MECH4880 REFRIGERATION AND AIR CONDITIONING ASSIGNMENT 1 (2024) – Assignment Helper (Ver 2) Aim The purpose of this document is to provide a more detailed explanation of the minimum project requirements in a partially stepped-out manner. This document outlines two main types of questions to follow: • Discuss questions are designed to give you some direction for what to do next while developing your understanding of the concept. Discuss questions should typically be answered in a maximum of one paragraph, while the depth of your understanding and research should be demonstrated in your response, keeping your answer succinct is also a critical part of explaining and reporting engineering findings. • Perform questions, which usually follow from discuss questions, are designed to use the understanding you develop from the discuss question and complete that section of the report. Preceding the breakdown of both parts of the assignment is a list of assumptions already made for your assignment; take care in reading and understanding them, as they can greatly simplify the work you need to complete. Part A – Hand Calculations and Simulation Section 1 – Fundamentals and Manual Analysis (1) – Design Day Selection and Specification Comprehension Discuss: What are design days, and what is their significance to heat load calculation? Perform.: Select the summer and winter design days for the project. Discuss: What are the design conditions (Internal and external) for the project? Discuss: Calculate the size of the building’s ceiling space and explain its purpose. Discuss: Define and explain the following terms: storage mass, AHU and damper. Perform.: Specify the daily and yearly temperature ranges you are going to use for the analysis and briefly describe why you are using those values. (2) – External Loads – Wall Specifications Discuss: What is the difference between a U-value and an R-value? Discuss: How are R-values calculated for walls that have differing materials in parallel? Discuss: How does outdoor wind speed affect U-values for a given material? Perform. Calculate and report the U-values for all surfaces in the Gym. Perform: Using NCC 2022 Volume One, determine the minimum R-values for a typical wall, roof and floor (Hint: Sections J4D4, J4D6 and J4D7). Specify the wall, roof and floor type and their applicational scenarios. Discuss: Why does the NCC provide minimum R-values? Perform.: For any surface that does not meet the minimum requirements, add increments of R=0.5 insulation until the surface meets the minimum specification. Provide a list of the updated U-values for all surfaces. Perform. Calculate and report the storage masses for all surfaces in the Gym. (3) – External Loads – Conduction and Solar Transmission Discuss: Which surfaces will experience solar transmission loads? Discuss: Surfaces external to the structure use a modified temperature difference when calculating their contribution to the heat loads. What does this modified temperature difference account for, and how does it affect heat load (increased/decreased)? Discuss: How is the heat load for external glazing calculated? State the full formula and explain each component. Perform. Calculate and report the heat load for all external surfaces in the Gym. (4) – External Loads – Partitions Discuss: What is the difference between partitions and external surfaces? How do heat load calculations differ between partitions and external surfaces? Perform. Calculate and report the heat load for all partitions in the Gym. (5) – External Loads – Winter Discuss: Discuss three key differences between calculating external loads for cooling (summer) and heating (winter). Perform. Calculate and report the external loads under winter conditions for the Gym. (6) – Internal Loads – Summer Discuss: Not including infiltration, what are the three main forms of internal loads, and how would the heat load be calculated from the provided information? Perform. Calculate and report all internal loads and infiltration loads in the Gym. (7) – Internal Loads – Winter Discuss: Discuss three key differences between calculating internal loads for cooling (summer) and heating (winter). Perform. Calculate and report all internal and infiltration loads under winter conditions in the Gym. (8) – Cooling and Heating Load Summary Perform. Report a summarised version of your findings and determine the total heating and cooling load required for the Gym. (9) – Psychrometric Charts (Summer only) Discuss: Discuss the features of psychrometric charts and the information they can provide. Perform.: Produce psychrometric charts for the peak summer loading cases, reporting any intermediate values and clearly indicating all points on the chart and their values. Perform. Calculate the reheat capacity (if required) and the total cooling coil load. (10) – CAMEL heat load validation for Planet Gym (Gym) Discuss: This project uses the comfort temperature conditions defined by CAMEL. What are the critical conditions, how are they measured, and under what circumstances would you use them? Discuss: Discuss any possible reasons for variations in comparing your calculations with the CAMEL simulation results provided. Are your results the same? If they are not, why? (Hint: there are different result types produced by CAMEL). Discuss: The specification states that safety factors and diversity will not be used. Define each term and discuss the impacts on the duct, AHU, and system cost for introducing each. Part B – System Design and Sustainability Section 1 – Zoning and Simulation Analysis (1) - Produce conditioned/ventilated space maps and discuss on thermal zone plans Discuss: Define and compare conditioned and ventilated spaces; give two examples of spaces/room types for each. Perform.: Using two different colours, preferably blue for conditioned and red for ventilated, produce an overlay of the building floor plans showing all conditioned and ventilated spaces. Are there any spaces on the building plan which are neither conditioned nor ventilated? Discuss: What is thermal zoning, and what information does it provide when setting up heat load calculations? (2) Design Brief for the whole building Discuss: Briefly discuss the following features of the building: where are the partitions (those that will add to the heat load), which rooms will have roof loads, how many skylights are there, and which spaces do they interact with. Also briefly discuss how the functionality of the room (i.e., use of room, occupation group, equipment etc.) affect the room heat load. Perform. Using the conclusion from the discussion, prepare a design brief for the whole shopping centre, identify the key considerations/factors that contributes to heat load estimation when designing the HVAC system and, propose and justify one possible thermal zone in the building (not including the gym) Perform.: Propose in your design brief 2-4 suggestions to reduce the required cooling capacity of the building without compromising the building performance. (3) - Ventilated space calculations Discuss: Consulting table 3.2 in AS 1668.2 – 2012, what is the smallest number of exhaust systems that can be installed to serve all ventilated spaces. Discuss: Does the lift shaft require mechanical ventilation? What are some of the factors that may lead to heat gain within a lift shaft? Hint: You may consult NCC 2022 Specification E3D2. Perform: Using the appropriate appendices from AS 1668.2 – 2012, calculate and report the exhaust rate (L/s) for each ventilated space within the building. Section 2 – Schematics and Duct Design (4) - Air schematics Discuss: What is the purpose of an air schematic? What information can it provide? Produce: Construct a separate or combined full air schematics for the supply and ventilation of the building. All equipment serving these rooms must be represented on the schematic, complete with all the spaces they serve. The schematic should show, at a minimum, the airflow into the Gym and the flow rates for all relevant exhaust fans (Ventilated Space ONLY). (5) - Duct Design Discuss: Why are different maximum airspeeds used for main ducts and branch ducts? Discuss: What are the pros/cons of reducing duct size for the same airflow? What are the pros/cons of increasing duct size for the same airflow? Perform.: Construct a single-line duct layout and preliminary duct sizes for supply, outside air and exhaust systems, indicating duct size and flow rate for the Gym. Perform the same for the exhaust ducts for the building's ventilated spaces. Section 3 – Duct Analysis, System Selection and Sustainability (6) - Pressure loss calculations and fan selection (Ventilated spaces only) Discuss: In terms of duct pressure loss calculations, what is an index run (equal friction method)? Discuss: Why is the index run pressure drop used as the pressure drop for the entire system? How can we achieve this pressure drop at each outlet to ensure the correct airflow (equal friction method)? Perform. Indicate the index run on the previously drawn supply system and all exhaust duct systems. Discuss: Pressure losses are due to two main causes, straight duct and duct fittings, provide the formula for both and explain each term. Perform.: For ventilated spaces only, calculate and report the pressure loss (equal friction method) along the index run. Only the losses for the rigid duct should be counted,i.e. ignore any pressure losses associated with intakes, grilles, flexible connections, etc. Add 100 Pa pressure drop onto your final value to compensate for this assumption. Discuss: Briefly discuss three important factors/considerations in duct design and how these could be/have been implemented in the duct layout produced for the previous section. Perform.: Select and report fan requirements for each pressure loss calculation and justify their selection based on the previous discussion question. (Hint: you only need to provide at least pressure drop and flow rate.) Discuss: Discuss three important factors when selecting a fan. (7) - AHU selection Discuss: What are the three of the most important parameters (do not discuss cost) to consider when selecting an AHU? Produce: Select appropriate AHUs for the Gym. The unit selected should, as a minimum, meet the capacity and airflow required. The unit can be assumed to be air-cooled or connected to a chiller system based on your AHU selection (Note: you do not need to design or select any associated equipment). Discuss: What is the economy cycle? What is different about AHUs or the surrounding system with economy cycles? (8) - Building improvements and sustainable design Discuss: What building features have the most significant heat load, and what improvements could you make to mitigate their impact? (1 paragraph per feature, minimum 3 features) Discuss: Would reducing the air off temperature (reducing the coil temperature) reduce the cooling capacity required? Why/why not? Discuss: Based on the preliminary CFD analysis provided, discuss your understanding of the current design, with focus on the flow behaviour and thermal comfort. What improvements can be made in actual design and installation by implementing the insight from CFD results? Identify possible design flaws in the current system and their impact. Discuss: Briefly describe two rating schemes that have been implemented in the building industry in order to encourage sustainability. Discuss their impact on HVAC system design and to what extent you think they have been successful. (2 paragraphs maximum) Assumptions: 1. All kitchen exhausts are considered out of scope 2. FCU’s and AHU’s can be assumed to have the same function and features and so only AHU’s need to be used 3. All duct is designed to be rectangular/square and in increments of no less than 50mm (e.g. 325x350mm is not allowed, but 450x600mm is), and flexible duct is not required to be sized. 4. Duct design does not require economy cycle. 5. “DA09 infiltration”: infiltration through walls and windows only needs to be applied for the gym considered in the hand calculations. 6. For Part A only, all glass (internal and external) can be treated as 6mm plate type, as defined by DA09. 7. For the purpose of hand calculations, please assume the false ceiling space to be void (you should still justify why this is appropriate). 8. Several spaces require pressure differentials, and these are all out of scope. Simply achieve the required airflow as per the heat loads that you calculate. Air change requirements, however, should be met. 9. For internal loads, all equipment listed should be referenced from the quoted ASHRAE document first, followed by DA09 and any external source. 10. Grille selection is outside of scope. 11. All AHUs are to be served by chilled water systems, and all water systems within the building are out of scope. 12. Façade shading: the structures are solar fins and are similar in nature to those shown below in the two images [1] [2]. 13. On making your own assumptions: As a general rule of thumb, if it is not in the assignment documents, just make the assumption that will make your calculations the easiest possible while still being justifiable. Extending from this, the assignment helper can be used as a tool to identify the key elements that we are looking for; while you will have to perform. some tasks out of the listing, try to maximise your use of time by not overdoing or over-detailing these sections. References: [1] “ Exterior Shutters We Love!”, Pinterest, 2016. [Online]. Available: https://au.pinterest.com/pin/363313894911151079/. [Accessed: 17- Oct- 2016]. [2] “Aluminum solar shading / facade - Alumet Renewable Energy Technologies” ,Archiexpo.com, 2016. [Online]. Available: http://www.archiexpo.com/prod/alumet-renewable-energy- technologies/product- 69637-537603.html. [Accessed: 17- Oct- 2016].
ESS17-Catastrophes Discussion 1 Disaster Forecasts and Recurrence Interval For your introductory week, you will discuss the recurrence intervals of catastrophes and attempt to make your own disaster forecast. Please feel free to work in groups, but your work that you turn in at the end of the day should be your own. Part I: The following table records all Earthquakes above a magnitude of 5.0 that have occurred in Irvine since the year 1900. While many smaller earthquakes occur on a daily basis, large ones are less frequent. Fill in the table and use it to help you answer the questions that follow. Year Earthquake Magnitude Rank (m) Recurrence Interval (T) (T=n/m)) Annual chance (1/T) [%] 1901 5.1 1916 5.7 1926 5.2 1955 7.1 1963 5.8 1980 6.6 1988 5.3 1999 6.4 2015 5.9 Rank (m) = largest event (1) to smallest event (9) (n) = number of years in record =youngest date- oldest date + 1 1. What is the recurrence interval of a magnitude 7 earthquake for the region? 2. What is the approximate chance that a magnitude 6.5 earthquake will occur this year? 3. What do you think is meant by the term “100 year flood?” 4. What is the difference between a forecast and a prediction? Part II: From a catastrophes perspective (and Ben Affleck), an asteroid impact would be an Armageddon-type event. In actuality, however, Earth is constantly being bombarded by small impact events. Use the table below to answer the questions that follow. In the first graph below, plot the size (diameter) of the asteroid vs. the impact interval using the numbers reported in the table (actual size and number of years). In the second graph, plot the same information, but this time using a log scale. It’s ok to use a calculator (your phone will do) for the log scale, but if you are confused about logarithms then now is the time to ask your TA! 1. When might you want to use a log-scale graph? Why? 2. If the size of the dinosaur-impacting asteroid was 10km wide, and it occurred 65 million years ago, what is the % chance that an asteroid that size will hit this year?
