CEG2609 Poster Assignment For this assignment you will apply what you have learned over the semester to create a poster the evaluates and describes the water quality at one of three sites (Gategill Beck, Nenthead or Ouseburn). One of the biggest challenges as a scientist is being able to first evaluate your data, then more importantly communicate the meaning to a wider audience. All our hard work is meaningless if we can’t effectively communicate our findings. A big challenge will be finding out hours our data analysis can result in only a single sentence or that we have to make 10s of figures to find the best one for presenting a specific concept. In the real world we are judged by our effectiveness not our effort. For this assignment you have been provided with water quality data collected at multiple sampling locations at each of these sites including temperature, field alkalinity, anions, cations and trace metals. It is your job to describe the importance of water quality (why should we care) and any impairments that have been found at your site previously, how the measurements were made, a description of the main findings, an interpretation/discussion of the water quality at the site and a summary of the main findings. Pictures, maps and spread sheets will all the measured parameters can be found on the Canvas page in the module titled poster guide. Remember you only need to report on one data from one of the three locations, you will need all four spreadsheets. A few hints: -We have measured a lot of parameters; you need not present and comment on every element or measurement. It is your job to determine which are important to include and for the water quality of your chosen site (compare to Environment Agency water quality criteria). -Not all data is good data it is important to make an assessment of the quality, this includes (but not limited to) not reporting measurements below the detection limit for the method, performing a charge balance and showing the precision of each measurement when presenting your data. -This is a challenging assignment as there is no one formula to a good mark. You need to use your judgement to determine how to present and what to present. There are many correct ways to approach this assignment. I look forward to seeing how each of you have approached this assignment. -Below is the marking criteria. I am a formulaic marker, that means the rubric is a recipe for success! Poster marking criteria TOTAL Title /4 - Specific enough to orient reader to problem and summarize the study Introduction /15 - Well-formed problem statement and study objectives - Sufficient context to set up problem (why should we care?) - Map of study site and sampling locations Methods /5 - Clearly succinctly describes methods used: process and techniques, complete, repeatable, statistics/analysis Results /17 - Presents results professionally and appropriately. - Evaluates quality, reports method accuracy and precision, as well as presents the precision of each measurement. - Only reports data above detection limit and notes detection limits where appropriate - *Hint: Do not need to report all the measurements. Present major ions and ones relevant to the water quality (e.g., the reason why the Environment Agency gave each a moderate rating) Discussion /25 - Analysis of results (significance of pattern & trends) - Inference of results (interpretation) - Presents and discusses a charge balance of all sampling sites - Critical analysis of data quality - Future directions/ connections and wider relevance to other work clearly articulated Grammar, Spelling and Punctuation /6 - Grammar and spelling/proofreading - Sentence & paragraph structure and form - Methods and results written in past tense Organization and Format /10 - Visually appealing (See the Library’s guide for academic posters: https://libguides.ncl.ac.uk/acadaemicposters) - Logical flow and order of material (“puzzle pieces” in order) - Clear, concise presentation of ideas (“puzzle pieces” linked together) Figures and Tables (consider all figures and tables) /12 - Title explanatory and well-positioned - X/Y axis or columns/rows labeled - Significant digits and units - Organized and effective – stand alone, self-explanatory, and relevant References /6 - Citations in text correct and complete (all cited are used and vice versa). - Minimum of 5 references, 3 of which are from peer reviewed journals. - Hint: Can use an in-text numbered style. to avoid interfering with the text and an abbreviated referencing style. Total /100
Organic Chemistry - Coursework 4 Polymer Chemistry Biological Chemistry 1. Convert each Haworth projection to an open-chain form. and then to a Fisher projection. 2. Identify each of the following structures as either D- or L-glyceraldehyde: 3. Determine whether each of the following compounds is a reducing sugar: 4. Using the provided data, calculate the pI of the following amino acids: (a) Aspartic acid (b) Leucine (c) Lysine (d) Proline 5. Draw all stereoisomers of isoleucine. In each stereoisomer, assign the configuration (R or S) of all chiral centers. 6. Identify the monomers required to make each of the following condensation polymers: 7. Which monomers are formed when the following polymer undergoes acid-catalyzed hydrolysis? 8. Draw the cyclic hemiacetal that is formed when each of the following bifunctional compounds is treated with aqueous acid. 9. For each of the following pairs of compounds, determine whether they are enantiomers, epimers, diastereomers that are not epimers, or identical compounds: 10. Which of the following terms properly describes this peptide? 11. Draw the form. of aspartate that predominates at the following pH values: a. pH = 1.0; b. pH = 2.6; c. pH = 6.0; d. pH = 11.0. 12. Draw a mechanism for the following reaction: 13. Describe the primary, secondary and tertiary structures of protein. Which type of bonding is responsible for the structure of proteins? A new drug is developed which selectively cleaves covalent bonds between two sulfur atoms of non-adjacent amino acids in a polypeptide chain. Which level of protein structure in affected molecules would be most directly affected by the drug?
