea of the article ·Incorporate relevant and carefully chosen examples from the article as evidence ·Avoid paraphrasing,unless you are confident that you know how to do it to avoid plagiarism ·Type quotations accurately,including capital letters,spaces,and punctuation ·Introduce each quotation clearly and integrate it smoothly into your own sentence ·Explain the significance of each quotation ·Avoid repetition throughout the essay(especially in the conclusion) ·Use correct grammar and spelling,clear phrasing,varied sentence structure,rich vocabulary,and appropriate tone Through analysis of the article,you willdevelop your own understanding of and position on the topic.Your essay must not simply describe what the article is about but advance your own ideas on the subject. Format Your essay should be 1,000-1,500 words.The essay must be double-spaced.Remove any extra space between paragraphs,and indent the first line of each paragraph.Do not use headings to divide the essay into different sections.Use a 12-point font and a 1-inch margin on all sides.Pages must be numbered.The essay must have a title,but a title page is not required.Make sure your name appears on the first page. Please submit your essay as a Microsoft Word document ora PDF.Please include your name in the filename (for example:"[your name]essay 1"). You may submit as many versions as you want before the deadline.Onlythe last version will be graded. Documentation Make sure all quotations and paraphrases from the article are properly documented.After each quotation or paraphrase,in parentheses,include the author's last name and page number (if available).If you mention the author's name in the lead-in to the quotation,include only the page number (if any)in the parentheses.Place the period after the parentheses.At the end of the paper,type the heading "Works Cited"(not"Work Cited," "References,""Bibliography,"or anything else)and align it in the center of the page.Do not use italics, underlining,bold formatting or all caps.Below the heading,include a citation for the article you are writing on. The citation willinclude the full name of the author (last name,first name),the title of the article(in quotation marks),the title of the journal or magazine(in italics),and the year of publication.For more information,see A Canadian Writer's Reference,"MLA Papers"(starting on p.361). Late papers Late papers are not accepted.If circumstances beyond your control prevent you from handing in the essay on time,you can request an extension no later than 24 hours before the deadline.Please note that poor time management is not a valid excuse. To avoid technical issues,be sure to plan ahead and back up your files on a cloud or an external hard drive,in case your computer crashes. Plagiarism Plagiarism means taking someone else's words or ideas and presenting them as your own,whether intentionally or unintentionally.Plagiarism includes,but is not limited to,copying or paraphrasing text from Wikipedia,using ChatGPT to create content,submitting the same essay in more than one course,improper paraphrasing, missing quotation marks,incorrect or missing citations,etc.You must avoid borrowing ideas,paragraphs,words, or sentences from the Internet,from another student,or from any other source without proper acknowledgment.Instances of plagiarism will be reported to the Dean.You will receive a zero on the essay,and the disciplinary penalties can be severe.The infraction goes on your permanent academic record. Additional plagiarism resources are listed in the syllabus and on Brightspace. Copying or paraphrasing anything from Wikipedia or any other Internet source will result in an automatic zero for the assignment and further disciplinary action. Final checklist Check your final draft against this checklist to make sure you're not losing points for these common mistakes. ·Is my essay between 1,000 and 1,500 words? ·Do I have a title that captures my main idea? ·Do I have a thesis?(See above for common mistakes with the thesis.) ·Does my introduction clearly introduce the article lam analyzing and explain the issue I wil investigate? ·Am I using quotation marks(and not italics)for the title of the article? ·Is the article properly referenced every time any ideas from the article are used,as well as at the end of the essay? ·Am Ianalyzing the article instead of summarizing it? ·Does every paragraph relate back to the main point I want to make?
Optimization and Algorithms November 25, 2021 Exam 1. Nonconvex function. (3 points) One of the following functions f : R → R is not convex: (A) f(x) = (x 2 − x)+ − x (B) f(x) = − ((x+))2 + x 2 + x (C) f(x) = (x − x+) 2 − x (D) f(x) = ((x+))2 − x 2 + x (E) f(x) = x+ + x 2 − x (F) f(x) = (x + x+) 2 − (x+) 2 Which one? Write your answer (A, B, C, D, E, or F) here: 2. Least-squares. (2 points) Consider the following six optimization problems: In each of the six problems above, the variable to optimize is x ∈ Rn . The matrices A and B, and the vector c are given. The scalar ρ is also given and is positive: ρ > 0. One of the optimization problems above is not a least-squares problem. Which one? Write your answer (A, B, C, D, E, or F) here: 3. Optimal value of a constrained problem. (3 points) Consider the constrained problem where the variable to optimize is (x1, . . . , xN ), with xn ∈ Rd for 1 ≤ n ≤ N. The matrices Rn ∈ Rd×d are given for 1 ≤ n ≤ N. Assume that each Rn is a symmetric, positive-definite matrix. The vector s ∈ Rd is also given. One of the following expressions is the minimum value that f attains over the feasible set, that is, one of the following expressions is the number min{f(x1, . . . , xN ): x1 + · · · + xN = s}: Which one? Write your answer (A, B, C, D, E, or F) here: 4. Sparse linear regression with asymmetric loss. (4 points) Consider the optimization problem where the variable to optimize is (s, r) ∈ Rn × R. The vectors xk ∈ Rn and the scalars yk ∈ R are given for 1 ≤ k ≤ K. The scalars α, β, and ρ are given and denote positive constants: α > 0, β > 0, and ρ > 0. The functions (·)− and (·)+ are defined as (z)− = max{−z, 0} and (z)+ = max{z, 0} for z ∈ R. Show that the function f is convex. 5. A simple control problem. (4 points) Consider the optimization problem where the variables to optimize are xt ∈ Rn for 1 ≤ t ≤ T and ut ∈ Rp for 1 ≤ t ≤ T − 1. The vector xinitial ∈ Rn and the matrices Dt ∈ Rn×p are given for 1 ≤ t ≤ T − 1. The scalar ρ is also given and denotes a positive constant: ρ > 0. Give a closed-form. solution for the optimal {ut : 1 ≤ t ≤ T − 1}. 6. Moureau envelope. (4 points) Let f : R → R be a convex function. For λ > 0, we define a function eλ[f]: R → R as follows: for x ∈ R, the image of x under the function eλ[f] is the number min{f(u) + 2λ/1 (u − x) 2 : u ∈ R}. That is, the function eλ[f] maps each number x to the number eλ[f](x), where eλ[f](x) is the minimum value attained by f(u) + 2λ/1 (u − x) 2 as u varies in R. Let λ1 > 0 and λ2 > 0. Show that eλ1 [eλ2 [f]](x) = eλ1+λ2 [f](x), for each x ∈ R.