Statistics for Natural Scientists Assessment Academic Year 2024/25, Semester 1 Instructions: This is the assessment for EART11200 Natural Scientists’ Toolkit: Statistics for Natural Scientists. The assessment includes the following files: SFNS Assessment S1 2024.pdf: This document presents the questions that you will need to answer in this assessment. SFNS Assessment S1 2024 answer sheet.docx: This is the document on which you will answer the assessment questions. You will need to consult “SFNS Assessment S1 2024.pdf” for a full explanation of the questions to be answered. After you have answered the questions on “SFNS Assessment S1 2024 answer sheet.docx,” please save the document as a PDF. Name the file with your student number followed by “_stats_assessment.pdf” (for example, 123456789_stats_assessment.pdf) and submit the PDF via Blackboard by 9 January 2025 at 9:00 am. The assessment is divided into three sections, each with several parts. In section 1, you will choose statistical tests to use, but you will not need to conduct the analyses. In section 2, you will interpret analyses where R output has been provided for you. In question 2.2.3 you will also provide a figure to illustrate your conclusion. All the information you need to answer the questions in section 2 can be found in the R output or in the questions themselves. In section 3, you will analyse datasets that have been provided for you, either in the text of the question (as in question 3.1) or in separate CSV files (questions 3.2 to 3.4). You should attempt to answer all parts of all questions. The marks for each question are clearly indicated. You may use the unit handbook, your notes or completed practicals, starter code for practicals, code you have written during the semester, and the answer keys to completed practicals while completing this assessment. You may also use online resources or external handbooks/textbooks (but I hope you will not need to!). However, you must not collaborate with others while completing this assessment. Collaboration on this assessment is detectable, so please do not do it! If you have questions about the assessment, you can post them to the discussion board so I can answer publicly. This ensures that everyone has the same information about the assessment. You can find the discussion board here: https://online.manchester.ac.uk/ultra/courses/_81724_1/cl/outline If you have not done so already, I recommend that you subscribe to the discussion board so you get a message anytime I post a new answer. If you have a DASS plan that specifies an extension on coursework assessments, then you can apply that extension to this assessment. In practice, I recommend that you do not use your extension even if you are entitled to one. The assessment is designed so that everyone can complete it before the deadline. If you apply an extension to the standard deadline, then this assessment will drag into the exam period, and it may not be in your interest to allow that to happen. Please note that the discussion board will close at the standard submission deadline. This is important because it ensures that no new information about the assessment becomes available after some students have been required to submit. So, if you have a DASS extension and intend to use it, please make sure that you have asked any questions you need to ask before the standard submission deadline. Section 1 (4 marks each) For each question in section 1, answer i) what is the predictor and is it numerical or categorical (if there is more than one predictor, answer this for all the predictors); ii) what is the response and is it numerical or categorical, and iii) what test would you use to answer the question? 1.1 Benthic macrophytes are plants that grow on the bottoms of water bodies like lakes, ponds, and streams. Your research team has observed one sampling site in each of 100 different rivers in the UK. (So, in all, you observed 100 sites.) Each sampling site had a mean annual depth of 20 cm. Your team measured the mean annual turbidity in NTUs and the mean annual flow rate in ms-1 at each site, and recorded whether there were macrophytes growing at each site. You did not count the macrophytes, you just recorded whether they were present or absent. You want to understand how the probability that macrophytes grow at a particular site depends on the mean annual turbidity and mean annual flow rate at that site. What test would you use to answer this question? 1.2 You are conducting a study to assess whether it is possible to learn statistics by osmosis. You enrol 100 students as participants. You assign 50 students randomly to a treatment group, and you assign the other 50 to a control group. You supply each participant with a handbook on statistical methods. You instruct each student to study as they ordinarily would. However, you instruct students in the treatment group to place their handbook under their pillow when they goto bedon the night before their exam. You instruct students in the control group to leave their handbook on their desk when they goto bed. You obtain the marks for the participants from the unit coordinator. The marks are anonymisedin such away that you cannot match them to particular students, but you can match them to either the treatment or control group. Your goal is to test the hypothesis that students in the treatment group earned higher marks. What test would you use to answer this question? 1.3 Following on your study about learning by osmosis, you are also interested in whether student’s breakfast choices affect their exam performance. You recruit 120 students who are enrolled in the second year Animal Behaviour unit to participate in a study. You randomly assign each student to eat one of three breakfasts on the day of the exam: oatmeal, cornflakes, or nori and rice. You conjecture that familiarity with the breakfast may also be important, so you ask each student whether the breakfast they have been assigned is something they commonly eat. Their options when answering this question are simply “yes” or “no.” There are at least 10 students in both the “yes” and “no” groups for each breakfast type. After the exam, you obtain the anonymised marks for each of the six groups (ie, oatmeal-yes, oatmeal-no, cornflakes-yes, etc) from the unit coordinator. You want to know whether breakfast choice affects exam performance, whether having a familiar breakfast affects exam performance, and whether the effect of familiarity is different for the different breakfast types. What test would you use to answer this question? 1.4 You work for a company that sells three flavours of breakfast cereal: Coco Sugar Bombs, Atomic Strawberry Loops, and Marshmallow Puffies. Using data collected when customers scan their loyalty cards at grocery store checkouts, your company has assembled a list of customers who bought exactly one of these cereals and bought exactly one of the following brands of candy on the same day: Rouse’s Peanut Butter Balls, Life Preservers Hard Candy, or Twisters Cranberry Liquorice. Your company wants to design a targeted marketing campaign, and to do this they want to know whether the candy that people buy predicts which cereal they will choose. What test would you use to answer this question? 1.5 It is widely believed that the biodiversity of ecosystems is higher closer to the equator, but this has rarely been studied for aquatic microorganisms. Your ship-based research team has sampled seawater from the surface of the Atlantic Ocean along a north-south transect starting at (60.00。, -45.60。) (approximately 20 km southwest of Nanortalik, Greenland) and ending at (1.50。, -45.60。) (approximately 20 km northeast of Belém, Brazil). You collected one sample every 10 km along the transect, for a total of 650 samples. You used shotgun sequencing to estimate the microbial community composition of each sample, and you computed the Shannon diversity index for each community. The Shannon diversities in your samples ranged from 2.1 to 5.9. You want to know if the Shannon diversity of aquatic microbiota increases as you approach the equator. What test would you use to answer this question? Section 2 Each question in this section is followed by a block of R code and output. The output provided is sufficient to answer the questions. You may not need to use all the output. Question 2.1 (16 marks) You are studying winter wheat yields in experimental plots using three different brands of fertiliser: brands A, B, and C. You want to understand the performance of each fertiliser in each of two conditions. In the “constant” condition, winter wheat was grown in the experimental plot for five consecutive years before your study. In the “fallowed” condition, winter wheat was grown in the experimental plot for four consecutive years, but a cover crop of red clover was grown in the plot in the year before your study. You plant winter wheat in a total of 72 experimental plots, 36 of which were constant and 36 of which were fallowed. Each plot has an area of 1 hectare. You assign 12 constant and 12 fallowed plots to be treated with each fertiliser brand according to the manufacturers’ instructions. Six plots are destroyed by flooding in the spring, so you end up with 66 plots in total. At the end of the growing season, you record the harvest from each plot in metric tons. Thus, your data includes the fertiliser, the condition, and the yield for each plot. Your colleague has conducted the analyses shown below. Use these analyses to answer the following questions: 2.1.1 Controlling for the plot condition, is there evidence that the fertiliser brand affects the crop yield? If so, which brand(s) provide higher yields than which others? Report your results clearly and concisely. 2.1.2 Controlling for the fertiliser brand, is their evidence that the plot condition affects the crop yield? If so, in what way? Report your result clearly and concisely. 2.1.3 Is there evidence that the performance of the fertiliser brands depends on the condition of the field being fertilised? Report your result clearly and concisely. 2.1.4 Fertiliser brand A is running an advertising campaign to take market share from brand C. The company that produces brand A claims that constantly cropped fields fertilised with their brand yield as much winter wheat as recently fallowed fields fertilised with brand C. Does your study provide evidence to support or refute this claim? If so, what is that evidence? model.y1=aov(yeild~condition+fertiliser+condition*fertiliser,data) summary(y1) Df Sum Sq Mean Sq F value Pr(>F) condition 1 59.39 59.39 65.267 3.6e-11 *** fertiliser 2 9.86 4.93 5.417 0.00688 ** condition:fertiliser 2 1.62 0.81 0.888 0.41680 Residuals 60 54.60 0.91 Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1 TukeyHSD(y1) Tukey multiple comparisons of means 95% family-wise confidence level Fit: aov(formula = yeild ~ condition * fertiliser, data = data) $condition diff lwr upr p adj fallowed-constant 1.897237 1.427483 2.366991 0 $fertiliser diff lwr upr p adj B-A -0.9112102 -1.6031428 -0.219277638 0.0067901 C-A -0.7009556 -1.4003533 -0.001557787 0.0493741 C-B 0.2102547 -0.4734082 0.893917534 0.7413272 $`condition:fertiliser` diff lwr upr p adj fallowed:A-constant:A 1.50219676 0.275210739 2.72918278 0.0080068 constant:B-constant:A -1.11891362 -2.291117787 0.05329055 0.0695691 fallowed:B-constant:A 0.81928222 -0.378133528 2.01669796 0.3466859 constant:C-constant:A -1.09702419 -2.324010207 0.12996183 0.1053138 fallowed:C-constant:A 1.18146225 0.009258084 2.35366642 0.0471388 constant:B-fallowed:A -2.62111038 -3.823505003 -1.41871575 0.0000004 fallowed:B-fallowed:A -0.68291454 -1.909900560 0.54407148 0.5769400 constant:C-fallowed:A -2.59922095 -3.855081176 -1.34336072 0.0000013 fallowed:C-fallowed:A -0.32073451 -1.523129132 0.88166012 0.9690044 fallowed:B-constant:B 1.93819583 0.765991665 3.11040000 0.0001211 constant:C-constant:B 0.02188943 -1.180505198 1.22428406 0.9999999 fallowed:C-constant:B 2.30037587 1.153937576 3.44681416 0.0000026 constant:C-fallowed:B -1.91630641 -3.143292425 -0.68932039 0.0003138 fallowed:C-fallowed:B 0.36218004 -0.810024134 1.53438421 0.9425841 fallowed:C-constant:C 2.27848644 1.076091814 3.48088107 0.0000089 model.y2=aov(yeild~condition+fertiliser,data) summary(model.y2) Df Sum Sq Mean Sq F value Pr(>F) condition 1 59.39 59.39 65.503 2.73e-11 *** fertiliser 2 9.86 4.93 5.436 0.00668 ** Residuals 62 56.22 0.91 --- Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1 TukeyHSD(model.y2) Tukey multiple comparisons of means 95% family-wise confidence level Fit: aov(formula = yeild ~ condition + fertiliser, data = data) $condition diff lwr upr p adj fallowed-constant 1.897237 1.428643 2.365832 0 $fertiliser diff lwr upr p adj B-A -0.9112102 -1.6013293 -0.221091149 0.0065961 C-A -0.7009556 -1.3985202 -0.003390864 0.0486406 C-B 0.2102547 -0.4716164 0.892125697 0.7404923 model.y3=aov(yeild~fertiliser+condition,data) summary(model.y3) Df Sum Sq Mean Sq F value Pr(>F) fertiliser 2 9.17 4.58 5.056 0.00924 ** condition 1 60.08 60.08 66.263 2.26e-11 *** Residuals 62 56.22 0.91 --- Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1 TukeyHSD(model.y3) Tukey multiple comparisons of means 95% family-wise confidence level Fit: aov(formula = yeild ~ fertiliser + condition, data = data) $fertiliser diff lwr upr p adj B-A -0.9072822 -1.5974012 -0.2171631 0.0068613 C-A -0.5695452 -1.2671099 0.1280195 0.1306677 C-B 0.3377370 -0.3441341 1.0196080 0.4639370 $condition diff lwr upr p adj fallowed-constant 1.904262 1.435667 2.372856 0 model.y4=aov(yeild~fertiliser,data) summary(model.y4) Df Sum Sq Mean Sq F value Pr(>F) fertiliser 2 9.17 4.585 2.484 0.0916 . Residuals 63 116.30 1.846 --- Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1 TukeyHSD(model.y4) Tukey multiple comparisons of means 95% family-wise confidence level Fit: aov(formula = yeild ~ fertiliser, data = data) $fertiliser diff lwr upr p adj B-A -0.9072822 -1.8916015 0.07703718 0.0768128 C-A -0.5695452 -1.5644843 0.42539390 0.3605350 C-B 0.3377370 -0.6348182 1.31029218 0.6837249 model.y5=aov(yeild~condition,data) summary(model.y5) Df Sum Sq Mean Sq F value Pr(>F) condition 1 59.39 59.39 57.53 1.74e-10 *** Residuals 64 66.07 1.03 --- Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1 TukeyHSD(model.y5) Tukey multiple comparisons of means 95% family-wise confidence level Fit: aov(formula = yeild ~ condition, data = data) $condition diff lwr upr p adj fallowed-constant 1.897237 1.397525 2.396949 0 Question 2.2 (12 marks) You are studying blood lead levels in children in a small US city. The city has two elementary schools: Dana School in the relatively affluent part of the city and Park Street School in the less affluent part of the city. There is no bussing programme in the city, so children go to school in the areas where they live. The city has done a voluntary screening for blood lead levels among students at each school and you have obtained the anonymised data (Dana, 36 students; Park Street; 35 students). For each child, you have two pieces of information: the school they attend (either Dana or Park Street) and their blood lead level (in µg/dL). Your colleague has performed the analyses below. Use these analyses to do the following: 2.2.1 Test the hypothesis that children at Park Street School have higher blood lead levels than children at Dana School. Report your results clearly and concisely. 2.2.2 Provide a figure to illustrate your results. head(lead.data) school blood.lead.level 1 Dana 2.60 2 Dana 2.04 3 Park Street 6.66 4 Park Street 8.60 5 Park Street 4.91 6 Park Street 5.75 bll.dana=lead.data$blood.lead.level[which(lead.data$school=="Dana")] bll.park=lead.data$blood.lead.level[which(lead.data$school=="Park Street")] t.test(bll.park,bll.dana) Welch Two Sample t-test data: bll.park and bll.dana t = 2.21, df = 53.955, p-value = 0.03137 alternative hypothesis: true difference in means is not equal to 0 95 percent confidence interval: 0.1314382 2.7017047 sample estimates: mean of x mean of y 5.346571 3.930000 t.test(bll.park,bll.dana,alternative="less") Welch Two Sample t-test data: bll.park and bll.dana t = 2.21, df = 53.955, p-value = 0.9843 alternative hypothesis: true difference in means is less than 0 95 percent confidence interval: -Inf 2.489326 sample estimates: mean of x mean of y 5.346571 3.930000 t.test(bll.park,bll.dana,alternative="greater") Welch Two Sample t-test data: bll.park and bll.dana t = 2.21, df = 53.955, p-value = 0.01568 alternative hypothesis: true difference in means is greater than 0 95 percent confidence interval: 0.3438165 Inf sample estimates: mean of x mean of y 5.346571 3.930000 #compute standard errors sd(bll.dana)/sqrt(length(bll.dana)) [1] 0.3161369 sd(bll.park)/sqrt(length(bll.park)) [1] 0.5576077 Section 3 In this section, data is provided in each question or datasets are provided separately. Analyse the datasets to answer each question. Question 3.1 (4 marks) It is commonly believed that the police are more likely to issue tickets to drivers in red cars than to drivers in cars of other colours. Often, this is attributed tobias on the part of the police. You want to test an alternative explanation: perhaps drivers in cars of some colours are more likely to commit traffic violations. To test this idea, you obtain a Doppler radar unit and setup a monitoring experiment in a school zone on a small two-lane road in South Manchester. You monitor traffic on the road for 4 hours. For each car that passes, you record the colour (red, white, black, or blue – other colours are rare or ambiguous so you do not record them) and whether the car was exceeding the 20 mph speed limit (yes or no). You also record the registration number on each car’s number plate. If you observe the same car more than once, you only count the first observation. This ensures that your study does not suffer from pseudoreplication. Counting only the first observation for each car, you observe a total 285 cars. Of these, 48 were red, 143 were white, 60 were black, and 34 were blue. In all, 91 cars were exceeding the speed limit. Of these, 24 were red, 37 were white, 20 were black, and 10 were blue. 3.1.1 Does your study provide evidence that car colour is non-randomly associated with speeding at the study site? Report your result clearly and concisely. 3.1.2 You show your results to a friend and they notice that the speeding rate is lowest among white cars. They sum up the red, blue, and black cars that were obeying the speed limit (88 cars) and those that were exceeding the speed limit (54 cars). They conduct a test comparing the numbers of white cars that were obeying or exceeding the speed limit to the numbers of all other cars combined that were obeying or exceeding the speed limit, and they obtain ap-value of 0.0381. They argue that this is evidence that the drivers of white cars are less likely than the drivers of other cars to exceed the limit. Is their conclusion valid? Why or why not? Question 3.2 (20 marks) There are nearly 300 moons orbiting planets or dwarf planets in the Solar System. The file “moon_size.csv” contains the following data on those moons: name: the name of the moon parent: the name of the planet or dwarf planet around which the moon orbits log.radius: the log of the mean radius (in km) of the moon log.parent.radius: the log of the radius (in km) of the planet or dwarf planet around which the moon orbits You want to know whether the moons around larger planets tend to be larger than the moons around smaller planets. You recognise that the planets and dwarf planets in the Solar System differ in many ways other than their radii (eg, density, distance from the sun), and that some of these differences may affect the sizes of the moons they collect. 3.2.1 Conduct an analysis to answer your question of interest. Report your results clearly and concisely. (Note: logged radii are unitless.) 3.2.2 Provide a figure to illustrate your result. 3.2.3 Is there evidence from your data that moon sizes differ among planets for reasons other than the size of the planet? If so, what proportion of the variability in moon size that is not explained by the size of the planet is explained by some other (unknown) attributes of the planet? Question 3.3 (8 marks) Leucopsar fictitious is a starling species native to Indonesia. It is critically endangered in the wild, but is maintained in captivity by aviculturalists. Like many birds, juvenile L. fictitious learn their behaviours from their parents. The set of behaviours birds need in captivity is different from the set they need to survive in the wild. If adult birds stop using some behaviours when they are brought into captivity, then juveniles may not learn those behaviours. If these behaviours are not available to birds that are released from captivity into the wild, then this may limit the success of reintroductions from captive populations as a conservation tool. If behaviours are passed from parents to offspring, then each generation in captivity provides a new risk for the loss of behaviours, and birds that have been maintained in captivity for more generations may be less valuable to conservation. (See Tanimoto et al (2017) for a similar concern in the Hawai’ian crow, Corvus hawaiiensis.) The pedigrees of captive L. fictitious individuals have been carefully tracked since the birds were brought into captivity, so for any individual we can count the number of generations since its most recent wild ancestor. Your team is doing a study to understand whether the number of generations that birds have been in captivity affects their success when they are reintroduced to the wild. You have obtained 70 breeding pairs of L. fictitious and released them into the wild at different sites in their native range. Pairs are matched for generations in captivity – that is, in each pair, the male and female were maintained in captivity for the same number of generations. You monitor each pair after release, and record whether both birds in the pair are still alive one year after the release date. (If one bird in a pair dies then the other usually disperses, and you cannot track birds that have dispersed. So, in general, you do not know if both birds have died, you only know whether at least one has died.) If both birds are still alive, you record whether the pair has successfully reproduced (ie, whether they are raising at least one juvenile). Juvenile L. fictitious remain in their parents’ nest for a year, so if the parents reproduced successfully since release, you will certainly observe the juvenile on the monitoring date. Your data is stored in the file “L_fictitious.csv.” The columns in the dataset are: ID: a unique identifier for each breeding pair generations: the number of generations that the birds in the pair were in captivity survived: an indicator with value 1 if both members of the pair were alive and 0 if either member of the pair had died one year after the release date bred: an indicator with value 1 if the pair was raising at least one juvenile one year after the release date and 0 if they were not Use this data to answer the following questions: 3.3.1 Does the probability that a breeding pair survived after release into the wild depend on the number of generations they were in captivity? If so, how? Report your results clearly and concisely. 