SPH4U - Physics for University Test 6 - Unit 5 Modern Physics Multiple Choice - ***Circle one choice for each question.*** 1. (10 points) [K, T] (a) Which of the following is NOT a feature of an inertial frame of reference? A. Force B. Energy C. Psuedo-force D. Time (b) If you observe a light beam moving in the same direction whilst travelling half the speed of light, at what velocity would you register the beam of light? A. 3 × 108 m/s B. 1.5 × 108 m/s C. 4.5 × 108 m/s D. 0m/s (c) The idea of simultaneityin relativity states that A. Time travels linearly and all events occur in order. B. The time/order in which events happen can be different depending on the frame of reference. C. The distance traveled by light affects the time in which it takes for events to occur. D. Time and space occur simultaneously regardless of the frame of reference. (d) Relativistic effects are accounted for in measurements of time, space and momentum by using A. The speed of light. B. The Lorentz factor. C. Planck’s constant. D. The mass-energy equivalency. (e) The mass of an atom is less than the sum of it’s parts - this is a conversion of mass into . A. light. B. nothing. C. spin. D. binding energy. (f) Mass-energy equivalence is best represented by which of the following equations? A. E = 2/1mv2 B. P = mv C. E = mc2 D. EU = 2/1k∆x2 (g) Which of the following forces are responsible for holding atmoic nuclei together? A. Strong force B. Weak force C. Electromagnetic force D. Gravitational force (h) Light atomic nuclei are more likely to undergo under high temperatures and pressure. A. nuclear fission B. nuclear decay C. nuclear radiation D. nuclear fusion (i) is the only form of radiation in which an anti-neutrino (ν-) is formed. A. Alpha (α) decay B. Gamma (γ) decay C. Electron capture D. Beta (β) minus decay (j) Radioactive isotope decay/time is measured in which unit? A. Seconds (s) B. Half lives (t) C. Becquerel (bq) D. Joules (J) Short Answers - ***Give complete answers, SHOW ALL OF YOUR WORK, don’t forget to use GRASP - Given, Required, Analysis, Solve, Paraphrase.*** 2. (10 points) [C, A] A UFO travels passed the Earth at a speed of 0.88C with respect to the Earth. (a) Calculate how fast the spaceship is going in m/s (2 pts) (b) An event observed on the surface of the Earth from the spaceship takes 72hours. Calculate how long the same event takes on Earth. (4 pts) (c) The discrepancy in time taken is due to a phenomenon known as time dilation? In the space given below, explain how time dilation occurs at speeds of light. You may also draw a diagram to help in your explanation. (4 pts) 3. (10 points) [A, T] An indestructible cord of rope is measured to have a length of 6.45m at rest. (a) ) The rope is placed on a machine that starts to oscillate the rope at 2.3 × 108 m/s. Calculate the new length of the rope due to length contraction. (3 pts) (b) Calculate the Lorentz factor of the rope under length contraction. (2 pts) (c) Using your understanding of the v = d/t formula,justify the existence of length contraction under time dilation. (5 pts) 4. (15 points) [K, C] In the early 1900’s, a Physicist named Albert Einstein came up with two theories that would change the way we understood the universe. (a) The theory of general relativity states that there is equivalence in both inertial and non-inertial frames (the law of equivalence). Using Einsteins example of the space elevator, show that gravitational mass and inertial mass are equal. (5 pts) (b) With the theory of general relativity, we understand there is a relationship between space, time, and gravity. Explain the following relationships: i) What is the relationship between space and time? (3 pts) ii) What is the relationship between gravity and space-time? (3 pts) (c) We can often see the force of gravity at work through the attraction between masses, but relativity helped explained the cause of gravity was. In the space below, explain how gravitational force is formed in the context of special and general relativity. (4 pts) 5. (12 points) [K, C] The speed of light in a vacuum is known as the speed limit of the universe, this is because no object with mass can reach this velocity, and no objects with 0 mass can surpass it. (a) By using the idea of momentum, we can see how an object with mass can’t surpass the speed of light. Define momentum in the space given below. (2 pts) (b) Momentum at relativistic speeds can be expressed using the following equation: ρ = mv √1 - i) Using the expression above, explain what happens as we approach the speed of light. (3 pts) ii) Using the expression above, show how an object with mass can’t exceed the speed of light. (3 pts) (c) The time dilation formula is also another way of proving that c is the upper limit of the universe. Use the formula above to show what happens when we are travelling at the speed of light and beyond. (Hint: Write in context of the law of causality). (4 pts) 6. (10 points) [C, A] One of the most famous equations in all of Physics (and possibly science) is Einsteins’ mass- energy equivalence equation E = mc2 . (a) The mass-energy equivalence formula states that the two quantities are inter-changeable. In the space below, outline an appropriate law of conservation that includes both energy and mass. (2 pts) (b) The atomic mass of a carbon-12 atom is 12 atomic units (au), however when we sum the mass of each individual particle, (6 protons, neutrons and electrons), we get a mass of 12.11 au. What is the cause of the discrepancy in mass? (3 pts) (c) Calculate the rest energy of a carbon-12 atom (mass = 1.998 × 10-26kg). Give your answer in electron volts (1eV = 1 × 10-19J) (2 pts) (d) The carbon-12 atom is then put into a particle accelerator and sped up to 75% the speed of light. Calculate the energy of the carbon-12 atom (take relativistic effects into account) (3 pts) 7. (13 points) [C, T] We can see the application of the mass-energy equivalence principle during nuclear reactions; more specifically we see that mass can be formed into energy. (a) Nuclear reactions can be categorised into two forms; nuclear fission, and nuclear fusion. Fill in the blanks below with the most appropriate answers. i) Nuclear is constructive in nature, and occurs at high and . It is mostly seen in nuclei that are than iron-56. (2 pts) ii) Nuclear is destructive in nature, and occurs when there is an imbalance in the electro- static and force in the nucleus. It is mostly seen in nuclei that are than iron-56. (2 pts) (b) There are 5 forms of radioactive decay that can occur as a result of nuclear reactions. In the problem below, match the type of decay to its’ description. (5 pts). (c) An atom of uranium-235 undergoes radioactive decay and releases 3.2 × 10-11J of energy. Calculate the change in mass due to mass-energy equivalence. (4 pts) 8. (10 points) [A, T] Nuclear decay is measured in terms of it’s progression towards stability. (a) A sample of sodium-22 has a half life of 2.6 years. The samples sees a reduction inactivity from 400kbq to 80kbq. Calculate the amount of time taken for this reduction inactivity. (4 pts) (b) Radioactive materials like sodium-22 will generally undergo exponential decay (as see in the graph below). Explain why the activity of a sample is always exponential in terms of the rate of decay.(3 pts) (c) When weighed, the initial sample of sodium-22 had a mass of 0.0380kg. Calculate the mass of the sample after 10 years. (3 pts) 9. (10 points) [K, T] Energy to mass conversion can be seen as a phenomena during high energy collisions of particles - this is being studied at the Large Hadron Collider in Switzerland. (a) At high energy collisions, we see the formation of matter/anti-matter pairs. In the space below, describe the difference between matter and anti-matter. (3 pts) (b) Matter and anti-matter pairs are formed in equal amounts, but will not last very long - explain why this may be the case. (3 pts) (c) In the spaces given, fill in the blanks with the appropriate information about matter/anti-matter pairs. (4 pts) matter: Proton (1+) antimatter: ( ) matter: ( ) antimatter: Positron (+1) matter: Neutrino ( ) antimatter: Anti-neutrino ( )
Module code and Title DTS003: AI and Entrepreneurial Innovation School Title School of AI and Advanced Computing Assignment Title Individual Coursework Submission Deadline 22 December 2024, 00:00 Final Word Count N/A DTS003 Final Coursework Due: 22 December 2024, 00:00 Percentage in final mark: 100% Learning outcomes assessed: A. Identify areas in a specific AI domain that are ripe for the development of an AI product B. Identify and justify start-up business models and strategies for an AI product Late policy: 5% of the total marks available for the assessment shall be deducted from the assessment mark for each working day after the submission date, up to a maximum of five working days. Risks: l Please read the coursework instructions and requirements carefully. Not following these instructions and requirements may result in loss of marks. l Plagiarism results in award of ZERO mark. l The formal procedure for submitting coursework at XJTLU is strictly followed. Submission link on Learning Mall will be provided in due course. The submission timestamp on Learning Mall will be used to check late submissions. l All students must download their file and check that it is viewable after submission. Documents may become corrupted during the uploading process (e.g. due to slow internet connections). However, students themselves are responsible for submitting a functional and correct file for assessments. Overview In this coursework, you are required to complete the given task and submit a pdf file of no more than 1000 words. Task (100 marks) Generative AI is transforming how we create and interact with digital content. This powerful technology can generate new text, images, audio, and even video, offering unprecedented possibilities in content creation and design. From chatbots to artistic creations, Generative AI is quickly becoming a central topic in the AI field, presenting numerous opportunities for innovation and entrepreneurship. Task Description: Please address the following questions in a report of no more than 1000 words. Ensure your report is well- organized and thoroughly reasoned. Q1) Exploring the Core Technologies of Generative AI: Provide a clear and concise introduction to the fundamental principles of Generative AI, such as how deep learning models generate new content. You may choose a specific application of Generative AI (e.g., image generation, text generation) to illustrate these principles and discuss how it functions. (20 marks) Q2) Analyzing Existing Generative AI Applications: Identify an existing Generative AI application or product that you find interesting. Describe its features and application scenarios, and discuss how it is transforming a particular industry or field, with a focus on its contribution to content creation. (20 marks) Q3) Identifying New Opportunities for Generative AI: Based on your analysis in the previous sections, identify a potential new application area for Generative AI. Describe this area and explain why you believe it holds promise for future development. Your idea should be innovative yet grounded in reality. (20 marks) Q4) Developing a Startup Plan: Imagine you are creating a startup to develop the new Generative AI application identified in the previous section. Design a simple business plan that outlines how your product would work, who your target customers would be, and how you would market and sell the product. Emphasize the feasibility and innovation of your proposed project. (40 marks) Submission Requirements: l Your report should be well-structured, using formal language appropriate for an academic audience. l References may include online resources, but ensure that they are credible and correctly cited. l All content must be original and free from plagiarism.