3.3.2 A conservation organisation you work with has obtained a pair of birds that have been in captivity for 5 generations. They plan to release these birds into the wild, and they have asked you to predict the probability that the birds will survive for at least one year after reintroduction. What is your prediction? 3.3.3 If a breeding pair survived for at least one year, does the probability that the pair bred successfully in the wild depend on the number of generations for which the birds had been in captivity? If so, how? Report your result clearly and concisely. Question 3.4 (20 marks) Several widely used flame retardants are known to persist in the environment and to bioaccumulate in animals. One class of flame retardants, polybrominated diphenyl ethers (PBDEs), has been shown to reduce eggshell thickness in at least some bird species (Guigeuno and Fernie 2017) . Similar reductions in eggshell thickness caused by the bioaccumulation of DDT led to the near-extinction of some raptor species before DDT was banned by most countries in the 1970s. For this reason, understanding the effects of PBDEs on eggshell thickness may be important for conservation. Your research team is studying the effect of bioaccumulated PBDEs on eggshell thickness in two populations of house sparrows (Passer domesticus). You have sampled 50 nests in each of two house sparrow populations: an urban population in Brooklyn, NY, USA and a rural population in Castleton, VT, USA. You have taken a blood sample from the female in each nest and assessed the PBDE concentration in the female’s blood. You have randomly selected one egg from each nest and measured the thickness of the shell using terahertz reflectance spectroscopy (Khaliduzzaman et al. 2020) . The file “eggshells.csv” contains the data your team collected. The columns in the data set are: ID: a unique identifier for each nest population: the population of each nest (either “NY” or “VT”) PBDE: the concentration of PBDE in the blood of the female in each nest (in ng/g) thickness: the thickness of each shell (in μm) There is at least some reason to believe that eggshell thickness in the Brooklyn and Castleton populations may differ independent of any effects of PDBEs. The urban (Brooklyn) site is likely to have higher concentrations of industrial chemicals and the rural (Castleton) site is likely to have higher concentrations of agricultural chemicals, and either or both of these may affect eggshell thickness. Therefore, your team wants to study the relationship between PBDEs and eggshell thickness while controlling for population. Use the data in “eggshell.csv” to answer the following questions: 3.4.1 Controlling for population, is there a relationship between the concentration of PBDEs in a female house sparrow’s blood and the thickness of the shells of the eggs she lays? If so, what that relationship? Report your results clearly and concisely. 3.4.2 Is there a difference in eggshell thickness in the two study populations that cannot be attributed to the concentration of PBDEs in the mothers’ blood? Report your results clearly and concisely. 3.4.3 Does the effect of PDBE concentration in the mothers’ blood affect eggshell thickness differently in the two populations? Report your results clearly and concisely. 3.4.4 Provide a figure to illustrate your results. 3.4.5 You sample a female house sparrow and find she has a PBDE concentration of 4.6 ng/g in her blood. How thick would you expect her eggshells to be if she comes from the Brooklyn population? How thick would you expect her eggshells to be if she comes from the Castleton population? Notes All of the data we used in practicals this semester was real, but most of the data in this assessment is made up. The exception is the moon data in question 3.2, which is real. References Guigeuno MF, Fernie KJ, 2017. Birds and flame retardants: A review of the toxic effects on birds of historical and novel flame retardants. Environmental Research 154:398-424. doi: 10.1016/j.envres.2016.12.033. Khaliduzzaman A, Konagaya K, Suzuki T, Kashimori A, Kondo N, et al., 2020. A nondestructive eggshell thickness measurement technique using terahertz waves. Scientific Reports 10:1052. doi: 10.1038/s41598-020-57774-5. Tanimoto AM, Hart PJ, Pack AA, Switzer R, Banko PC, et al., 2017. Changes in vocal repertoire of the hawaiian crow, corvus hawaiiensis, from past wild to current captive populations. Animal Behaviour 123:427-432. doi: 10.1016/j.anbehav.2016.11.017.
Subject: BRE2031 – Environmental Science Tutorial 3:Thermal Comfort and Thermal Load Estimation 1. The ventilation heat loss can be determined by: Is this expression used for sensible heat loss or latent heat loss? 2. List 5 parameters that affect thermal comfort and explain how they affect thermal comfort. List and explain 4 types of local thermal discomfort. 3. What is thermal load? Give 3 examples of thermal load. 4. The external wall of a room measures 4.8m by 2.6m and has an average age U-value 1.8W/m2 K. the indoor air temperature is 21oC, the mean radiant temperature is 18 oC, and the outdoor air temperature is 0 oC. (a) Calculate the environmental temperature inside the room. (19oC) (b) Use the environmental temperature to calculate the rate of heat loss through the wall. (427W) 5. A house has a floor area of 92 m2 and a ceiling height of 2.5m. The average indoor air temperature is kept at 18 oC, the outdoor air temperature is 6 oC, and the average infiltration rate is 1.5 air changes per hour. The volumetric specific heat capacity of the air is 1300 J/m3K. (a) Calculate the rate of ventilation heat loss. (1495W) (b) Calculate the cost of the heat energy lost during 24 hours if the above conditions are maintained and replacement heat cost 7 pence per mega-joule. (904 pence) 6. A sports pavilion has internal dimensions of 11m×4m×3m high. 20 percent of the wall area is glazed and the doors have a total area of 6m2. The U-values in W/m2 K are: walls 1.6, windows 5.5, doors 2.5, roof 1.5, and floor 0.8. The indoor air temperature is maintained at 18 oC when the outdoor air temperature is -2 oC. There are four air changes per hour and the volumetric specific heat capacity of air is 1300 J/m3K. The heat gains total 2200W. (a) Calculate the net rate of heat loss from this building. (8030W) (b) Calculate the surface area of the radiators required to maintain the internal temperature under the above conditions. The output of the radiators is 440 W/m2 of radiating surface area. (18.25m2) 7. A room has 7.5m2 area of single-glazed windows, which have a U-value of 5.6W/m2K. It is proposed to double-glaze the windows and reduce the U-value to 3.0 W/m2K. During a 33-week heating season, the average temperature difference across the windows is 7 oC. (a) For both types of glazing, calculate the total heat loss during the heating season. (5.868GJ; 3.144GJ) (b) Obtain current figures for the cost of electrical energy and the approximate cost of double glazing windows. Estimate the number of years required for the annual fuel saving to pay for the cost of the double glazing. 8. The average rates of heat loss for a particular house are 1580W total fabric loss and 870W ventilation loss. The seasonal heat gains of the house total 27 500 MJ. The fuel used has a calorific value of 32 MJ/kg and the heating system has an overall efficiency of 75%. (a) Calculate the input heat required during a heating season of 33 weeks. (21.398GJ) (b) Calculate the mass of fuel required to supply one season’sheating. (892 kg) Formula： Indoor environmental temperature tei Where – tei =indoor environmental temperature (oC); tr =mean radiant temperature (oC); tai =indoor air temperature (oC) Fabric heat loss Where – Pf =rate of fabric heat loss (W); U=U-value (W/m2 K) A=area of that element (m2); △t=temp difference (℃) Ventilation loss where Pv =rate of ventilation heat loss (W);cv =volumetric specific heat capacity of air (J/m3 K) N=air change rate (number of complete air changes per hour) V=volume of the room (m3);△t=temp difference (oC)
Business Strategy PG1002 Assignment 1 – an emerging company Your task is to select an emerging organisation of your choosing, and to examine and critically discuss the success of its chosen strategies in making it competitive and sustainable in a more complex world. Who are the customers and why do they like this company? You should try and select an organisation from your own country or region. Illustrate your answer with examples. Your answer should be fully referenced. 500 – 800 words, to be submitted on October 11th via Turnitin. Assessment Criteria In order to pass this assignment, you must meet the following assessment criteria: · You must address the question · You must demonstrate a basic understanding of the relevant strategic theory · You must use relevant examples and data to illustrate and support your discussion · You must include at least one relevant diagram · You must include a bibliography at the end, using the Harvard system · You must include a word count. Work will be marked according to the following criteria: · Use of appropriate data · Effective use of data and diagrams · Use of relevant theory and examples · Discussion – structure of argument, originality and critical analysis · Presentation of a clear written analysis - writing style, length, referencing of data etc. Higher marks can be achieved by: · Addressing the question in more depth · Structuring your arguments in a logical manner · Demonstrating some originality · Writing concisely, in fluent English, with few grammar or spelling errors · Using more diagrams to support your arguments.
Game Theory Autumn 2024 Problem Sheet 1 byFriday25October2024Submissiondate17:00,Wednesday6November2024PresubmissionPostsubmissionYourGuidedStudySupportClassinWeek5Offi :Monday10:00-11:30, 209ModelSolutions( • • ceHours Watson Penalties for late submissions: • Penalty 5% for submissions by 17:00 on Thursday, • Penalty 10% for submissions by 17:00 on Friday (assignment will be closed at this time), • 100% thereafter. Note that extenuating circumstances (ECs) cannot grant extensions but can remove late penalties. ECs can allow at most two sheets of the whole module (in our case, GTMDM) to be waived. The questions follow on the next page in the PDF file. Please scroll down in the HTML file for the questions. Game Theory questions: 1. [LH,LM] Consider the following parametric matrix game: where p is an arbitrary integer parameter. (i) For each value of p check whether the game has a solution in pure strategies and, if this is the case, write out all such solutions. Write your arguments. [15] (ii) For p = 1, find the gain-floor v 1(P S)(C) and loss-ceiling v2(P S)(C) of C in pure strategies. Is it true that v(C) > 0, where v(C) denotes the value of the game in mixed strategies? Give your argument using the value of v2(P S)(C). [5] (iii) Setting p = 0 solve the matrix game C by dual simplex method in mixed strategies (show your working). Solving a matrix game means: finding an optimal mixed strategy of Player I, an optimal mixed strategy of Player II and the value of the game. [30] Hint: Ifv(C) > 0 does not hold, then before applying the dual simplex method it is necessary to add a big enough positive constant to C to obtain a matrix game whose value is guaranteed to be positive. (iv) (Optional, unmarked) Setting p = 0 solve the matrix game C using the graphical method and explicit formulas for 2 × 2 matrix games. Compare the result with that of part (iii). 2. [LH only] Consider the following matrix game: (i) Suppose that x* is an arbitrary optimal strategy of Player I and y* is an arbitrary optimal strategy of Player II. Using appropriate dominance relations on A, find two components of x* and two components of y* that are equal to 0. Show your working. [16] (ii) Using the graphical method and explicit formulas for 2 × 2 matrix games (as written in Lecture Notes or below) solve the matrix game in mixed strategies. Show your working. [26] (iii) (Optional, unmarked) Solve the same matrix game by dual simplex method and compare the results. (iv) Using your answer to (ii) write out an optimal mixed strategy of Player I and an optimal mixed strategy of Player II for the matrix game given by A. Are these optimal strategies unique? Give a short explanation. [8] 3. [LM only] Consider the following matrix game: (i) Suppose that x* is an arbitrary optimal mixed strategy of Player I and y* is an arbitrary optimal mixed strategy of Player II. Using appropriate dominance relations on A, find two components of x* and two components of y* that are equal to 0. Show your working. [16] (ii) Using the graphical method find the value and all optimal mixed strategies of Player I and Player II for the following matrix game Show your working and your arguments. Hint: You may be in doubt how to apply the graphical method in this case, as the examples presented at the lectures always gave a unique pair of optimal strategies (which is not the case for this problem). To improve your understanding consult Lecture Notes, especially Section 3.2.3 about the graphical method for two columns. [30] (iii) (Optional, unmarked) Solve the same matrix game by dual simplex method. How does this compare with your answer to part (ii)? (iv) Using your answer to (ii) write out all optimal strategies of Player I and all optimal strategies of Player II for the matrix game given by A (no explanation is necessary). [4] Explicit formulas for optimal strategies and value of a 2 × 2 matrix game C are to be used only if C does not have solution in pure strategies. In this case, explicit formulas for the optimal strategies of such game denoted by x* and y* and the value of the game v(C) are: Here 1 is the column vector consisting of two components both of which equal 1, and we have:
Cybr373 2024 Assignment Two - Analysis of Incident Response Case Study Due Monday 16 September 2024 at 23:59 Weighting 30% This assignment must be completed and submitted individually. Refer to the Deloitte reports included in the zipfile with this assignment brief (Deloitte Ministry of Social Development Independent Reviewof Information Systems Security Phase 1 and Phase2) . Refer to the NZ Information Security Manual (NZISM) . You will also need to research other material and include what you believe to be appropriate. Provide appropriate citations and referencing using IEEE format. The use of AI in any form must be acknowledged (e.g. brainstorming, editing). Complete Q1-Q4 as listed below. This assignment is marked out of a possible 100 marks. Word count allocation is specific to each question, not the overall document (e.g. 300 words maximum for Q1, and 400 words maximum for Q4) . References are not included in the word count. Q1 Summary (300 words maximum) [18 marks] Utilising the 5W and H decision framework, (what, when, where, why, who and how), provide a concise summary of the breach and response, including the points that you believe are most relevant. Technical details and organisational impact are both important aspects to consider when completing the summary. Q2 Ethics/Disclosure (400 words maximum) [32 marks] Consider the breach and response scenario from an ethical perspective. a) Discuss and explain whether you believe Mr Ng acted in an ethical manner when revealing details of the breach, and how he revealed the details. Did the Ministry act ethically toward their customers in terms of their initial actions, and their response when the breach was notified? (possible 16 marks) b) What is the correct way of disclosing a vulnerability today? Discuss and explain responsible disclosure, including what current procedures and rules are in NZ. Is Ministry of Social Development’s responsible disclosure policy inline with general responsible disclosure policy in NZ today? (possible 16 marks) Q3 Incident response (300 words maximum) [20 marks] Explain and critique the following, providing 2-3 key points for each aspect by the Ministry in response to the incident. This should include actions taken by all incident handlers on this incident. You should consider both immediate actions and longer-term measures. (a) the containment strategy (possible 6 marks), (b) the Incident Response (possible 8 marks), and (c) Disaster Recovery (DR) actions (possible 6 marks) Q4 Controls and governance (400 words maximum) [30 Marks] Referring to the NZ Information Security Manual (NZISM) https://nzism.gcsb.govt.nz/ism- document, consider how vulnerabilitiesin the physical and logical design and architecture of the kiosk example could be mitigated or minimised by application of physical and technical controls. Name, and discuss 6 controls, justifying why each would be appropriate, using relevant information that you locate in NZISM. List your results in a table formatted as below in Fig. 1. One basic example is provided to guide you on appropriate format and content. Providing a greater level of detail within your table (within word count limits) will result in a higher grade than providing basic information as shown below. Reference NZISMat the end of the document, using IEEE format. You do not need to cite each entry. Each of the 6 controls are worth up to 5 marks each, allocated as following per control: Correctly identifying the control (possible 1mark) Providing some concise details on the control (possible 2marks) Identifying the chapter, and if directly relevant, the topic (possible 1mark) Identifying the relevant objective (possible 1mark) You must reference NZISMin your references section, but citations not required for Q4. Control Detail Chapter & topic Summarised Objective Example: Physical security Example: More physical security Example: 8. Physical Security 8.1. Facilities Example: 8.1.1. Physical security measures applied to facilities to protect systems and their infrastructure 1. 2. 3. 4. 5. 6. Fig. 1
BST811 Business Data Analytics Academic Year 2024-2025 Coursework The word count for this assignment is 3,000 words, excluding references, tables, figures, and the appendix. You are required to complete both tasks and should distribute the word count according to the percentage allocated to each task. Task1 (70%) Case Study: Evaluating Airline Customer Review Data Background AirCo, an airline company, engaged a consultancy firm, Heslington Consultancy (HesCo, a pseudonym), to conduct an in-depth evaluation of user-generated data from a customer review platform. AirCo will use this data to better understand the quality of service and characteristics of various competitors. Since AirCo was not registered on this platform, its own review data was not part of the dataset. However, the review data of other airlines was publicly available for web crawling, allowing them to obtain several years' worth of customer reviews. AirCo had concerns that its marketing team might struggle to analyse the vast volume of review data, as they were still relying on manual annotation to assess the content of reviews. They realised that this method was insufficient for gaining a comprehensive understanding of customer perceptions and feedback. To address this, HesCo was tasked with analysing both the customer reviews of AirCo's competitors, aiming to uncover insights into customer sentiments, and with identifying areas for potential improvement based on competitor performance. HesCo assigned a recently graduated data analyst with a background in computer science to carry out the analysis. The analyst employed advanced data-mining techniques, including text mining and sentiment analysis, to extract insights from the large dataset and produced various visualisations, such as charts and graphs, to present the findings (see *remarks). Despite the technical accuracy and thoroughness of the analysis, HesCo’s manager expressed difficulty in interpreting the results and questioned whether the insights were actionable for strategic decision-making. As a newly appointed management trainee, you have been tasked with reviewing the analysis and assessing its value. Your task is to assess the usefulness and effectiveness of the data analysis in providing a meaningful evaluation of customer reviews, and to determine whether the findings should be shared with AirCo’s senior management. You are required to submit a written report detailing your assessment. Below are the key points your line manager would like you to address: *Remarks: Please refer to the data analysis result document – “Analysis for AirCo.html” for the data-mining results. A) You need to explain why text mining analytics is a valid approach for exploring review data in this project. Additionally, you should provide an overview of the techniques the Data Analyst has employed (such as LDA, sentiment analysis), explaining the rationale behind them and how they can yield valuable insights. It is important to communicate the purpose of this project clearly to our client, AirCo. You should include relevant literature to support your arguments B) Your line manager expects the following content to be found in the data-mining results. You need to determine whether these questions have been answered. If they have, discuss the findings; if not, recommend how to revise the analysis. Your suggestions will serve as action points for the Data Analyst to follow up on: · What are the main topics discussed in the review data? · What are the strengths of AirCo's competitors, and do these strengths lead to higher customer satisfaction? (hints: What are the topics that provide positive feedback?) · Which airline has the best positive feedback from customers, Discuss this in terms of ratings (structure data) and feedback (unstructured data) · How have airlines' performance varied across the years? How did different airlines perform? · The analyst has generated various visualizations, including word clouds, frequency distributions of review topics, sentiment analysis over time, and comparative analyses between airlines. Do these visualisations provide meaningful insights for AirCo? Why? C) Your manager has asked you to identify and evaluate the top 3 airlines for family customers. Using the techniques learned in class, identify these airlines and discuss the characteristics of their services that make them family-friendly. Be sure to include relevant figures and diagrams to support your analysis. Task 2 (30%) Throughout the course, you took part in several sessions of the Simulation Game. You should include a screenshot from the simulation to highlight your best result. In addition, explain how you achieved this success by focusing on key parameters and strategies. You can also utilise tools (e.g., various diagrams introduced in this module) to analyse your decision-making process in selecting the optimal production line settings and other parameters to improve outcomes. Reflecting on the lessons learned from the simulation is crucial, as it will demonstrate how well you managed the simulation and your understanding of key principles in business analytics and their application within a supply chain context. Note: The simulation score does not affect the assessment. The focus is on demonstrating the reasoning behind your best production line setup and other related decisions. (Simulation URL: https://www.leangame.management) Submission Requirements The submission deadline is 7/1/2025. Please submit your assignment through Learning Central. Files should be submitted in pdf format, as this should ensure that both the text and diagrams are not distorted when uploaded. Please check that the document has saved correctly before uploading. Marking is done anonymously, and so please only include your student number in the document. The file name should include both the module code and student number. Marking Criteria A marking grid for the coursework can be found at the end of this document. Any Questions? If you have any questions, then please contact Professor Mike Tse at [email protected]. Please note that emails sent outside of office hours will not be read until the next working day at the earliest. Mark Assessment Descriptor 80+ An outstanding piece of work, showing total mastery of the subject matter, with a highly developed and mature ability to analyse, synthesise and apply knowledge and concepts. All objectives of the set work are covered and the work is free of error with very high level of technical competence. There is evidence of critical reflection; and the work demonstrates originality of thought, and the ability to tackle questions and issues not previously encountered. Ideas are expressed with fluency. All intended learning outcomes are exceeded. 70-79 An excellent piece of work, showing a high degree of mastery of the subject matter, with a well-developed ability to analyse, synthesise and apply knowledge and concepts. All major objectives of the set work are covered, and work is free of all but very minor errors, with a high level of technical competence. There is evidence of critical reflection, and of ability to tackle questions and issues not previously encountered. Ideas are expressed clearly. However the originality required for a 80+ mark is absent. All intended learning outcomes are achieved and some are exceeded. 60-69 A good piece of work, showing a sound and thorough grasp of the subject-matter, though lacking the breadth and depth required for a distinction mark. A good attempt at analysis, synthesis and application of knowledge and concepts, but more limited in scope than that required for a mark of 70+. Most objectives of the work set are covered. Work is generally technically competent, but there may be a few gaps leading to some errors. Some evidence of critical reflection, and the ability to make a reasonable attempt at tackling questions and issues not previously encountered. Ideas are generally expressed with clarity, with some minor exceptions. All intended learning outcomes are achieved. 50-59 A fair piece of work, showing grasp of major elements of the subject-matter but possibly with some gaps or areas of confusion. Only the basic requirements of the work are covered. The attempt at analysis, synthesis and application of knowledge and concepts is superficial, with a heavy reliance on course materials. Work may contain some errors, and technical competence is at a routine level only. Ability to tackle questions and issues not previously encountered is limited. Little critical reflection. Some confusion and immaturity in expression of ideas. Most intended learning outcomes are achieved. 40-49 Not of a passable level for a postgraduate programme. A poor piece of work, showing some familiarity with the subject matter, but with major gaps and serious misconceptions. Only some of the basic requirements of the work set are achieved. Little or no attempt at analysis, synthesis or application of knowledge, and a low level of technical competence, with many errors. Difficulty in beginning to address questions and issues not previously encountered. Below 40 Work not of passable standard, with serious gaps in knowledge of the subject matter, and many areas of confusion. Few or none of the basic requirements of the work set are achieved, and there is an inability to apply knowledge. Technical competence is poor, with many serious errors. The level of expression and structure is very inadequate. Few intended learning outcomes are achieved.
COMPX251 Applied Computing Tools An Introduction to Raster Graphics P2 Instructions You should have completed the two P1s for your theme . The remaining part of the theme is the project (P2) . The project requires you to submit two short posts to Moodle outlining your planned project, build the project, attend a show and tell session to demonstrate your project, and write a report describing your project and your experiences . The time line is: 1. Think about what you want to do for a P2 Project. 2. Post a one paragraph statement of your proposed P2 project First theme — end of week 4 (A & B), middle of week 2 (Summer) . Second theme — end of week 10 (A & B), middle of week 5 (Summer) . The idea of this statement is to show that you are underway with your project, and to share your idea for critique. The paragraph should broadly outline the work you are planning (which option are you considering, what is the overall intention for the image , what tools will you use, and broadly how will you approach the construction . Add your statement to the Photoshop theme discussion in Moodle . You should consider the postings from your classmates and comment on the suitability/feasibility of their choices. Be prepared to defend your choice . (Remember, part of your assessment is based on your contributions) . 3. Post an outline of the design for your project publications First theme — middle of week 5 (A & B), end of week 2 (Summer) . Second theme — middle of week 11 (A & B), end of week 5 (Summer) . The idea of the outline is to show that you are working satisfactorily, and to show your project design. Your outline should include: • what option have you chosen • who is your target audience • what do you want the audience to get from the imagen • a description of your intended image (general layout, effects you intend to use, etc) . • a description of how you intend to manipulate your image (necessary layers, breakdown of pieces, use of masks or other techniques) • an estimate of time required to implement the P2 project and write the report; and a costing for that time . Note: In regard to the last point, given your project outline , we want you to estimate the time it will take you to implement the project, and the time it will take to write the report. hen tell us what you think the completed project would cost, i.e . what would you pay if you were asking someone to make it for you, or conversely, what would you charge to make it for someone else? You should consider the postings from your classmates and comment on any problems you perceive in their designs. Discuss any feedback. 4. Spend the remaining weeks of the theme working on your project. Remember to record the time that you spend working on the project. 5. Sign up for and attend a show and tell session First theme — during week 7 (A & B), end of week 3 (Summer) . Second theme — during study week (A & B), end of week 6 (Summer) . The ‘show and tell’ session is to demonstrate and explain your P2 project. Show and tell sessions will be held separately for each theme, and you will need to reserve a space in a session before they start. Check Moodle for the session times and how to sign up for a session . 6. Write up a brief (no more than four pages) report that summarises your publication design and the design process for Part B of the project. Emphasis should be given to your consideration of the design problems and your outcomes. i.e. justify why you came up with the design you did. The 'what' should be there primarily to illustrate the 'why'. When you write the report, record the time spent writing. Reflect on the process in your report. How did you find the software to use? How successful was your project? Relate this to some reflection on the material you covered in the P1 modules (what you thought was good and bad, and consider the feedback from the Moodle discussion) . What have you learned from the experience? Compare your time estimates from your outline with your actual time spent. Discuss any discrepancies . 7. After your ‘show & tell’ presentation, submit your report and any other files requested by the marker at your presentation into Moodle . 8. The report must be handed in at the end of the show and tell week First theme — end of week 7 (A & B), end of week 3 (Summer) . Second theme — end of study week (A & B), end of week 6 (Summer) . . Photoshop P2 Options Introduction to Raster Graphics P2 This P2 project applies the material you explored in the Introduction to Raster Graphics module . This module is in two parts . You are to carry out one of the options to meet the ‘brief’ below . Then you are to prepare a report describing the processes you utilised, and explaining why you produced the solution you did. The illustration is to be created in Adobe Photoshop CC , and the report is to be prepared using either Adobe InDesign or Microsoft Word. You will present and discuss your illustration at a Show & Tell session . Part A: This will allow you to demonstrate your understanding of the practical techniques. Choose ONE of the following options: 1) Image compilation/restoration: The file BOATBLUR.JPG is a digitised glass plate negative of very poor quality. The file BOATBLR2.JPG is from another scan of the same negative. Using these images produce a good quality restoration of all or part of the scene . 2) Image restoration: The file HANDC.JPG is a digitised image from a damaged glass plate negative of a horse and cart passing some shops. Generate a good quality restoration of the whole scene . 3) Montage: The files in the folder MONTAGE1.ZIP and MONTAGE2.ZIP contain pictures of adjacent areas of a scene . Choose one set of photos and combine the images to produce a smooth panoramic scene . Specification The project should demonstrate/ include the following: • Illustrate the use of a variety of the Photoshop tools and techniques • Have consistency and a reasonable level of complexity • Have appropriate adjustments • Be a single consistent realistic scene It should not be necessary to use anything other than the supplied materials . The content must be your own work unless it is limited amount of material (in which case the source must be suitably cited in your report) . Any other material you base your work on (like tutorials) must also be suitably referenced. Please note that the University does not condone plagiarism and if it is determined you have made unacknowledged use of another persons work action will be taken under the University's discipline regulations (see the University calendar) The final image presented is a high-res PDF (min 300dpi suitable for printing). You are also to submit your un-flattened Photoshop files . Part B: Part A has shown that you can generate a realistic result by modifying images in Photoshop — part B is to demonstrate your understanding of the process of designing the workflow and creating that realistic image . You are to write a report summarising your project design and the work process . Emphasis should be given to your consideration of the design problems and your outcomes . i.e . justify why you came up with the solution you did. The 'what' should be there primarily to illustrate the 'why'. Use your design documents (sketches, etc) and screen-shots to illustrate your report. Relate this to some reflection on the material you covered in the P1 modules (what you thought was good and bad, and consider any feedback from Moodle) . The report must include a comparison of the time estimates from your outline with the actual recorded time working on the project and writing the report. Comment on any differences, including reasons why the estimate varied from the time used. Based on this experience, how would you produce a better time estimate for future projects? Compare your finished product with your estimate of its worth from your outline . Do you think that it is worth what you proposed paying/charging? If not, give a new cost for what was actually created. Use this new cost and the number of hours you worked on it to calculate your ‘hourly wage’ for the project. Comment on whether this is a good wage? The report should be 1000-2000 words (at least one page, to around four word-processed text pages), plus screenshots, diagrams, and attachments . What to hand in: Submission is electronic via Moodle . You are to hand in: • your report (pdf or word document) • your Photoshop and PDF files • bring a printed version of your final image to the show & tell. (Flexi students may be expected to submit the print via mail – check with your marker at the show & tell)
C19LO Leading in Organisa8ons Coursework 1 – Explana8on, Hints and Tips Coursework 1 (Case study and Group Reflec8on-40%) 1. Introduc8on- Aims The aims of the assessment are to (40%): • Upskill students’ knowledge and prac>ce in leadership. • Evaluate the different approaches of leadership theories and models • Examine the applica>on of responsible leadership for sustainable business development and • Appraise self-awareness of leadership through reflec>on and ra>onalise personal strengths by working with others. (Note: this coursework is reflected on LOs 1, 4 and 5) Your group should select one (1) of the themes (see Sec8on 2) and apply knowledge by choosing one of the leaders or organisa>ons to jus>fy your analysis (see Sec8on 3). A team contract should be submiQed as part of the collabora>on and communica>on skills - working with others (see Sec8on 4). 2. Themes to be selected: This coursework is focused on the first part of the course and your further research and engagement with the core subjects and one (1) of the themes listed below: • Charisma>c Leadership • Distributed Leadership • Con>ngency (Situa>onal) Models of Leadership • Team Leadership Note: A >meline of the literature, such as the evolu>ons of the theories/concepts - like a review of the literature, by wri>ng a >meframe. from the past to now of the current literature, named as cita>on chaining (see more informa>on below). Some ques>ons can help you such as who has first developed the theory/concept/model, and are these theories and concepts UpToDate in our business environment? To jus>fy your analysis a business case study (choose a leader or organisa>on) should be used to illustrate your arguments. What is Cita8on Chaining linked to the case study? This simply means looking at specific published works cita>ons (in this case, the core text for your book) and following them backwards to iden>fy the first >me a par>cular concept or idea was published. Or, in the case of the original concept, I look forward to seeing how they are used up to the present day. The purpose of this is that it provides a clear understanding of how an idea or concept was introduced, its origins and, of course, how it has evolved and developed over the years, followed by a case study, an intensive study about a person, or group describing as an intensive, systema>c inves>ga>on of a single individual, group, community to examine. 3. Applica8on of Knowledge (choose a leader or organisa8on/company) You should then present a detailed analysis of the theme selected and apply your knowledge/theory/concept by analysing a leader or organisa>on/company that can be seen as a case study of your analysis. For example, Nelson Mandela is a charisma>c leader. In this case, the theory and prac>ce of this leader should be evaluated and examined using theory or concept and analysis. 4. What is a Team Contract? This course uses team contract to allocate marks to students within a group. Each group is required to submit a team contract (see template in Appendix A). it is used for marking only in cases where group members feel that one or more members have not made a fair and equitable contribu>on to the submission. In this case, each group member should sign the template to confirm all contribu>ons and mee>ngs. This is fully explained in the team contract sec>on. This may lead to individual students receiving a reduced percentage of the submission grade. Why Groupwork? Groupwork can be unpopular amongst student groups, so why include it for assessment purposes? Simply, it is such a core aspect of employment and roles in the workplace that for employability, providing the experience of working in teams and dealing with and managing challenges and obstacles is something employers want to see from new staff. It is defined as a group se g with the aim of developing students individually through group coopera>on, collabora>on, communica>on and curiosity (Collins Dic>onary, 2024). However, everyone must contribute appropriately to group work within the courses and assignments, so a team contract is also part of this coursework submission where necessary. As a group, you should follow the steps below (checklist): • Select one of the themes above to evaluate the leadership theories or concepts covered in the first half of the course. • You should then iden>fy the relevant references from the core text that you consider important to explaining or developing that theme. You should then use backward cita>on chaining to iden>fy the first use of the theme, theory or concept once you are sa>sfied that you have completed thorough searches and iden>fied the ‘history’ of the theme, theory or concept. • Your group should write a group report and cri>cal summary showing its development and progress toward current thinking. This means you need to find a business case study (a leader or organisa>on/company) to jus>fy your analysis and examine the applica>on of knowledge as part of responsible leadership for sustainable business. • You should present an introduc8on which details an overview of the case study and explains which cita>ons you iden>fied in the core text and why you tracked these in par>cular (400 words). • Applica8on of knowledge (see the instruc>ons above) (2000 words) • Finally, you should present a conclusion (600 words) to your analysis and draw the key cri>cal elements and importance of your iden>fied ar>cles and your leader or organisa>on choice. • A brief group reflec8on by answering these ques>ons (500 words) based on Rolfe et al.’s (2001) reflec>ve model (group reflec>on): • What learning occurred for you (as a group) in this coursework? • How can you (as a group) apply this learning? • What would you like to learn more about related to this course? • What follow-up is needed to address any challenges or difficul>es? Note: The team contract template must be submi[ed as part of the appendix (refer to Appendix A). Format and requirements: • This coursework report should be 3500 words (+/- 10%). (Note: the individual word counts shown above are sugges>ons for structure but are not a requirement, and they are the overall word count of the essen>al coursework) • This report should include at least 15 academic references (the reference list is not included in the word count. • Appendix A should be signed by all group members and submiQed on Canvas. • Font size and type: 12 Times New Roman/Arial • Line spacing: 1.5 Note: The final group report is due no later than 11 a.m. (UK), 3 p.m. (Dubai), and 6 p.m. (Malaysia) on Friday, November 1st, 2024 (Week 8). For groupwork, only ONE group member should upload to Canvas by the submission deadline on behalf of the whole group. Hints & Tips • You should write in the third person throughout this case study, as it is a formal academic submission. • Ensure you provide a ra>onale for the first references you select from the core text (why are those cores used to explore the subject?) • You need to be selec>ve in reviewing each set of cita>ons to jus>fy your selec>on by providing a business case analysis. Only track the ones you consider to be of core importance. • Remember that websites and blogs are unsuitable academic references and that the focus should be on peer-reviewed ar>cles, conference papers or books. • One key challenge is wri>ng succinctly and drawing out the key points; try marking each point of importance in a paper or making a plan using bullet points to ensure you have iden>fied the most cri>cal aspects of the ar>cle. • Read the marking guide/criteria for details on what the markers look for in your case study. • Pick each ar>cle for a clear reason: why is it necessary or relevant to management (leading people), what is the theme/subject, and what have you learned from it? How will this help you in the future with your learning about leadership? • Ensure you have a robust and clear structure for the body of the report • The Introduc>on and Conclusion are essen>al to the case study – don’t neglect them • Remember that you are not simply describing the ar>cle. Your wri>ng on it should be cri>cal. How reliable is it, what approach did the author(s) take, and why have you selected/chosen the leader or organisa>on? How clear and well-evidenced are the conclusions and so on. • Much like your actual course content, develop your academic skills by reading further on reflec>ve wri>ng, cri>cal analysis, referencing and research. These are essen>al skills for your overall programme and tend to be parallel to actual business skills.