Practice Final Exam ECON 1150 Applied Econometrics Fall Semester 2024 1. Information on new restaurants in Pittsburgh was collected. Specifically, the researcher checked whether the restaurants offered vegan items on the menu (V = 1) or not (V = 0) and whether they stayed in business for at least a year (B = 1) or not (B = 0). (a) Using the definition of conditional probability, show that for any random variables Y, X, Pr(Y = y, X = x) = P r(Y = y|X = x) × P r(X = x). (b) Being sure that you know how conditional probabilities work and trying to test your patience, the re-searcher gave you only the following information: ❼ P r(V = 0) = 0.4 ❼ P r(B = 0) = 0.5 ❼ P r(V = 0|B = 0) = 0.6 ❼ P r(B = 1|V = 0) = 0.25 Using this information, fill in the joint and marginal probabilities in the following table: 2. We collected enrollment data from elementary schools located in two counties in California. In Los Angeles County, we have a sample of 79 schools with a sample mean enrollment of 658.62 students and a sample standard deviation of 204.42 students. In San Diego County, we have a sample of 75 schools with a sample mean enrollment of 583.28 students and a sample standard deviation of 177.65 students. (a) Test the null hypothesis that the population mean enrollment for Los Angeles County is equal to 600 at the 5% significance level. (b) Test the null hypothesis that there is no difference in the population mean enrollment between Los Angeles County and San Diego County. 3. Suppose that the true population regression is Y = β0+β1D1+β2D2+u, where D1 and D2 are binary variables. However, in estimating our sample regression, we left out D2 by mistake and estimated Yˆ = βˆ 0+βˆ 1D1. Assume E(u|D1, D2) = 0. (Note: This means that cov(D1, u) = 0. You don’t have to prove this.) (a) Show that βˆ 1 → β1 + β2 var(D1)/cov(D1,D2) as n → ∞. (b) Show that var(D1) = Pr(D1 = 1) × (1 − Pr(D1 = 1)). (c) Show that cov(D1, D2) = P r(D1 = 1, D2 = 1) − P r(D1 = 1) × P r(D2 = 1). (d) If D1 and D2 are independent and β2 > 0, will βˆ 1 be biased? If so, in which direction? 4. Infant birth weight is an important indicator of their health. Suppose you’re interested in estimating the effect of smoking, marital status and education on infant birth weight using the following population regression: birthweight = β0 + βe educ + βu unmarried + βs smoker + u, where birthweight is infant birth weight (in grams), educ is years of education, unmarried = 1 if the individual is unmarried and = 0 otherwise, and smoker = 1 if the individual is a smoker and = 0 otherwise. Using a sample of 3000 mothers, we estimate the following regression: (a) What is the marginal change in birthweight associated with smoking? Is this effect significant at the 5% level? (b) Suppose you ran the transformed regression: where Z = smoker + unmarried. What is the null hypothesis you’re trying to test? Can you reject this null hypothesis at the 5% level? 5. We’re interested in studying the determinants of a country’s level of democracy and collected data from 92 countries in 1985. We regressed their index of democracy (dem ind), which is a measure between 0 and 1 with larger values indicating higher levels of democracy, on the natural logarithm of their population (log(pop)), the natural logarithm of their GDP per capita (log(gdppc)) and average years of education (educ). We obtain the following sample regression estimate: (a) Which of the coefficients on regressors are significantly different from zero at the 5% level? (b) Formally test the hypothesis that the coefficients on educ and log(pop) are both equal to zero at the 5% level. You will need to use information from the following regression estimate: (c) Interpret the coefficient on log(gdppc). 6. Suppose you’re interested in finding out how one’s demographic characteristics affect the probability that one is employed. You obtain data on 5,220 workers from the 2006 Current Population Survey and ran the following linear probability model regression: where employed = 1 if the individual is employed and = 0 otherwise, female = 1 if the individual is female and = 0 otherwise, married = 1 if the individual is married and = 0 otherwise, and age is the individual’s age. You also included the squared term for age, age2 . (a) From the linear probability model results, what is the probability of a married male aged 25 being em-ployed? (b) Notice that the coefficient on age2 is negative. What does this say about the marginal effect of age? From what age will the marginal effect of age on the probability of being employed be negative? (c) Using the same variables and data, you ran the logit model: What is the probability of a married male aged 25 being employed? For such an individual, what is the marginal change in the probability of employed associated with a one year increase in age?