BUSINESS 114 Accounting for Decision Making SEMESTER TWO 2023 QUESTION 1 – Balance Sheet, Income Statement, and Financial Statement Analysis DiveMasters Pro, a New Zealand company which sells diving goods and provides diving services for enthusiasts of all experience levels, has recently completed operations for the month of September 2023. The balance sheet at the end of August 2023 is shown below. DiveMasters Pro – Balance Sheet as at 31 August 2023 Assets Liabilities & Owner’s Equity Current Assets: Current Liabilities: Cash $75,300 Accounts Payable $6,500 Accounts Receivables $19,850 Non-Current Liabilities: Inventory $26,700 Bank Loan (5.5% pa) $46,000 Non-Current Assets: Owners’ Equity: Boat $14,000 $135,850 Capital $83,350 $135,850 The events listed below occurred during the month of September 2023: 1 DiveMasters Pro purchased some inventory (diving gear) for a total of $15,000, with half paid in cash and the remaining half on credit. 2 DiveMasters Pro received $500 from a customer who books a diving excursion that will take place next month (i.e., October 2023). 3 DiveMasters Pro issued an invoice to the University of Auckland Diving Club for $4,500 for a delivery of diving gear. The goods sold (being inventory) cost $3,000. The full $4,500 payment will be received at the end of the year. 4 DiveMasters Pro takes out an investment by transferring $5,000 cash to a 6-month term deposit, which accrues interest at an annual rate of 6%, compounded monthly. The accumulated interest will be paid with the principal amount upon investment maturity. 5 The business paid 50% of the outstanding accounts payable from August in cash. Required: (a) For each transaction provided above, analyse the impact on the financial statements by providing the following information and as per the table below: • Name of the account impacted by the transaction – select the appropriate account name from the drop-down menu: various account names. • The change in the account - use the drop-down menu to indicate whether there is an increase, decrease, or no impact on the account. • The type of account – select one of the following from the drop-down menu: Non-Current Asset, Non-Current Liability, Current Asset, Current Liability, Revenue, or Expense. • The specific financial statement affected by the transaction – select one of the following from the drop-down menu: Income Statement or Balance Sheet. • The monetary amount involved in each transaction - type in the amount for the transaction. Account Name Increase; Decrease; No impact Type of Account Financial Statement Amount 1 2 3 4 5 (13 marks) (b) What is the balance of the Capital account after the above five transactions and the owner draws out $500 cash for personal use at the end of the month? Show all workings. (2 marks) (c) When analysing a firm’s financial performance, a common way is to compare the firm’s performance with that of its industry peers. The gathered financial information of DiveMasters Pro and its industry peers is as follows: Ratio DiveMasters Pro Industry Return on Equity (ROE) 13.13% 13.14% Return on Assets (ROA) 3.75% 8.76% Debt ratio (%) 75.02% 30.45% In light of the provided financial ratios, evaluate how DiveMasters Pro is doing relative to its industry peers regarding profitability to investment and financial risk. (2 marks – 100 words maximum) (d) Taking into account DiveMasters Pro ratios and Balance Sheet, do you think the company should invest the $5,000 into the 6-month term deposit (transaction 4) or would it be more prudent to utilize this amount towards reducing the bank loan? (Note: there is no need to do any calculations). (2 marks – 100 words maximum) (e) Why is it important to compare financial ratios against appropriate benchmarks? In addition to comparing against industry peers, identify one alternative way that DiveMasters Pro can employ to gauge its financial performance using financial ratios. (2 marks – 100 words maximum) (Total for Question 1: 21 marks) QUESTION 2 – Cost Understanding Nebula Enterprises is a leading manufacturer of a high-quality game console called Orion. With the rising popularity of augmented reality (AR) games, the company plans to introduce a new AR accessory called Vega in 2023. Alongside this, their marketing manager, Alex, is considering a promotional campaign offering a free VR headset with each purchase of the Vega product to boost sales in the initial months. The following information has been provided: Current Product (Orion) New Product (Vega) Sales (units) 90,000 110,000 Selling price per unit ($) 250 220 Variable cost per unit ($) 225 180 Total fixed costs ($) 1,000,000 1,300,000 If the promotional campaign proceeds, there will be an additional fixed cost of $150,000 and each VR headset will incur a cost of $10 per unit for the company. Required: (a) (i) Calculate the breakeven point in revenue for the Orion and Vega products, respectively, based on the 2023 data and without the new promotional campaign. (Round your answer to two decimal places, if required). (2 marks) (ii) Calculate the profit for the Orion product based on the given data. (1 mark) (iii) Calculate the profit for the Vega product based on the given data, without the promotional campaign. (1 mark) (iv) Calculate the additional total costs associated with the promotional campaign for the Vega product. (1 mark) (v) Calculate the profit for the Vega product when the promotional campaign is implemented, considering the costs from (iv). (1 mark) (vi) Compare the profits before and after introducing the Vega product with its promotional campaign. Discuss Nebula Enterprises’ financial performance post-launch in light of your findings. (2 marks – 100 words maximum) Nebula Enterprises, renowned for its in-house production, is considering an offer from a manufacturer in Country Z, recently scrutinised for poor labour standards, to produce its Vega product (i.e., outsource production) rather than to manufacture it themselves. The manufacturer in Country Z proposes: (i) a production cost of $165 per unit for the Vega product with a minimum order of 80,000 units, and (ii) a charge of $5 per unit for shipping costs. Accepting this offer would nullify Nebula Enterprises’ variable costs related to manufacturing the Vega product themselves. Moreover, this would also allow Nebula Enterprises to lease part of their manufacturing facility, generating $12 per Vega unit sold in revenue. (i) Determine the net financial impact of accepting the manufacturer in Country Z’s offer versus if Nebula Enterprises manufactures the Vega product themselves in-house. Briefly discuss which option is the best. (Ignore the promotional costs). (5 marks) (ii) Discuss two potential reputational risks that Nebula Enterprises might face if they decide to outsource the production of the Vega product to the manufacturer in Country Z. (2 marks – 100 words maximum) (Total for Question 2: 15 marks) QUESTION 3 – Performance Measurement ClearWater Ltd is known for its bottled natural spring water. Their premium offering, AquaPure, is marketed as being sourced from pristine mountain springs, a claim that appeals to a significant segment of customers who prefer pure and untouched water sources. Every month, they forecast to bottle and sell around 20,000 units of AquaPure. However, of late, unsettling rumors have been circulating, suggesting that ClearWater Ltd might be compromising its commitment to quality. Allegedly, some batches of AquaPure are being sourced from non-spring sources, raising questions about the authenticity of ClearWater Ltd’s claims and potentially misleading its dedicated customer base. In August, amidst these rumors, the company’s anticipated and actual costs were as follows: Anticipated Costs for each AquaPure unit August Actual Production 18,000 units Direct Materials $1.00 (Bottle and Label) $18,500 Direct Labour 0.5 hours at $10.00 hourly 9,000 hours, costing $90,000 Variable Manufacturing Overhead 0.5 hours at $5.00 hourly $85,000 Fixed Manufacturing Overhead $50,000 $48,000 Total Actual Costs $241,500 Required: (a) Calculate the budgeted cost of producing a single AquaPure unit. Cost ($) Workings Direct materials Direct labour Variable manufacturing overhead Fixed manufacturing overhead Total budgeted cost for one unit (3 marks) (b) Calculate the total flexed budget cost for AquaPure units in August. Cost ($) Workings Direct materials Direct labour Variable manufacturing overhead Fixed manufacturing overhead Total flexed budget costs (3 marks) (c) Ethical and Cost Implications: (i) From an ethical standpoint, evaluate the potential implications of the rumors regarding ClearWater Ltd’s water sourcing. What are the broader moral ramifications of potentially misleading customers about the purity and source of AquaPure? (2 marks – 100 words maximum) (ii) Analyse how these rumors and the ethical concerns they raise might influence ClearWater Ltd’s costs, sales, and overall brand reputation. What potential financial repercussions could ClearWater Ltd face if these rumors are validated? (2 marks – 100 words maximum) (d) Balanced Scorecard Perspectives and Corrective Measures: (i) Using the balanced scorecard approach, identify which two perspectives are most jeopardized by these rumors. How might these perspectives be adversely affected by the circulating speculations? (2 marks – 100 words maximum) (ii) Suggest appropriate measures and actions ClearWater Ltd should undertake for damage control. How can the company ensure transparency in the future to rebuild trust with its stakeholders? (2 marks – 100 words maximum) (Total for Question 3: 14 marks)
Individual Assignment 4 Due Date: 11:59 pm, December 9th, 2024 Total Points: 125 1. A company has been selling a new product for 4 months and wants to forecast the demand for the 5th month. The company is considering different forecasting methods. (a) The first forecasting method in consideration is simple moving average with n = 3. Please fill in the following table. (5 points) Month At Ft 1 200 - 2 220 - 3 232 - 4 258 5 - (b) The second forecasting method in consideration is exponential smoothing with α = 0.5. Please fill in the following table. (5 points) Month At Ft 1 200 210 2 220 3 232 4 258 5 - (c) The third forecasting method in consideration is double exponential smoothing with α = 0.5 and δ = 0.5. Please fill in the following table. (5 points) Month At Ft Tt FITt 1 200 180 16 2 220 3 232 4 258 5 - (d) Which method do you recommend? Explain within two sentences. (5 points) 2. A San Diego company produces fertilizer. The following data on the amount of Nitrogen for one bag of fertilizer are collected when the process is in control. Observation Sample 1 2 3 4 1 604 612 588 600 2 597 601 607 603 3 581 570 585 592 4 620 605 595 588 5 590 614 608 604 (a) Calculate control limits for an R-chart and anX(̅)-Chart. Please use three-standard-deviation limits, and the standard deviation is calculated with (5 points) (b) After these data are collected, some new employees are hired. A new sample obtained is as follows: 625, 692, 612, and 635. Is the process still in control? (5 points) 3. Pioneer Chicken advertises “lite” chicken with 30 percent fewer calories. The process mean for “lite” chicken breasts is 420 calories, with a standard deviation of 25 calories. The product design calls for the average chicken breast to contain 400 ± 100 calories. Calculate the process capability index and the modified process capability index. Use three standard deviations. (5 points) 4. A company produces plastic powder in lots of 2000 pounds at the beginning of each week. The company uses the powder in an injection molding process at the steady rate of 50 pounds per hour, for an eight- hour day, five days a week. The manager has indicated that the cost of placing an order is $100, but “we really have not determined what the holding cost is” . (a) What weekly holding cost rate does the lot size imply, assuming the lot size 2000 is optimal? (5 points) (b) Suppose the figure you compute for weekly holding cost rate has been shown to the manager, and the manager says that it is not that high. Would that mean the lot size 2000 is too large or too small? Explain in at most two sentences. (5 points) 5. A company is using the re-order point model to manage the inventory of a certain kind of product. Currently, the inventory system uses an economic order quantity of 600 units. Consider the following situations: (a) Suppose the company is able to get much cheaper transportation such that the setup cost is reduced from $90 per order to $10 per order. Everything else remains unchanged. Do you have sufficient information to determine the new economic order quantity? If not, explain why; if yes, what is it? (5 points) (b) Suppose the company is able to negotiate a lower wholesale price from its supplier, from $14.4 per unit to $10 per unit. Everything else remains unchanged. Do you have sufficient information to determine the new economic order quantity? If not, explain why; if yes, what is it? (5 points) (c) Suppose the optimal order quantity obtained from the basic EOQ formula is 600 units per order. In addition, the total inventory holding cost for one whole year is $600. Do you have sufficient information to determine the company’s inventory holding cost per unit per year for this product? If not, explain why; if yes, what is it? (5 points) 6. ABC Farm is a cranberry grower. It is now April 1st and ABC is about to enter into a contract to sell all its cranberries to the Ocean Place Company. ABC’s cranberry crop will be harvested and processed in the fall. The quantity of cranberries produced by ABC is uncertain and follows a normal distribution. ABC estimates that the yield (the quantity of berries) available in the fall has a mean of 10,000 barrels and a standard deviation of 1,500 barrels. For the current contract, ABC must specify now how many barrels it promises to sell to Ocean Place in the fall. The selling price is $500 per barrel, and under the contract, ABC is prohibited from selling cranberries to anyone but Ocean Place. ABC will pay a penalty of $200 for each barrel that is short of what it promises to deliver. For example, if ABC promises to deliver 5,000 barrels but can only deliver 4,500 barrels, Ocean Place would pay ABC a total of 500×4,500−200×(5,000−4,500). If ABC can deliver all the 5,000 barrels as promised, Ocean Place would pay ABC a total of 500×5,000. On September 1st ABC will knowhow many berries are available. If the number of barrels is less than the number they have promised to deliver, ABC will process and deliver all of the berries that are available. If the number of barrels available is greater than the number they have promised to deliver, they will process and deliver only the number that has been promised. For each barrel delivered to Ocean Place, ABC also needs to incura cost of $100 for processing. (a) How much should ABC promise to sell and deliver to Ocean Place? (5 points) (b) With your answer to (a), what is the probability that ABC can NOT deliver the full amount it promises? (5 points) (c) Suppose when ABC cannot harvest and process up to the amount they promise to deliver, they can makeup for the shortfall by buying from another grower at a price of $600. No processing cost is charged for this amount. How much should ABC promise to sell and deliver? (5 points) (d) Suppose there is another identical grower, DEF. The quantity of cranberries available to DEF in the fall has a normal distribution with a mean of 10,000 barrels and a standard deviation of 1,500 barrels, and the cost to DEF to process and deliver is $100 per barrel. Assume that buying from another grower to make up for the shortfall is not possible. Suppose DEF can make an agreement with Ocean Place with exactly the same terms as stated above. Therefore, both ABC and DEF would promise to sell and deliver the same amounts of cranberry as your answer to (a). Now suppose ABC merges with DEF. Assume the amounts of cranberry available in the fall to these two growers are independent. How much should the merged company promise to sell and deliver? (5 points) 7. A firm is managing its inventory system using order-up-to policy, and orders everyday. For the first 100 days, truck transportation is used and the lead time is 2 days. The corresponding order-up-to level is 150. On the 96th day, the firm orders 45; on the 97th day, the firm orders 50. (a) Consider a case that the manager thinks that truck transportation is too expensive. Thus, starting from the order of the 101st day, train transportation is used and the lead time becomes 3. Correspondingly, the order-up-to level is changed to 200. Fill in the following form. (5 points) (b) Consider a case that the manager thinks that truck transportation is too slow. Thus, starting from the order of the 101st day, air transportation is used and the lead time becomes 1. Correspondingly, the order- up-to level is changed to 110. Fill in the following form. (5 points) (c) Suppose that the demand for each day follows a normal distribution with mean 45 and standard deviation 3. What is the service level for the first 100 days? What is the service level after the 101st day for (a)? What is the service level after the 101st day for (b)? (5 points) 8. The Innat Penn hotel has 300 rooms with standard queen-size beds and two rates: a full price of $400 and a discount price of $240. To receive the discount price,a customer must purchase the room at least two weeks in advance (this helps to distinguish between leisure travelers, who tend to book early, and business travelers, who value the flexibility of booking late). For a particular Tuesday night, the hotel estimates that the demand from leisure travelers could fill the whole hotel while the demand from business travelers is distributed normally with a mean of 140 rooms and a standard deviation of 60. (a) Suppose 100 rooms are protected for full-price rooms. What is the booking limit for the discount rooms? (5 points) (b) Find the optimal protection level for full-price rooms (the number of rooms to be protected from sale at a discount price). (5 points) (c) The Sheraton located nearby declared a price war by setting business travelers’ price to $300. The Inn at Penn has to match that price to keep demand at the same level. Does the optimal protection level increase, decrease, or remain the same? Explain your answer. (5 points) 9. In a Tom & Jerry supply chain, Tom is the manufacturer and Jerry is the retailer. The supply chain is going to offer a new T-shirt for the next summer selling season. The following events take place sequentially: (i) Tom offers Jerry a wholesale price of $4. (ii) Jerry decideshow much to order,Q, from Tom. (iii) Tom produces Q units of the T-shirt at a unit production cost of $2 and deliver them to Jerry. (iv) The selling season starts and Jerry sellsT-shirts at a retailer price of $10. Suppose the demand follows a normal distribution with mean 100 and standard deviation 20. (v) The selling season ends and all the leftover T-shirts, if any, are thrown away. Answer the following questions: (a) How much should Jerry order to maximize his own profit? How much should Jerry order to maximize the overall profit of the supply chain? (5 points) (b) Now Tom considers offering Jerry a buyback price r, which means that he will buy all the leftover inventory from Jerry at the end of the selling season. Tom’s purpose is that, when Jerry maximizes his own profit, he is also maximizing the overall profit of the supply chain. What should the value of r be? (5 points) (c) Tom has another plan. He can promise to Jerry that, for any quantity of T-shirts sold beyond 100 units, a unit sales rebate of A will be awarded. What should the value of A be to achieve the same purpose? (5 points) 10. So, any final comments for the course before it ends? (optional)
LIN329: Assignment 1 Due in hard copy at the beginning of lecture on Oct. 21, 2024 Part 0: Make sure to include your name and student number! You must write up the assignment on your own, but you can talk to other students about it. If you talk to other students, you MUST write their names on your assignment. Part 1: Distributions (60 marks) Consider the following data from Language P. All symbols are in IPA transcription (i.e. [y] is a vowel). pytikabo ‘run’ tekalifyra ‘jump’ ide ‘walk’ mygita ‘swim’ ebysilopydi ‘fly’ vyri ‘skip’ abogetisapy ‘float’ Q1: Are [i] and [y] in contrastive or complementary distribution in Language P? Provide evidence for your response. If the distribution is contrastive, you should provide a minimal or near-minimal pair, and if it is complementary, provide a generalization about the environments. (2 points) Q2: Are [i] and [e] in contrastive or complementary distribution in Language P? Provide evidence for your response. If the distribution is contrastive, you should provide a minimal or near-minimal pair, and if it is complementary, provide a generalization about the environments. (2 points) Q3: Based on the formulation given in class for this family of constraints, define the following constraints (1 point each = 2 points total): • Ident-IO[round] • Ident-IO[high] Q4: In addition to the constraints from Q3, you will need the following constraints for your analysis. For each constraint, state whether it is a general markedness constraint, a special markedness constraint, or a faithfulness constraint. Briefly explain how you know. (2 points each = 8 points total) • *LabialUnrounded: Assign a violation for every unrounded vowel following a labial consonant in the output. • *FrontRounded: Assign a violation for every front rounded vowel in the output. • *CoronalHigh: Assign a violation for every high vowel following a coronal consonant in the output. • *Mid: Assign a violation for every mid vowel in the output. Q5: Of the constraints in Q3 and Q4, three are relevant to the OT analysis of [i] vs. [y] in Language P. Which three constraints are relevant? For each pair of these three relevant constraints, provide a pairwise comparison to illustrate their ranking in Language P. You should have three pairwise comparisons total. For each pair, you’re expected to: (1) choose an appropriate example (2) choose an appropriate competing candidate (3) fill out the tableaux for the pairwise comparison correctly (4) provide the conclusion about the ranking of the constraints (5 points per pair = 15 points total) Q6: Provide two full tableaux with all three constraints chosen in Q5 to illustrate the distribution of [i] and [y] in Language P. One tableau should illustrate a form with [i] and one should illustrate a form. with [y]. Each tableau should use three constraints, ranked in the appropriate order based on Q5. Each tableau should include the correct UR and at least two appropriate candidates. (4 points each = 8 points total) Q7: Of the constraints in Q3 and Q4, three are relevant to the OT analysis of [i] vs. [e] in Language P. Which three constraints are relevant? For each pair of these three relevant constraints, provide a pairwise comparison to illustrate their ranking in Language P. You should have three pairwise comparisons total. For each pair, you’re expected to: (1) choose an appropriate example (2) choose an appropriate competing candidate (3) fill out the tableaux for the pairwise comparison correctly (4) provide the conclusion about the ranking of the constraints (5 points per pair = 15 points total) Q8: Provide two full tableaux with all three constraints chosen in Q7 to illustrate the distribution of [i] and [e] in Language P. One tableau should illustrate a form. with [i] and one should illustrate a form. with [e]. Each tableau should use three constraints, ranked in the appropriate order based on Q7. Each tableau should include the correct UR and at least two appropriate candidates. (4 points each = 8 points total) Part 2: Stress (40 marks) Consider the same data from Language P, now with stress marked. Recall that all symbols are in IPA transcription (i.e. [y] is a vowel). pytíkabò ‘run’ tekalífyrà ‘jump’ idé ‘walk’ mygitá ‘swim’ ebýsilòpydì ‘fly’ vyrí ‘skip’ abógetìsapỳ ‘float’ Q1: Re-write the Language P dataset including syllable boundaries and foot boundaries. (7 points) Q2: State the correct Language P parameters for each of the following (1 point each = 4 points total): • Which syllable within the foot receives greater stress? • Which edge of the word is stressed determined from? • Must all syllables be contained within a foot? • Which stress is primary? Q3: For each of the following pairs of constraints, provide a pairwise comparison to illustrate the ranking of your constraints. For each pair, you’re expected to: (1) choose an appropriate example from the dataset to illustrate these particular constraints (2) choose an appropriate competing candidate (3) fill out the tableaux for the pairwise comparison correctly (4) provide the conclusion about the ranking of the constraints (5 points per pair = 20 points total) • RhTy=T vs. RhTy=I • All-Ft-R vs. All-Ft-L • FtBin vs. ParseSyll • Leftmost vs. Rightmost Q4: Using the eight constraints in Q3, provide a full tableau to illustrate your complete analysis of the stress system in Language P. You should choose an appropriate example to illustrate all points of your analysis, and you should have enough candidates to illustrate everything about your analysis. Make sure to use dashed vs. solid lines appropriately in your tableau. (9 points)
TEST SEMESTER 1 ACADEMIC SESSION 2024-2025 ZCMA6102 (SET 3) LEADERSHIP DEVELOPMENT LEADERSHIP DEVELOPMENT STRATEGY: THE MISSING LINKS QUESTION 1 Leadership is essential for enhancing business performance and gaining competitive advantage. This necessity has accelerated the focus on leadership development within organizations. Leadership development involves expanding the collective capacity of organizational members to generate direction, alignment, and commitment. Please provide a narrative based on your understanding of leadership development, using the statements provided above. [10 marks] QUESTION 2 It is clear that, despite the widespread focus on leadership development, there is a significant gap in having a well-defined leadership development strategy. The issues of misalignment with business goals, insufficient support from leadership, lack of learning opportunities, and failure to meet individual aspirations are evident, yet their significance is often underestimated. Examine the gaps in leadership development and propose effective solutions to address them. [10 marks] QUESTION 3 The most effective leadership development strategy aligns with business needs, engages stakeholders, defines leadership in context, supports participants' aspirations, and integrates HR processes. Please discuss and outline future directions for leadership development. [10 marks]
CSE 101 Introduction to Data Structures and Algorithms Programming Assignment 2 Breadth First Search and Shortest Paths The purpose of this assignment is to implement a Graph ADT and some associated algorithms in C. This project will utilize your List ADT from pa1. Begin by reading the handout on Graph Algorithms, as well as appendices B.4, B.5 and sections 22.1, 22.2 from the text. The adjacency list representation of a graph consists of an array of Lists. Each List corresponds to a vertex in the graph and gives the neighbors of that vertex. For example, the graph has adjacency list representation 1: 2 3 2: 1 4 5 6 3: 1 4 4: 2 3 5 5: 2 4 6 6: 2 5 You will create a Graph ADT that uses this method of representing a graph. Each vertex will be identified with an integer label in the range 1 ton, where n is the number of vertices in the graph. The client program in this project will be called FindPath.c, and will use the Graph ADT to find shortest paths (i.e. paths with fewest edges) between pairs of vertices. It will take two command line arguments, as follows. $ FindPath input_file output_file File Formats The input file will be in two parts. The first part will begin with a line consisting of a single integer n giving the number of vertices in the graph. Each subsequent line will represent an edge by a pair of distinct numbers in the range 1 ton, separated by a space. These numbers are the end vertices of the corresponding edge. The first part of the input file defines the graph, and will be terminated by a dummy line containing “ 0 0” . After these lines are read your program will print the adjacency list representation of the graph to the output file. For instance, the lines below define the graph pictured above, and cause the above adjacency list representation to be printed. 6 1 2 1 3 2 4 2 5 2 6 3 4 4 5 5 6 0 0 The second part of the input file will consist of a number of lines, each consisting of a pair of integers in the range 1 to n, separated by a space. Each line specifies a pair of vertices in the graph; a starting point (source) and an ending point (destination). The second part of the input will also be terminated by the dummy line “ 0 0” . For each source-destination pair your program will do the following: • Perform. a Breadth First Search (BFS) from the given source vertex. This assigns a parent vertex (also called a predecessor, which may be nil) to every vertex in the graph. The BFS algorithm will be discussed in class and is described in general terms below. The pseudo-code for BFS can be found in section 22.2 of the text, and is also presented at Examples/Pseudo-Code/GraphAlgorithms on the class webpage. • Use the results of BFS to print out the distance from the source vertex to the destination vertex, then use the predecessors to recursively printout a shortest path from source to destination. See the algorithm Print-Path in section 22.2 of the text, and also at Examples/Pseudo-Code/GraphAlgorithms. Examples Input File: Output File: 6 1: 2 3 1 2 2: 1 4 5 6 1 3 3: 1 4 2 4 4: 2 3 5 2 5 5: 2 4 6 2 6 6: 2 5 3 4 4 5 The distance from 1 to 5 is 2 5 6 A shortest 1-5 path is: 1 2 5 0 0 1 5 The distance from 3 to 6 is 3 3 6 A shortest 3-6 path is: 3 1 2 6 2 3 4 4 The distance from 2 to 3 is 2 0 0 A shortest 2-3 path is: 2 1 3 The distance from 4 to 4 is 0 A shortest 4-4 path is: 4 If there is no path from source to destination (which may happen if the graph is disconnected), then your program will print a message to that effect. Note that there may be more than one shortest path joining a given pair of vertices. The particular path discovered by BFS depends on the order in which it steps through the vertices in each adjacency list. We adopt the convention in this project that vertices are always processed in sorted order, i.e. by increasing vertex labels. The output of BFS is uniquely determined by this requirement. Therefore your Graph ADT should maintain the adjacency lists in sorted order. The following example represents a disconnected graph. Input File: Output File: 7 1: 4 5 1 4 2: 3 6 1 5 3: 2 7 4 5 4: 1 5 2 3 5: 1 4 2 6 6: 2 7 3 7 7: 3 6 6 7 0 0 The distance from 2 to 7 is 2 2 7 A shortest 2-7 path is: 2 3 7 3 6 1 7 The distance from 3 to 6 is 2 0 0 A shortest 3-6 path is: 3 2 6 The distance from 1 to 7 is infinity No 1-7 path exists Your program’s operation can be broken down into two basic steps, corresponding to the two groups of input data. 1. Read and store the graph and print out its adjacency list representation. 2. Enter a loop that processes the second part of the input. Each iteration of the loop should read in one pair of vertices (source, destination), run BFS on the source vertex, print the distance to the destination vertex, then find and print the resulting shortest path, if it exists, or print a message that no path from source to destination exists (as in the above example). What is Breadth First Search? Given a graph G and a vertex s, called the source vertex, BFS systematically explores the edges of G to discover every vertex that is reachable from s. It computes the distance from s to all such reachable vertices. It also produces a BFS tree with root s that contains all vertices reachable from s. For any vertex v reachable from s, the unique path in the BFS tree from s to v is a shortest path in G from s to v. Breadth First Search is so named because it expands the frontier between discovered and undiscovered vertices uniformly across the breadth of the frontier; i.e. the algorithm discovers all vertices at distance k from s before discovering any vertices at distance k+1. To keep track of its progress and to construct the tree, BFS requires that each vertex v in G possess the following attributes: a color color[v] which may be white, gray, or black; a distance d[v] which is the distance from source s to vertex v; and a parent (or predecessor) p[v] that refers to the parent of v in the BFS tree. At any point during the execution of BFS, the white vertices are those that are as yet undiscovered, black vertices are finished, and the gray vertices are discovered, but not all of their neighbors have been discovered. The gray vertices thus form the frontier between undiscovered and finished vertices. BFS uses a FIFO queue to manage the set of gray vertices. Use your List ADT from pa2 to implement both this FIFO queue, and the adjacency lists representing the graph itself. Your Graph ADT will be implemented in files Graph.c and Graph.h. Graph.c defines a struct called GraphObj, and Graph.h will define a type called Graph that is a pointer to this struct. (It would be a good idea at this point tore-read the handout ADTs and Modules in C.) Without going any further into the details of BFS, we can see a need for the following fields in your struct GraphObj: • An array of Lists whose ith element contains the neighbors of vertex i. • An array of ints (or chars, or strings) whose ith element is the color (white, gray, black) of vertex i. • An array of ints whose ith element is the parent of vertex i. • An array of ints whose ith element is the distance from the (mostrecent) source to vertex i. You should also include fields storing the number of vertices (called the order ofthe graph), the number of edges (called the size of the graph), and the label of the vertex that was most recently used as source for BFS. It is recommended that all arrays be of length n + 1, where n is the number of vertices in the graph, and that only indices 1 through n be used. This is so that array indices can be directly identified with vertex labels. Your Graph ADT is required to export the following operations through the file Graph.h: /*** Constructors-Destructors ***/ Graph newGraph(int n); void freeGraph(Graph* pG); /*** Access functions ***/ int getOrder(Graph G); int getSize(Graph G); int getSource(Graph G); int getParent(Graph G, int u); int getDist(Graph G, int u); void getPath(List L, Graph G, int u); /*** Manipulation procedures ***/ void makeNull(Graph G); void addEdge(Graph G, int u, int v); void addArc(Graph G, int u, int v); void BFS(Graph G, int s); /*** Other operations ***/ void printGraph(FILE* out, Graph G); In addition to the above prototypes Graph.h will define the type Graph as well as #define constant macros INF and NIL that represent infinity and an undefined vertex label, respectively. For the purpose of implementing BFS, any negative int value is an adequate choice for INF, and any non-positive int can stand in for NIL, since all valid vertex labels will be positive integers. INF and NIL should of course be different integers. Function newGraph()returns a Graph pointing to a newly created GraphObj representing a graph having n vertices and no edges. Function freeGraph() frees all heap memory associated with the Graph *pG, then sets the handle *pG to NULL. Functions getOrder() and getSize() return the corresponding field values, and getSource() returns the source vertex most recently used in function BFS(), or NIL if BFS() has not yet been called. Function getParent() will return the parent of vertex u in the BFS tree created by BFS(), or NIL if BFS()has not yet been called. Function getDist()returns the distance from the most recent BFS source to vertex u, or INF if BFS () has not yet been called. Function getPath() appends to the List L the vertices of a shortest pathin G from source to u, or appendsto L the value NIL if no such path exists. getPath() has the precondition getSource(G)!