Computer Science Department Courant Institute of Mathematical Sciences Course Title: Data Communications & Networks Course Number: CSCI-GA.2662-001 Assignment 8: Final Project I. Due Friday December 20, 2024 by 11:59 pm EST. II. Objectives Software-defined networking (SDN) is a recent paradigm for running networks. As per the networking layer topics covered in the course, the network is divided into the control and data planes. The control plane provides a set of protocols and configurations that set up the forwarding elements (hosts, switches, and routers) so that they can forward packets. This includes, for example, ARP resolution, DNS, DHCP, the Spanning Tree Protocol, MAC learning, NAT and access control configuration, as well as all of the routing protocols. Usually, switches and routers have to run all of these protocols, detect topology changes, issue heartbeats, manage caches, timeouts, etc. Meanwhile, in many cases network administrators achieve desired goals with the network indirectly, by tweaking parameters in the routing protocols like link weights and local BGP preference. While the data plane is nicely organized in the familiar layered scheme, the aggregate structure of the control plane is a lot less clean. SDN is a radical departure from this organization. The main idea is a separation of the control plane from the forwarding elements. SDN switches and routers do not run control plane protocols and mostly only forward packets based on matching of packet predicates to a set of forwarding rules. They export a simple API to configure these rules, as well as some feedback about current and past packets. An accepted standard for this API is the OpenFlow protocol, which has been implemented by dozens of switch vendors and has fostered a rich software ecosystem. The intelligence of the control plane is (logically) centralized in a network controller. The controller decides which rules to install based on its configuration, and on a global view of the network topology and flows. In this project, you will implement the logic in such a controller to manage the following: 1. A layer-3 routing application that installs rules in SDN switches to forward traffic to hosts using the shortest, valid path through the network. Your application logic will manage the efficient switching of packets among hosts in a large LAN with multiple switches and potential loops. You will write the code for a SDN controller application that will compute and install shortest path routes among all the hosts in your network. SDN as described is suitable for networks under a single administrative domain (e.g., the network in a single AS), but there are ongoing research projects to use its flexibility across domains, integrating with and perhaps even replacing BGP. 2. A distributed load balancer application that redirect new TCP connections to hosts in a round-robin order. As always, the NYU and class policy about plagiarism must be followed in this project. If you use ANY code in your project that is not of your own creation, then you MUST attribute that code to the author, even if you modify it (ANY modification). III. References 1. Slides and handouts posted on the course Web site 2. Textbook chapters as applicable 3. Mininet network emulator documentation (http://mininet.org/) 4. Openflow documentation (https://www.opennetworking.org/sdn-resources/onf- specifications/openflow) 5. Open vSwitch switch software documentation (http://openvswitch.org) 6. Floodlight Java-based SDN controller documentation (https://floodlight.atlassian.net/wiki/spaces/floodlightcontroller/overview) 7. If you have additional questions about SDN, OpenFlow, or Floodlight you may want to consult: openflow-switch-v1.5.1.pdf (opennetworking.org) (sections 2, 3, and 5.1 - 5.4 are likely to be the most useful), and Floodlight-plus Javadoc 8. Additional readings: Software Defined Networking Concepts The Road to SDN: An Intellectual History of Programmable Networks SDN Reading List IV. Software Required 1. Microsoft Word 2. Win Zip as necessary 3. Oracle VirtualBox 4. Virtual Box Image with all necessary software provided 5. Java Programming language, Eclipse, and other development tools installed in Virtual Box Image provided 6. Additional code for Part 4 V. Assignment This is a final take-home project that can be completed individually or as a team (only two students per team). 1. Background: You will run the code for this project in an emulated network inside of a single Linux VM. You will use the Mininet network emulator, which is designed to emulate arbitrary topologies of emulated OpenFlow switches and Linux hosts. It uses container-based virtualization for very light-weight emulated nodes. The switches in your network run the open source Open vSwitch switch software, which implements the Openflow protocol. The switches connect to an Openflow network controller, and you will use Floodlight, a relatively mature Java-based controller. We will use OpenFlow version 1.0 for this project. Your SDN applications will be written in Java and run atop the Floodlight OpenFlow controller. You will use Mininet to emulate a variety of network topologies consisting of OpenFlow switches and hosts. Code you run on Mininet is ready to run with no changes in real networks. 2. Environment Setup: a. Install Oracle VirtualBox as necessary. b. Download the Virtual Box Image with all necessary software provided. It is a .ova image that will enable you to run the necessary software on your computer using the latest version of Oracle VirtualBox. To install the .ova file goto File and Import Appliance on VirtualBox. This VM uses “mininet” as username and password. c. To ssh into the VM from your host computer, log in first using the GUI, open a terminal, and type ifconfig. This will show you the IP addresses of the VM. You will be able to connect to one of them from your host computer via ssh. The VM also has Eclipse installed, which you can use inside the VirtualBox graphical console or remotely via X. Once you have ssh’d into the VM, you can go through the following steps to run your control applications. d. Optional (see acknowledgement in item 8 below): Refactor edu.brown.cs.sdn.apps.sps to edu.nyu.cs.sdn.apps.sps e. Compile Floodlight and your applications: $ cd ~/project3/ $ ant This will produce a jar file FloodlightWithApps.jar that includes the compiled code for Floodlight and your SDN applications. f. Start Floodlight and your SDN applications: $ java -jar FloodlightWithApps.jar -cf l3routing.prop The above command will start Floodlight and only your layer-3 routing application. The .prop file configures your application. Note: For future reference when working on part 4, you can start both your layer-3 routing and load balancer applications by using loadbalancer.prop for the -cf (configuration file) argument. The loadbalancer application code is provided separately. You should always start Floodlight and your SDN applications before starting Mininet. Also, we recommend that you restart Floodlight and your SDN applications whenever you restart Mininet. Note: In the VirtualBox image, it is possible that the system will start an openvswitch-controller process by default, which means your Floodlight controller will not be able to bind to port 6633. To prevent it from starting the next time you boot up, do: $ sudo update-rc.d -f openvswitch-controller remove When Floodlight starts, you should see output like the following: 23:18:45 .874 INFO [n .f .c .m .FloodlightModuleLoader:main] Loading modules from file shortestPathSwitching .prop 23:18:46 .277 INFO [n .f .c .i .Controller:main] Controller role set to MASTER 23:18:46 .285 INFO [n .f .c .i .Controller:main] Flush switches on reconnect -- Disabled 23:18:46 .302 INFO [ArpServer:main] Initializing ArpServer . . . 23:18:46 .302 INFO [ShortestPathSwitching:main] Initializing ShortestPathSwitching . . . 23:18:48 .533 INFO [n .f .l .i .LinkDiscoveryManager:main] Setting autoportfast feature to OFF 23:18:48 .579 INFO [ArpServer:main] Starting ArpServer . . . 23:18:48 .580 INFO [ShortestPathSwitching:main] Starting ShortestPathSwitching . . . 23:18:48 .700 INFO [o .s .s .i .c .FallbackCCProvider:main] Cluster not yet configured; using fallback local configuration 23:18:48 .701 INFO [o .s .s .i .SyncManager:main] [32767] Updating sync configuration ClusterConfig [allNodes={32767=Node [hostname=localhost, port=6642, nodeId=32767, domainId=32767]}, authScheme=NO_AUTH, keyStorePath=null, keyStorePassword is unset] 23:18:48 .790 INFO [o .s .s .i .r.RPCService:main] Listening for internal floodlight RPC on localhost/127 .0 .0 .1:6642 23:18:48 .978 INFO [n .f .c .i .Controller:main] Listening for switch connections on 0 .0 .0 .0/0 .0 .0 .0:6633 Keep the terminal with Floodlight open, as you will need to see the output for debugging. Use another terminal for the next step.