=NIL, so BFS() must be called before getPath() is called. Functions getParent(), getDist() and getPath() all have the precondition 1 ≤ u ≤ getOrder(G). Function makeNull() deletes all edges of G, restoring it to its original (no edge) state. (This is called a null graph in graph theory literature). Function addEdge() inserts a new edge joining u to v, i.e. u is added to the adjacency List of v, and v to the adjacency List of u. Your program is required to maintain these lists in sorted order by increasing labels. Function addArc() inserts a new directed edge from u to v, i.e. v is added to the adjacency List of u (but not uto the adjacency List of v). Both addEdge() and addArc() have the precondition that their two int arguments must lie in the range 1 to getOrder(G). Function BFS() runs the BFS algorithm on the Graph G with source s, setting the color, distance, parent, and source fields of G accordingly. It also has the precondition that the int argument s lies in the range 1 to getOrder(G). Finally, function printGraph() prints the adjacency list representation of G to the file pointed to by out. The format of this representation should match the above examples, so all that is required by the client is a single call to printGraph(). As in all ADT modules written in C, you must include a test client called GraphTest.c that tests your Graph operations in isolation. Observe that since the Graph ADT includes an operation having a List argument (namely getPath()), any client of Graph is also a client of List. For this reason the file Graph.h should #include the header List.h. (See the handout C Header File Guidelines for generally accepted policies on using .h files.) As in pa1, you will write a Makefile that creates the executable binary called FindPath. Include a clean utility in your Makefile that removes all executable binaries and intermediate .o files. A Makefile is included on the website that you may change as you see fit. Thus, you will submit eight files in all: List.c written by you List.h written by you Graph.c written by you Graph.h written by you GraphTest.c written by you FindPath.c written by you Makefile provided, alter as you see fit README.md a list of files submitted, and any notes to the grader You will also find a file called GraphClient.c in /Examples/pa2 that computes a few graph theoretic quantities using BFS. Do not turn in this file, but use it in your own tests if you like. It should be considered to be a weak test of our Graph ADT and does not take the place of your own GraphTest.c. Please start this project early and get help from myself, Course Tutors and TAs as needed.
Arch1102_T3 2024: Architectural Design Studio 2 Project One: Siting the Kiosk in Courtyard PROGRAM A mobile Kiosk (an OBJECT that expands, or partially expands + partially stationed) that opens and closes in Site A (see site map on page 4). It is for the sale of light snacks, hot and cold beverages and art supplies during the day and can be closed + moved into or next to a wall. The wall can be existing or new. Provide three internal interconnected spaces: 1. for storage; 2. for preparation; 3. for display and point of sale. Provide a covered external space for associated use considering paved/unpaved ground surface as well. The point of sale is to take place at a window/open counter only. Consider goods delivery and rubbish removal (night-time & off hours). Operating hours are 7am-7pm (only closed on public holidays). Building must be closed after operating hours. Think of the project as a series of architectural situations: A boundary A window + open counter - a focus, destination A canopy Rules/Limits • Modulate the designs wholly within the space/courtyard (Site A) defined by B16, B27, B15 and B14, assuming that the narrow & small rectangular structure (4 x 9.5 sq. meters) attached to B27 is not there (refer to the site drawing). Propose a design for the entire extent of this zone. Kiosk interior 50 sq. meters max when open. Covered external space 40 sq. meters min. The remainder of Zone A is to be designed as an in-between space loosely connecting the new opening/entrance from the elevator core in the Library (B14) to the Printing Department (B16) and a breakout space for the studios in B16 & B27. • Zones Band C are part of B27. Whilst you are NOT allowed to place your project within these zones, you are required to integrate Zone B at ground level, assuming that the wall to the southern end is removed and becomes part of the kiosk store space. • At least one external wall of your proposed design must be aligned with B27 (consider the wall a linear typology with an ambiguous edge). • Use entirely orthogonal geometry - no curves or diagonals. • The primary materials will be masonry (floor + wall) and timber – internal floor and roof structure in timber. • Lintels may be used over door and window openings, and timber can also be used for joinery, doors, and windows. Associated Precedents Louis Kahn, De Vore House (1955) Mies van der Rohe, Brick Country House (1924) Alvaro Siza, swimming pool complex on the beach at Leca de Palmeira, Portugal, designed over several stages (1959- 1973) SITE: (see separate brief distributed in Week 1) Kiosk: Task One – Week 1 General Notes for Task 1: In all projects, Task 1 requires you to represent the nominated precedent building(s). This may involve preparing two- or three-dimensional drawings or constructing three-dimensional studies. You will be asked to prepare this material based on available drawings and photographs. These exercises are designed to develop and improve your skills in: • Analysing spatial strategies in architectural precedents. • Considering the relationship between two-dimensional drawings and three-dimensional space. • Considering differences in various modes of architectural representations – photographs, models, perspectives, axonometric, digital models, etc. In representing these works, bear in mind that redrawing and model making/modelling involve a process of interpretation and abstraction. Models and drawings, depending on their scale, medium, materials, methods of construction, etc., can carry different ideas and express various material and spatial sensibilities. Task 1 You will be provided with drawings for Kahn’s DeVore House (1955), Mies’ Brick Country House (1924) and Siza’s swimming pool complex at Leca de Palmeira, Portugal (1959-1973). Photographs of the pool are available on Moodle. Based on these drawings/photographs, make a model (physically or digitally) of one of these projects @ no larger than 1:200. Due on W2. It can be representational or interpretative, e.g., how movement brings indoor & outdoor spaces together; opening and direction of light; structure and form … . Please note: the available documents, particularly those related to the Brick Country House, are limited in scope. You should intelligently guess/interpret the overall design based on these drawings. Kiosk: Task 2 - W2 General Notes for Task 2: In all projects, Task 2 requires you to prepare two design options. The two options need to be developed with reference to your precedent study (the assigned one and your inspiration drawn from all three), your interpretation of the site, as well as specific requirements stated in the brief. Each studio tutor will promote a specific and particular attitude to the analysis of the precedents, unpacking the relevance of this architectural model to your site and project brief. In preparing your two options, we also encourage you to explore the relationship between your two proposals, clarifying their points of distinction. For example, you may choose to explore two distinct siting options, or you want to test 2 ways of organising the relationship between the point-of-sale and the sheltered seating area... Task 2 Produce two architectural responses to the brief as detailed above. For each option present: A series of study models (massing and open-close joinery design) to fit into your sketch site model/3D site modelling. Diagrams identifying your site analysis + movement/circulation on site and implications for design (siting the design concepts). Diagrams identifying spatial relations drawn from your precedent studies and their evolution and incorporation into the design process (from concepts to architectural spaces and places). Min two sections @1:100. You should present as many sections as required to communicate your spatial effectively strategies. A plan or plans if more than one area for kiosk @1:100. Scale bar must be present in every sketch design drawing. Drawings may be hand drawn or in Rhino. Discuss your preferred software other than Rhino with your tutor. A study model must accompany your sketch design. The SketchUp model is not allowed for design development. However, a section from the SketchUp model, refined via Illustrator, is welcome for weekly tutorial discussion. After discussion + feedback from your tutor, prepare one design scheme for Project 1- Part 1 to be finalised and submitted on W4. Task 3 - W3 General Notes for Task 3: In all projects, Task 3 requires you to prepare one design scheme. This is developed based on the discussion emerging from Task 2. For instance, the development of this scheme can emerge from reworking one of your previous options or result in a hybrid model that attempts to bring aspects of the two options together. In developing this option, you are expected to repeat the processes discussed above. The relationship between the precedents, development of the themes, enquiries of the site, etc., are to be constantly scrutinised and reworked. Through this critical reflection process, your designs can develop and gain subtle complexities. Kiosk: Final Submission Presentation (20%, Week 4, 2 October). Model: A series of refined study models (massing and open-close joinery design) to fit into your sketch site model. Model @1:100. The model must be refined in material detail and finish. The model is operatable, and the interior is clearly represented. The draft site model shows all three zones (B27) and the adjacent buildings. Construct the boundary wall of B16, B15 and the Library (B14) adjacent to the courtyard and B27. Consult with the site drawing and your tutor for the exact boundary of the site model. Each tutorial group might vary slightly. For 3D modelling, situate your Project 1 into the site model and select no more than 4 snapshots that best represent your design of a kiosk in the courtyard. Drawings with scale bar (min requirement): Asite plan @1:500 showing the kiosk in its surrounding context and boundaries adjoining buildings. A plan(s) @1:100 at the ground level showing existing context, connection & circulation, paved/unpaved ground, and landscape, if any. Show how the kiosk moves around when open and where + how it is stored when closed A set of site mapping/analysis diagrams showing the places created by the kiosk and the canopy A long section @1:100 (including context) A short section @1:100 Format: 5 minutes presentation with 10 minutes (max) feedback + discussion Medium: Rhino (or equivalent software) and SketchUp refined by Illustrator only. (Mainly line work with careful rendering in black, white and one selected colour) Drawing references: SANNA: Houses, Kazuyo Sejima + Ryue Nishizawa, SANAA – published by Actar, Musac, 2007. Walter Niedermayr / Kazuyo Sejima + Ryue Nishizawa / SANNA – published by Hatje Cantz, 2007. Eisenman: Peter Eisenman, Ten Canonical Buildings’ 1950-2000 – published by Rizzoli, 2008. Peter Eisenman, Giuseppe Terragni: Transformations Decompositions Critiques 2000 – published by The Monacelli Press, 2003. Moodle submission: Submit all your drawings and photographs/files of your models as a single PDF file to Moodle. It is due at 10 pm,1 October. Criteria for Review & Assessment This assessment is worth 20% of the total course assessment. You will be assessed on the following criteria: • Compliance with the prescribed limits. • Clarity of architectural strategies as they have been drawn from precedents and their translations into relevant design strategies and spatial tactics. • Clarity of the relationship between the topics of siting, enclosure, and materials in reference to the program. • Understanding of methods of assembly and construction: parts and whole of the mobile kiosk. • Precision and clarity of architectural representation. Site Boundary for Project 1 Part 1 (please consult with a range of site maps in Moodle as well)
CSE 101 Introduction to Data Structures and Algorithms Programming Assignment 2 Breadth First Search and Shortest Paths The purpose of this assignment is to implement a Graph ADT and some associated algorithms in C. This project will utilize your List ADT from pa1. Begin by reading the handout on Graph Algorithms, as well as appendices B.4, B.5 and sections 22.1, 22.2 from the text. The adjacency list representation of a graph consists of an array of Lists. Each List corresponds to a vertex in the graph and gives the neighbors of that vertex. For example, the graph has adjacency list representation 1: 2 3 2: 1 4 5 6 3: 1 4 4: 2 3 5 5: 2 4 6 6: 2 5 You will create a Graph ADT that uses this method of representing a graph. Each vertex will be identified with an integer label in the range 1 ton, where n is the number of vertices in the graph. The client program in this project will be called FindPath.c, and will use the Graph ADT to find shortest paths (i.e. paths with fewest edges) between pairs of vertices. It will take two command line arguments, as follows. $ FindPath input_file output_file File Formats The input file will be in two parts. The first part will begin with a line consisting of a single integer n giving the number of vertices in the graph. Each subsequent line will represent an edge by a pair of distinct numbers in the range 1 ton, separated by a space. These numbers are the end vertices of the corresponding edge. The first part of the input file defines the graph, and will be terminated by a dummy line containing “ 0 0” . After these lines are read your program will print the adjacency list representation of the graph to the output file. For instance, the lines below define the graph pictured above, and cause the above adjacency list representation to be printed. 6 1 2 1 3 2 4 2 5 2 6 3 4 4 5 5 6 0 0 The second part of the input file will consist of a number of lines, each consisting of a pair of integers in the range 1 to n, separated by a space. Each line specifies a pair of vertices in the graph; a starting point (source) and an ending point (destination). The second part of the input will also be terminated by the dummy line “ 0 0” . For each source-destination pair your program will do the following: • Perform. a Breadth First Search (BFS) from the given source vertex. This assigns a parent vertex (also called a predecessor, which may be nil) to every vertex in the graph. The BFS algorithm will be discussed in class and is described in general terms below. The pseudo-code for BFS can be found in section 22.2 of the text, and is also presented at Examples/Pseudo-Code/GraphAlgorithms on the class webpage. • Use the results of BFS to print out the distance from the source vertex to the destination vertex, then use the predecessors to recursively printout a shortest path from source to destination. See the algorithm Print-Path in section 22.2 of the text, and also at Examples/Pseudo-Code/GraphAlgorithms. Examples Input File: Output File: 6 1: 2 3 1 2 2: 1 4 5 6 1 3 3: 1 4 2 4 4: 2 3 5 2 5 5: 2 4 6 2 6 6: 2 5 3 4 4 5 The distance from 1 to 5 is 2 5 6 A shortest 1-5 path is: 1 2 5 0 0 1 5 The distance from 3 to 6 is 3 3 6 A shortest 3-6 path is: 3 1 2 6 2 3 4 4 The distance from 2 to 3 is 2 0 0 A shortest 2-3 path is: 2 1 3 The distance from 4 to 4 is 0 A shortest 4-4 path is: 4 If there is no path from source to destination (which may happen if the graph is disconnected), then your program will print a message to that effect. Note that there may be more than one shortest path joining a given pair of vertices. The particular path discovered by BFS depends on the order in which it steps through the vertices in each adjacency list. We adopt the convention in this project that vertices are always processed in sorted order, i.e. by increasing vertex labels. The output of BFS is uniquely determined by this requirement. Therefore your Graph ADT should maintain the adjacency lists in sorted order. The following example represents a disconnected graph. Input File: Output File: 7 1: 4 5 1 4 2: 3 6 1 5 3: 2 7 4 5 4: 1 5 2 3 5: 1 4 2 6 6: 2 7 3 7 7: 3 6 6 7 0 0 The distance from 2 to 7 is 2 2 7 A shortest 2-7 path is: 2 3 7 3 6 1 7 The distance from 3 to 6 is 2 0 0 A shortest 3-6 path is: 3 2 6 The distance from 1 to 7 is infinity No 1-7 path exists Your program’s operation can be broken down into two basic steps, corresponding to the two groups of input data. 1. Read and store the graph and print out its adjacency list representation. 2. Enter a loop that processes the second part of the input. Each iteration of the loop should read in one pair of vertices (source, destination), run BFS on the source vertex, print the distance to the destination vertex, then find and print the resulting shortest path, if it exists, or print a message that no path from source to destination exists (as in the above example). What is Breadth First Search? Given a graph G and a vertex s, called the source vertex, BFS systematically explores the edges of G to discover every vertex that is reachable from s. It computes the distance from s to all such reachable vertices. It also produces a BFS tree with root s that contains all vertices reachable from s. For any vertex v reachable from s, the unique path in the BFS tree from s to v is a shortest path in G from s to v. Breadth First Search is so named because it expands the frontier between discovered and undiscovered vertices uniformly across the breadth of the frontier; i.e. the algorithm discovers all vertices at distance k from s before discovering any vertices at distance k+1. To keep track of its progress and to construct the tree, BFS requires that each vertex v in G possess the following attributes: a color color[v] which may be white, gray, or black; a distance d[v] which is the distance from source s to vertex v; and a parent (or predecessor) p[v] that refers to the parent of v in the BFS tree. At any point during the execution of BFS, the white vertices are those that are as yet undiscovered, black vertices are finished, and the gray vertices are discovered, but not all of their neighbors have been discovered. The gray vertices thus form the frontier between undiscovered and finished vertices. BFS uses a FIFO queue to manage the set of gray vertices. Use your List ADT from pa2 to implement both this FIFO queue, and the adjacency lists representing the graph itself. Your Graph ADT will be implemented in files Graph.c and Graph.h. Graph.c defines a struct called GraphObj, and Graph.h will define a type called Graph that is a pointer to this struct. (It would be a good idea at this point tore-read the handout ADTs and Modules in C.) Without going any further into the details of BFS, we can see a need for the following fields in your struct GraphObj: • An array of Lists whose ith element contains the neighbors of vertex i. • An array of ints (or chars, or strings) whose ith element is the color (white, gray, black) of vertex i. • An array of ints whose ith element is the parent of vertex i. • An array of ints whose ith element is the distance from the (mostrecent) source to vertex i. You should also include fields storing the number of vertices (called the order ofthe graph), the number of edges (called the size of the graph), and the label of the vertex that was most recently used as source for BFS. It is recommended that all arrays be of length n + 1, where n is the number of vertices in the graph, and that only indices 1 through n be used. This is so that array indices can be directly identified with vertex labels. Your Graph ADT is required to export the following operations through the file Graph.h: /*** Constructors-Destructors ***/ Graph newGraph(int n); void freeGraph(Graph* pG); /*** Access functions ***/ int getOrder(Graph G); int getSize(Graph G); int getSource(Graph G); int getParent(Graph G, int u); int getDist(Graph G, int u); void getPath(List L, Graph G, int u); /*** Manipulation procedures ***/ void makeNull(Graph G); void addEdge(Graph G, int u, int v); void addArc(Graph G, int u, int v); void BFS(Graph G, int s); /*** Other operations ***/ void printGraph(FILE* out, Graph G); In addition to the above prototypes Graph.h will define the type Graph as well as #define constant macros INF and NIL that represent infinity and an undefined vertex label, respectively. For the purpose of implementing BFS, any negative int value is an adequate choice for INF, and any non-positive int can stand in for NIL, since all valid vertex labels will be positive integers. INF and NIL should of course be different integers. Function newGraph()returns a Graph pointing to a newly created GraphObj representing a graph having n vertices and no edges. Function freeGraph() frees all heap memory associated with the Graph *pG, then sets the handle *pG to NULL. Functions getOrder() and getSize() return the corresponding field values, and getSource() returns the source vertex most recently used in function BFS(), or NIL if BFS() has not yet been called. Function getParent() will return the parent of vertex u in the BFS tree created by BFS(), or NIL if BFS()has not yet been called. Function getDist()returns the distance from the most recent BFS source to vertex u, or INF if BFS () has not yet been called. Function getPath() appends to the List L the vertices of a shortest pathin G from source to u, or appendsto L the value NIL if no such path exists. getPath() has the precondition getSource(G)!=NIL, so BFS() must be called before getPath() is called. Functions getParent(), getDist() and getPath() all have the precondition 1 ≤ u ≤ getOrder(G). Function makeNull() deletes all edges of G, restoring it to its original (no edge) state. (This is called a null graph in graph theory literature). Function addEdge() inserts a new edge joining u to v, i.e. u is added to the adjacency List of v, and v to the adjacency List of u. Your program is required to maintain these lists in sorted order by increasing labels. Function addArc() inserts a new directed edge from u to v, i.e. v is added to the adjacency List of u (but not uto the adjacency List of v). Both addEdge() and addArc() have the precondition that their two int arguments must lie in the range 1 to getOrder(G). Function BFS() runs the BFS algorithm on the Graph G with source s, setting the color, distance, parent, and source fields of G accordingly. It also has the precondition that the int argument s lies in the range 1 to getOrder(G). Finally, function printGraph() prints the adjacency list representation of G to the file pointed to by out. The format of this representation should match the above examples, so all that is required by the client is a single call to printGraph(). As in all ADT modules written in C, you must include a test client called GraphTest.c that tests your Graph operations in isolation. Observe that since the Graph ADT includes an operation having a List argument (namely getPath()), any client of Graph is also a client of List. For this reason the file Graph.h should #include the header List.h. (See the handout C Header File Guidelines for generally accepted policies on using .h files.) As in pa1, you will write a Makefile that creates the executable binary called FindPath. Include a clean utility in your Makefile that removes all executable binaries and intermediate .o files. A Makefile is included on the website that you may change as you see fit. Thus, you will submit eight files in all: List.c written by you List.h written by you Graph.c written by you Graph.h written by you GraphTest.c written by you FindPath.c written by you Makefile provided, alter as you see fit README.md a list of files submitted, and any notes to the grader You will also find a file called GraphClient.c in /Examples/pa2 that computes a few graph theoretic quantities using BFS. Do not turn in this file, but use it in your own tests if you like. It should be considered to be a weak test of our Graph ADT and does not take the place of your own GraphTest.c. Please start this project early and get help from myself, Course Tutors and TAs as needed.
Arch1102_T3 2024: Architectural Design Studio 2 Project One: Siting the Kiosk in Courtyard PROGRAM A mobile Kiosk (an OBJECT that expands, or partially expands + partially stationed) that opens and closes in Site A (see site map on page 4). It is for the sale of light snacks, hot and cold beverages and art supplies during the day and can be closed + moved into or next to a wall. The wall can be existing or new. Provide three internal interconnected spaces: 1. for storage; 2. for preparation; 3. for display and point of sale. Provide a covered external space for associated use considering paved/unpaved ground surface as well. The point of sale is to take place at a window/open counter only. Consider goods delivery and rubbish removal (night-time & off hours). Operating hours are 7am-7pm (only closed on public holidays). Building must be closed after operating hours. Think of the project as a series of architectural situations: A boundary A window + open counter - a focus, destination A canopy Rules/Limits • Modulate the designs wholly within the space/courtyard (Site A) defined by B16, B27, B15 and B14, assuming that the narrow & small rectangular structure (4 x 9.5 sq. meters) attached to B27 is not there (refer to the site drawing). Propose a design for the entire extent of this zone. Kiosk interior 50 sq. meters max when open. Covered external space 40 sq. meters min. The remainder of Zone A is to be designed as an in-between space loosely connecting the new opening/entrance from the elevator core in the Library (B14) to the Printing Department (B16) and a breakout space for the studios in B16 & B27. • Zones Band C are part of B27. Whilst you are NOT allowed to place your project within these zones, you are required to integrate Zone B at ground level, assuming that the wall to the southern end is removed and becomes part of the kiosk store space. • At least one external wall of your proposed design must be aligned with B27 (consider the wall a linear typology with an ambiguous edge). • Use entirely orthogonal geometry - no curves or diagonals. • The primary materials will be masonry (floor + wall) and timber – internal floor and roof structure in timber. • Lintels may be used over door and window openings, and timber can also be used for joinery, doors, and windows. Associated Precedents Louis Kahn, De Vore House (1955) Mies van der Rohe, Brick Country House (1924) Alvaro Siza, swimming pool complex on the beach at Leca de Palmeira, Portugal, designed over several stages (1959- 1973) SITE: (see separate brief distributed in Week 1) Kiosk: Task One – Week 1 General Notes for Task 1: In all projects, Task 1 requires you to represent the nominated precedent building(s). This may involve preparing two- or three-dimensional drawings or constructing three-dimensional studies. You will be asked to prepare this material based on available drawings and photographs. These exercises are designed to develop and improve your skills in: • Analysing spatial strategies in architectural precedents. • Considering the relationship between two-dimensional drawings and three-dimensional space. • Considering differences in various modes of architectural representations – photographs, models, perspectives, axonometric, digital models, etc. In representing these works, bear in mind that redrawing and model making/modelling involve a process of interpretation and abstraction. Models and drawings, depending on their scale, medium, materials, methods of construction, etc., can carry different ideas and express various material and spatial sensibilities. Task 1 You will be provided with drawings for Kahn’s DeVore House (1955), Mies’ Brick Country House (1924) and Siza’s swimming pool complex at Leca de Palmeira, Portugal (1959-1973). Photographs of the pool are available on Moodle. Based on these drawings/photographs, make a model (physically or digitally) of one of these projects @ no larger than 1:200. Due on W2. It can be representational or interpretative, e.g., how movement brings indoor & outdoor spaces together; opening and direction of light; structure and form … . Please note: the available documents, particularly those related to the Brick Country House, are limited in scope. You should intelligently guess/interpret the overall design based on these drawings. Kiosk: Task 2 - W2 General Notes for Task 2: In all projects, Task 2 requires you to prepare two design options. The two options need to be developed with reference to your precedent study (the assigned one and your inspiration drawn from all three), your interpretation of the site, as well as specific requirements stated in the brief. Each studio tutor will promote a specific and particular attitude to the analysis of the precedents, unpacking the relevance of this architectural model to your site and project brief. In preparing your two options, we also encourage you to explore the relationship between your two proposals, clarifying their points of distinction. For example, you may choose to explore two distinct siting options, or you want to test 2 ways of organising the relationship between the point-of-sale and the sheltered seating area... Task 2 Produce two architectural responses to the brief as detailed above. For each option present: A series of study models (massing and open-close joinery design) to fit into your sketch site model/3D site modelling. Diagrams identifying your site analysis + movement/circulation on site and implications for design (siting the design concepts). Diagrams identifying spatial relations drawn from your precedent studies and their evolution and incorporation into the design process (from concepts to architectural spaces and places). Min two sections @1:100. You should present as many sections as required to communicate your spatial effectively strategies. A plan or plans if more than one area for kiosk @1:100. Scale bar must be present in every sketch design drawing. Drawings may be hand drawn or in Rhino. Discuss your preferred software other than Rhino with your tutor. A study model must accompany your sketch design. The SketchUp model is not allowed for design development. However, a section from the SketchUp model, refined via Illustrator, is welcome for weekly tutorial discussion. After discussion + feedback from your tutor, prepare one design scheme for Project 1- Part 1 to be finalised and submitted on W4. Task 3 - W3 General Notes for Task 3: In all projects, Task 3 requires you to prepare one design scheme. This is developed based on the discussion emerging from Task 2. For instance, the development of this scheme can emerge from reworking one of your previous options or result in a hybrid model that attempts to bring aspects of the two options together. In developing this option, you are expected to repeat the processes discussed above. The relationship between the precedents, development of the themes, enquiries of the site, etc., are to be constantly scrutinised and reworked. Through this critical reflection process, your designs can develop and gain subtle complexities. Kiosk: Final Submission Presentation (20%, Week 4, 2 October). Model: A series of refined study models (massing and open-close joinery design) to fit into your sketch site model. Model @1:100. The model must be refined in material detail and finish. The model is operatable, and the interior is clearly represented. The draft site model shows all three zones (B27) and the adjacent buildings. Construct the boundary wall of B16, B15 and the Library (B14) adjacent to the courtyard and B27. Consult with the site drawing and your tutor for the exact boundary of the site model. Each tutorial group might vary slightly. For 3D modelling, situate your Project 1 into the site model and select no more than 4 snapshots that best represent your design of a kiosk in the courtyard. Drawings with scale bar (min requirement): Asite plan @1:500 showing the kiosk in its surrounding context and boundaries adjoining buildings. A plan(s) @1:100 at the ground level showing existing context, connection & circulation, paved/unpaved ground, and landscape, if any. Show how the kiosk moves around when open and where + how it is stored when closed A set of site mapping/analysis diagrams showing the places created by the kiosk and the canopy A long section @1:100 (including context) A short section @1:100 Format: 5 minutes presentation with 10 minutes (max) feedback + discussion Medium: Rhino (or equivalent software) and SketchUp refined by Illustrator only. (Mainly line work with careful rendering in black, white and one selected colour) Drawing references: SANNA: Houses, Kazuyo Sejima + Ryue Nishizawa, SANAA – published by Actar, Musac, 2007. Walter Niedermayr / Kazuyo Sejima + Ryue Nishizawa / SANNA – published by Hatje Cantz, 2007. Eisenman: Peter Eisenman, Ten Canonical Buildings’ 1950-2000 – published by Rizzoli, 2008. Peter Eisenman, Giuseppe Terragni: Transformations Decompositions Critiques 2000 – published by The Monacelli Press, 2003. Moodle submission: Submit all your drawings and photographs/files of your models as a single PDF file to Moodle. It is due at 10 pm,1 October. Criteria for Review & Assessment This assessment is worth 20% of the total course assessment. You will be assessed on the following criteria: • Compliance with the prescribed limits. • Clarity of architectural strategies as they have been drawn from precedents and their translations into relevant design strategies and spatial tactics. • Clarity of the relationship between the topics of siting, enclosure, and materials in reference to the program. • Understanding of methods of assembly and construction: parts and whole of the mobile kiosk. • Precision and clarity of architectural representation. Site Boundary for Project 1 Part 1 (please consult with a range of site maps in Moodle as well)