Academic Year: 2024/25 Assessment Introduction: Course: BEng (Hons) Electronic Engineering Module Code: EL1205 Module Title: Electronic Engineering Practices Title of the Brief: Microcontroller Technology Investigation Type of assessment: Coursework This Assessment Pack consists of a detailed assignment brief, guidance on what you need to prepare, and information on how class sessions support your ability to complete successfully. You’ll also find information on this page to guide you on how, where, and when to submit. If you need additional support, please make a note of the services detailed in this document. How, when, and where to submit: The deadline for this assessment is 6th January 2025 at 23.59 via the submission zone found the EL1205 Blackboard area - Please note that this is the final time you can submit – not the time to submit! If your work is submitted via the Turnitin link on Blackboard, the link will be visible to you on: 12th December 2024 Feedback will be provided by: 1th April 2025 You should aim to submit your assessment in advance of the deadline. Note: If you have any valid mitigating circumstances that mean you cannot meet an assessment submission deadline and you wish to request an extension, you will need to apply online, via MyUCLanwith your evidence prior to the deadline. Further information on Mitigating Circumstances viathis link. We wish you all success in completing your assessment. Read this guidance carefully, and any questions, please discuss with your Module Leader or module team. Additional Support available: All links are available through the online Student Hub 1. Academic support for this assessment will be provided by contacting Wei Quan 2. Our Library resources link can be found in the library area of the Student Hub or via your subject librarian at [email protected] . 3. Support with your academic skills development (academic writing, critical thinking and referencing) is available through WISER on the Study Skills section of theStudent Hub. 4. For help with Turnitin, seeBlackboard and Turnitin Supporton the Student Hub 5. If you have a disability, specific learning difficulty, long-term health or mental health condition, and not yet advised us, or would like to review your support, Inclusive Support can assist with reasonable adjustments and support. To find out more, you can visit the Inclusive Support page of the Student Hub. 6. For mental health and wellbeing support, please complete our online referral form, or email [email protected] . You can also call 01772 893020, attend a drop-in, or visit our UCLan Wellbeing Service Student Hub pagesfor more information. 7. For any other support query, please contact Student Support via [email protected]. 8. For consideration of Academic Integrity, please refer to detailed guidelines in ourpolicy document . All assessed work should be genuinely your own work, and all resources fully cited. 9. For this assignment, you are not permitted to use any category of AI tools. Preparing for your assignment. Ensure that you fully understand the requirements for the assessment and what you are expected to complete. The assignment will be introduced in the lecture session where you can ask any questions, you can also ask for clarification by contacting the module team. The following module learning outcomes will be assessed in this assignment: ● Evaluate different technologies of microprocessors and microcontrollers. ● Apply Knowledge of the technologies to electronic systems e.g. smartphones etc. Please read over the guide to writing a technical document https://www.theiet.org/media/5182/technical-report- writing.pdfand ensure that you fully understand the requirements of the assessment. There will be a lecture session on the assignment and writing a technical document. Ensure that you research and read into the subject area before writing the report so that you have a good background understanding to the subject area. Assignment Brief A microprocessor is a single-chip Central Processing Unit (CPU) typically used in microcomputers. The microprocessor interfaces to a range of other devices including memory, interface adapters, interrupt controllers, timers, etc. The first microprocessor was the Intel 4004, introduced in 1971. Prior to this, processors were designed using discrete components. The Pentium M chips contain around 140 million transistors. The latest Intel i7 chip contains over 1 billion transistors (a six-core device, with approximately 170 million transistors per processor). A microcontroller is a single chip containing a CPU and additional circuitry such as memory, interface adapters, timers, etc. A microcontroller chip typically provides all the computational resources for the target application. You are required to investigate both microprocessor and microcontroller technologies, specifically investigating the difference between the two including the internal structure and their uses in the real-world applications. Write a formal report on your findings incorporating the following aspects: ● An outline of the typical applications of the microprocessor and microcontroller. ● A description of the variety of program and data storage systems in the microprocessor and a comparison of different memory types. ● A description of buses which connect the processor, memory and peripherals in a typical microcontroller. ● A description of Harvard architecture of microcontroller, in contrast, this with von Neumann architecture. ● A critical comparison of the microcontroller technologies used in 8051 and ARM, including the core architecture, instruction set, etc. Word Account : 1500 words (see notes below for further information). Notes This must be your own work i.e. written in your own words. The only acceptable resources that you can copy directly in your report, with references are illustrations (excluding your diagram of a typical application). When illustrations are used you must explain carefully and thoroughly what they are showing. For good marks you should produce work that is: accurate; thorough; well-argued; clear, and written in correct (UK) English grammar and spelling. You may include figures and tables with short captions (25 words each) and a list of references without affecting the overall word count. You must reference all of your sources of information. These should be cited in the appropriate part of the report and fully identified to meet the Harvard referencing standard in a list at the end. Website articles must be properly referenced to be considered as legitimate references. Word limit: A maximum of 1500 words (see notes below for further information). Technical Report Writing To complete the report, you will have to thoroughly research the area using reliable sources and precisely reference where your information and statements are from. The aim of the report is to be clear, concise and convey technical information to the reader, note that the reader is familiar and experienced in the area. Ensure that you write your report for this audience. A guide on writing a technical document can be found at the following (this will also be uploaded to blackboard): https://www.theiet.org/media/5182/technical-report-writing.pdf Please read over the above document to ensure that you are clear on what a technical report is and know what you are required to complete, note the above is a guide not an explicit standard you will be required to ensure that your technical report contains the relevant information presented correctly for the reader. Ensure that you research and read into the subject area before writing the report so that you have a good background understanding to the subject area. You will need to provide a short report, which shows the calculation of each tasks in Marking Criteria and Weighting section below with an appropriate assumption, description and comments, no longer than 1,500 words. You should use the guideline below to structure your report. For the final reporting submission, make sure that each page is marked with the date of completion, the page number, and the total number of pages submitted. Make sure that the front page of your submission has this information displayed prominently along with the module name and number and assignment title. Your work must be referenced using Harvard Referencing system available here: https://v3.pebblepad.co.uk/v3portfolio/uclan/Asset/View/Gm3mmGk6sM3RgHZnjGfh7mm6pM. Further information to support your development will be available to view on assignment briefing session and Blackboard. Notes on Wordcount and Referencing For good marks and given the limited wordcount you should produce work that is: accurate; thorough; well-argued; clear; accurately referenced; relevant and written incorrect (UK) English grammar and spelling. You may include figures and tables with short captions (25 words each) and a list of references without affecting the overall word count. Remember that you have limited words so ensure that you “stick to the point” and do not get into detail on superficial elements. Ensure that you include references when discussing technical facts and statements on the technology used. You must reference all your sources of information. These should be cited in the appropriate part of the report and fully identified to meet the Harvard referencing standard in a list at the end. Website articles must be properly referenced to be considered as legitimate references. Presentation of assignment work Except where specifically stated in the assignment brief, assignment work submissions should be word-processed, in Microsoft Word 2016 format, with a footer comprising: your module code; date; page number. The following module learning outcomes will be assessed in this assignment: ● Evaluate different technologies of microprocessors and microcontrollers. ● Apply Knowledge of the technologies to electronic systems e.g. smartphones etc.
Unit 5 lab practical – Radioactive decay Part 1 - Vocabulary: Define the following terms in your own words. 1. Decay: 2. Nuclear: 3. Isotope: 4. Particle: 5. Proton: 6. Neutron: 7. Electron: Part 2 - Prior Knowledge Question: (Do this BEFORE starting the practical.) The chart below gives the locations, charges, and approximate masses of three subatomic particles. The approximate mass of each particle is given in universal mass units (u). Particle Location Charge Approximate mass Proton Nucleus 1+ 1 u Neutron Nucleus 0 1 u Electron Orbitals 1– 0 u 1. The massnumber of an atom is equal to the sum of protons and neutrons in the nucleus. A helium atom has 2 protons and 2 neutrons. What is the mass number of this atom? _____ 2. The atomicnumber of an element is equal to the number of protons in each atom of the element. All helium atoms have 2 protons. What is the atomic number of helium? _____ Part 3 – Alpha decay: Whilst most atoms are stable, some are radioactive – this means they have a tendency to undergo spontaneous nuclear decay. The decay of radioactive atoms will often result in the emission of particles and/or energy. There are 3 main categories of radioactive decay: alpha (α), beta (β), and gamma (γ). You can explore the first of the radioactive decays here: https://phet.colorado.edu/sims/cheerpj/nuclear-physics/latest/nuclear-physics.html?simulation=alpha-decay 0. To begin: A. Load up the simulator – note that the first time you open it, it may take a few minutes to get started. Open this sim on your web browser – this may not be iPad compatible so you will need access to a computer/laptop in order for this to work. B. Select “single atom” view and make sure that polonium-211 is selected as the atom of choice. C. When you are ready, click “reset all” in the bottom right corner to get a fresh start. 1. Describe: Using your foundational knowledge, describe the following characteristics: What is the atomic mass of Polonium-211 have? Using a periodic table, calculate the following: How many protons does Polonium-211 have? How many neutrons does Polonium-211 have? 2. After polonium-211 decays, what stable nucleus is formed? Has the atomic number changed? What about the atomic mass? 3. Pause the simulation immediately after the decay occurs. What is being emitted by the polonium-211 nucleus? (There are 2 emissions). What is the particle emission made of? _________________________________________________________________________ 4. Click ‘ reset all’ and run the simulation again – what is the half life of a polonium-211 atom? 5. Calculate: Look at the following equation below. What you see is the original polonium atom on the left. The boxes on the right represent the daughter product—the atom produced by radioactive decay—and the emitted particle. Using your understanding from the questions above, fill in the blanks with the daughter product and the emitted particle. Next, click on Multiple Atoms in the simulation. Add all 100 polonium-211 nuclei to the simulation by adding 10 nuclei to the simulation at a time under the Bucket o’ Polonium. Once you have all 100 added, click on Reset All Nuclei. 6. After you click on Reset All Nuclei, the simulation starts over again. By when do you expect most of the polonium-211 nuclei to decay? _________________________________________________________________________ 7. Pause the simulation at the half-life marker. In the upper left-hand corner, there is a pie chart and a data table. How many polonium-211 nuclei remain after one half-life? How many lead-207 have been created? _________________________________________________________________________ 8. Click ‘reset all nuclei’ , and pause the simulator after every 0.5 seconds. Note the number of polonium-211 nuclei present. Fill in the data chart below, and create a graph of polonium-211 nuclei versus time. What shape does this graph have? Does the polonium-211 decay at a constant rate or does the rate decrease over time? ____________________________________________________________________________ ____________________________________________________________________________ Part 4 – Beta decay: Next, we will be looking at a secondary type of decay known as beta decay. You can explore beta decays here: https://phet.colorado.edu/sims/cheerpj/nuclear-physics/latest/nuclear- physics.html?simulation=beta-decay 0. To begin: A. Load up the simulator – note that the first time you open it, it may take a few minutes to get started. Open this sim on your web browser – this may not be iPad compatible so you will need access to a computer/laptop in order for this to work. B. Select “single atom” view and make sure that carbon-14 is selected as the atom of choice. C. When you are ready, click “reset all” in the bottom right corner to get a fresh start. 1. Describe: Using your foundational knowledge, describe the following characteristics: What is the atomic mass of carbon-14 have? Using a periodic table, calculate the following: How many protons does carbon-14 have? How many neutrons does carbon-14 have? 2. After carbon-14 decays, what stable nucleus is formed? Has the atomic number changed? What about the atomic mass? 3. Pause the simulation immediately after the decay occurs. What is being emitted by the carbon-14 nucleus? (There are 3 emissions). _________________________________________________________________________ The particle emission comes from the breakdown of a neutron into a proton – explain this process: _________________________________________________________________________ _________________________________________________________________________ 4. Calculate: Look at the following equation below. What you see is the original polonium atom on the left. The boxes on the right represent the daughter product—the atom produced by radioactive decay—and the emitted particle. 5. Click ‘ reset all’ and run the simulation again – what is the half life of a carbon-14 atom? 6. There are 2 other forms of beta decay: beta-plus decay, and electron capture. A. Explain how beta plus decay is different from what we just saw in the carbon-14 decay. (Describe the difference in process and in emissions). ________________________________________________________________ B. Using the internet, see if you can find an example of beta plus decay – draw out the reaction as you have for question 4. C. Explain how electron capture decay is different from both beta-minus decay and beta plus decay. (Describe the difference in process and in emissions). ________________________________________________________________ ________________________________________________________________ D. Using the internet, see if you can find an example of electron capture decay – draw out the reaction as you have for question 4.
Math 3A Final Exam Review Show your work to earn full credit. Do all problems using the methods discussed in class. 1. Estimate the area under the graph of y = 2√x from x = 0 to x = 4 using four approximating rectangles and (a) left endpoints and (b) right endpoints. Round your answers to four decimal places. 2. Use the limit definition of the integral to evaluate the integral. 3. Use Part 1 of the Fundamental Theorem of Calculus to find the derivative of the function and simplify. 4. Find the general indefinite integral and simplify. (Use C for the constant of integration.) 5. The velocity function (in meters per second) is given for a particle moving along a line. v(t) = t2 − 3t − 15, 0 ≤ t ≤ 7 (a) Find the displacement. (b) Find the distance traveled by the particle during the given time interval. 6. Evaluate the definite integral by interpreting it as areas. Include a graph 7. Evaluate the indefinite integral. 8. Evaluate the definite integral. *For problems 9 and 10. The displacement (in meters) of a particle moving in a straight line is given by s = t2 - 9t + 19, where t is measured in seconds. 9. Find the average velocity over the specified time intervals. (a) [4, 4.5] (b) [4,4.1] 10. Use the limit definition of a derivative to find a formula for the instantaneous velocity at any time t. Find the instantaneous velocity when t = 4. 11. Find the derivative of the function and find all critical numbers. f(x) = (x + 4)2 (2x − 5)2 12. Find dy/dx by implicit differentiation. ex/y = 8x - y 13. A box with an open top is to be constructed from a square piece of cardboard, 3 ft. wide, by cutting out a square from each of the four corners and bending up the sides. (a) Write an expression for the volume V in terms of x. (b) Find the largest volume that such a box can have.
Audio Fundamentals for Recording Final Exam PART I – True / False - (worth 2 points each) 20 points total 1.) Sampling rate and bit depth are independent and can be used in different combinations. TRUE FALSE 2.) The amplitude resolution of a digital system is determined by its bit depth. TRUE FALSE 3.) 0 dBFS = 0 VU in most cases. TRUE FALSE 4.) An AES/EBU cable is identical to a microphone cable. TRUE FALSE 5.) ADAT digital transmission format can also carry embedded word clock. TRUE FALSE 6.) Word clock is used for digital console automation. TRUE FALSE 7.) Digital equipment can be slaved from an external word clock source without using a dedicated word clock BNC connector and cable. TRUE FALSE 8.) When connecting an analog source signal to the analog input of a digital recorder, the user can select either the recorder’s internal A/D converters, or external ones. TRUE FALSE 9.) The MADI digital transmission format can employ either optical cables or coaxial cables. TRUE FALSE 10.) The number of separate audio channels carried by a single MADI connection depends on the sampling frequency. TRUE FALSE PART 2 – Multiple Choice - (worth 2 points each) 20 Points Total 1. The frequency response of a digital audio converter is related to a. Bit depth b. The digital transmission format used c. Sampling Frequency d. all of the above e. None of the above 2. In digital audio, bit resolution refers to a. The dynamic range of the digital audio system. b. the number of 0’s and 1’s used to represent each amplitude measurement. c. the amplitude resolution of a digital audio system. d. all of the above. e. none of the above. 3. In digital audio, each sample captures a. the highest frequency of the audio b. the speed of the master clock c. the amplitude of the audio d. the quantization error e. none of the above 4. An 8-bit system has how many discrete values? a. 4096 b. 8 c. 1024 d. 256 e. 65,536 5. To digitally encode the highest frequency in a signal successfully, it must be sampled at a rate at least ________ that frequency. a. equal to b. twice c. three times d. four times e. none of the above 6. When sending digital audio signals from one device to another a. both devices must be locked to the same speed reference. b. clocking from the same speed reference will give the best quality audio, but it’s not critical. c. a common speed reference is never required in this situation. d. it’s best to first convert the digital audio into analog audio, since analog always sounds better than digital. e. none of the above. 7. A balanced audio connection a. uses three independent conductors b. uses the shield as both return (-) and ground c. helps to minimize noise and interference d. a and c e. b and c 8. On a digital audio meter, 0dBFS indicates a. the nominal operating amplitude of a digital audio system. b. the minimum possible amplitude of a digital audio system. c. the maximum possible amplitude of a digital audio system. d. A and C only. e. B and C only. 9. In terms of disk space, a 16-track digital audio recording made at 44.1kHz/24-bit will take up a. 5 MB/minute. b. 80 MB/minute. c. 160 MB minute. d. 60 MB/minute. e. 120 MB/minute. 10. In order to feed a number of source signals to a single destination, one must use a. an insert. b. a send. c. a bus. d. a or c. e. b or c. Part 3 - Short Answer - (worth 5 points each) 40 Points Total 1. What is quantization error and how can it be minimized? 2. What is aliasing and how can it be minimized? 3. Why is a master clock often necessary in a multiple-device digital studio? 4. What is latency and why does it occur. How can we work around it when recording? 5. In digital audio, what is the Nyquist theory? 6. How does a DI work, and what is it used for? 7. Describe the difference between serial and parallel processing. 8. Explain the difference between a digital console and a controller. Part 4 - Gain structure - 20 Points Total Calculate and fill in the values for the following gain structure:
POL105 Political Analysis Assignment 2: Essay Instructions: Write a 1500 word response to any ONE of the questions below. You may use additional readings which are not included on the POL105 Reading List, but they must be credible academic sources. Please visit the Politics Undergraduate Shared Area on QMplus for guidance on formatting and referencing. You should also familiarise yourself with the SPIR Marking Criteria, which is also available on the Politics Undergraduate Shared Area. Due Date: 2nd January 2025 (by 1pm) Questions: 1. Analyse the differences between pluralist and elitist views on the distribution of power in society. 2. Why is Dahl’s concept of power as decision-making useful for political analysis? Give example(s) to explain your view. 3. Why is Bachrach’sand Baratz’s concept of power as non-decision-making / agenda- setting useful for political analysis? Give example(s) to explain your view. 4. Why is Lukes’ concept of power as preference-shaping useful for political analysis? Give example(s) to explain your view. 5. Why is Foucault’s concept of power useful for political analysis? Give example(s) to explain your view. 6. Of the four conceptions of power we have studied on this module, which one do you find most compelling and why?
Econ 602: Course Project The project is due on December 16th, 2024, by 11:59 pm. The project asks you to set up a PowerPoint (PPT) file and an Excel file: you should upload both files in a .zip folder. .zip is the only compression format allowed: if you submit your assignment using any other compression format your grade on the entire assignment will automatically be zero. General Instructions: a) This is an individual assignment. You should not consult others. b) This is an open book assignment. You are free to consult any source but all sources must be acknowledged. If you cut-and-paste material without mentioning the source, you will lose points. Project Pick one of the following countries: Canada, any member country of the euro area, Japan, or the United Kingdom (these are the major trading partners of the US as far as advanced economies go). You should turn in a PPT and EXCEL file following the structure given below. The EXCEL file should have a ‘read me’ sheet explaining how the file is organized and what it contains. Label all charts clearly. Each axis should be clearly labelled mentioning what is showing and what the units are (e.g. percent, percentage change). The “cosmetics” of your PPT presentation are important and will be graded: your presentation should be of professional quality. Similarly, your Excel file should be set up in a way that is straightforward to understand by someone who is interested in reproducing your results and asks you to share your file: you will be graded on this aspect as well (to this end the ‘read me’ file is critical, but also the way in which your calculations are performed). For your chosen country: 1) Present some facts and pictures about your chosen country on slide 1 of your PPT. (Also, list your name on this slide). 2) Show a chart of real GDP over time. Go as far back in time as you can find data. This should be slide 2 of the PPT and the data should be in the EXCEL file . 3) Show a chart of real GDP per capita over time. Go as far back in time as you can find data. Slide 3 of the PPT and all the data should be in the EXCEL file. 4) How would you describe the trends (or trends) in real income per capita? Slides 4 and 5. You can use charts and bullet points to describe the trends. Any computations should be given in the EXCEL file. All sources must be listed in the ‘notes’ part of the slide. 5) How would you describe the business cycles or economic fluctuations (deviations from trend) in real income per capita? Deviations from trend (the cyclical component) should be calculated using the HP filter using the natural logarithm of data. Click here for useful tutorial on how to install and use the HP filter in Excel. Slides 6 and 7. You can use charts and bullet points to describe the cycles. Any computations should be given in the EXCEL file. All sources must be listed in the ‘notes’ part of the slide. 6) Estimate Okun’s Law and Phillips Curve for your chosen country. Slides 8 and 9. Data and computations must be in the EXCEL file. 7) ‘Wild card’ slides: The content of slides 10-15 is up to you to decide. You can use the slides to present facts or analysis about your chosen country that are related to our course material.
PADM-GP 2139 Behavioral Economics and Policy Design Fall 2024 Course Prerequisite CORE-GP 1011: Statistics & CORE-GP 1018: Microeconomics (or equivalent) Course Description Standard economic theory assumes that individuals are fully rational decision-makers; however, that is often not the case in the real world. Behavioral economics uses findings from lab and field experiments to advance existing economic models by identifying ways in which individuals are systematically irrational. This course gives an overview of key insights from behavioral science and identifies ways in which these findings have been used to advance policies on education, health, energy, taxation, and more. Additionally, this course will review how government agencies and non-profit organizations have used behavioral insights to improve social policy. Learning Assessment Table Course Learning Objective Covered Corresponding Assignment Title 1. Interpret empirical results from research papers for a policy audience Weekly Assignments; Bias Presentation 2. Demonstrate knowledge of key theories and policy findings from the field of behavioral economics Final Exam 3. Apply insights from behavioral economics to policy design Policy Proposal Required Readings • Thaler, Richard H., and Cass R. Sunstein. Nudge: The Final Edition. Yale University Press, 2021. • Excerpts from the following books (provided via Brightspace): o Kahneman, Daniel. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux, 2011. Hereafter, referred as TFS. o Mullainathan, Sendhil and Eldar. Shafir. Scarcity: Why Having Too Little Means so Much. New York: Times Books, Henry Holt and Company, 2013. o Ariely, Dan. Predictably Irrational: the Hidden Forces That Shape Our Decisions. New York: Harper Perennial, 2010. Course Requirements • Semi-weekly assignments: o Data visualization tweets (x4) – 20% (5% each) o Writing assignments (x2) – 15% (7.5% each) • Class presentation: 10% • Participation: 10% • Policy Proposal: 15% • Final Exam: 30% Semi-Weekly Assignments Researchers working in public policy must frequently adapt their writing style. turning a technical, academic journal article into a policy brief for government officials, a New York Times article, a National Public Radio spot, or a tweet. One of the main goals of this class is to learn to digest academic research to make economics insights understandable to a policy audience. These semi-weekly assignments will give students practice in four types of policy writing: • Data visualization tweets • Opinion editorial • Policy brief • Policy proposals Students will submit semi-weekly assignments via Brightspace. These will be graded as check ++, check+, check, check minus, no credit which corresponds to 100/95/85/75/0. Late assignments will lose 10 points per 24-hour period starting at the beginning of class in which the assignment is due. One make-up tweet is available to earn additional credit: this can replace a either a missed assignment or the assignment with the lowest grade.
IC 103 001 Fundamentals of Finance Individual Project (1 – 2024) Financial Ratio Analysis & Investment Recommendation The purpose of this activity is to enhance students' understanding of financial ratio analysis and its practical application in investment decision-making. Acting as financial consultants, students will compare a chosen company with its industry peers to evaluate financial health, assess performance, and develop informed investment recommendations. This exercise aims to build students' analytical skills and ability to offer professional, data-driven advice in a consulting context. Instructions: 1. Start with the company you've selected for analysis, such as Land and House. 2. Select five other companies in the same industry for comparison. 3. Gather financial data for your chosen company and its peers from the past 3–5 years to observe trends, focusing on the ratios across the five categories listed above for both your chosen company and the peer companies. 4. Compare the financial ratios of your chosen company with those of the selected peers. 5. Utilize industry benchmarks to evaluate the relative performance. 6. Analyze your findings and develop an investment recommendation based on the data. 7. Present your analysis and recommendation in a clear, concise report. Important note: You are encouraged to select a few key ratios from each category that best serve your analysis rather than using all available ratios. Focus on the ratios that provide the most relevant insights into the company’s financial performance and industry position. Format 1. Title page • Include the project title, your name, course, and date. 2. Abstract • A brief summary of the report's purpose, methodology, findings, and conclusions. 3. Introduction • Introduce the objective of the analysis and the selected company. 4. Methodology • Describe the process of selecting companies, gathering data, and conducting the analysis. • Gather financial data for your chosen company and its peers over the past 3–5 years to observe trends. 5. Analysis • Present the financial ratios, compare them with industry benchmarks / trends / standards, and analyze the data. • Analyze historical data over 3–5 years to observe the trend for each key ratio. • Look for trends, strengths, and weaknesses in each ratio category, noting any significant deviations between your company and its peers. • Use industry benchmarks or averages to evaluate how each company’s ratios align with or diverge from standard industry performance. • This step will help contextualize each company’s performance relative to broader industry norms, adding depth to your analysis. 6. Discussion • Interpret the findings, discuss implications, and provide context. 7. Conclusion • Summarize the main findings and the investment recommendation. • Interpret the collected data and identify key insights on your chosen company’s financial health and competitive positioning. • Based on your findings, develop a data-driven investment recommendation (e.g., buy, hold, or sell). Justify this recommendation with specific references to the financial ratios, peer comparisons, and industry benchmarks. 8. References • Cite all sources of data and information used in the report. • Ensure that all sources cited in the report are included in the reference list. • References may be formatted according to either general APA style or APA Vancouver style. Choose one style and apply it consistently throughout the report. Submission Requirements and Guidelines • Length − The report should be between 3–10 pages (not including the title page and references page). • Professional format − Text body font Use a standard professional font such as Times New Roman or Arial, size 11 or 12. − Spacing Single-space the text and use 1-inch margins on all sides. − Alignment Use justify. − Headings Clearly label each section (e.g., Abstract, Introduction, Methodology, etc.) using bold or a larger font size for easy navigation. Use a standard professional font such as Times New Roman or Arial, size 14 or 16. − Page numbers Include page numbers in the top right corner of each page. − Tables and Charts Use tables or charts where necessary to present financial data clearly. Ensure they are labeled and referenced within the text. − Professional language Maintain a formal and analytical tone throughout the report. Avoid colloquial language and ensure clarity and conciseness. • Due Date − Submit by December 27, 2024, at 23:59 on both Turnitin and via email. • Originality Requirements: − The report’s similarity index must not exceed 20%. Reports exceeding this will be assigned a score of zero. − AI-generated content detection should not exceed 20%. Reports exceeding this threshold will also be assigned a score of zero. If you’re not sure about it, please check it on https://www.zerogpt.com/andhttps://gptzero.me/. However, this will depend on my consideration. • Submit the files on Turnitin (PDF and Word) and by email (Excel, Word, and PDF). • Document files − Submit an Excel file containing your financial calculations and analysis. This file should include: Results of all financial ratios and comparisons. Ensure that all formulas used in the calculations are linked (not manually entered values) so that the file reflects your analytical process and allows for verification of your calculations. − Submit a Word file of your report, following the structured format specified in the assignment instructions. This document will serve as the main report, covering your analysis, interpretation, and investment recommendation. − Provide a PDF version of the final Word document to ensure formatting consistency upon submission. • No presentation is required. You only need to submit the project report.
SYSEN 5220 Fall 2024 Final Team Project Overview The final Project consists of three parts: project proposal, final project presentation, and final project report. Project proposal is due (October 6th). Progress presentations are scheduled on October 28th and October 30th . Final project presentation is scheduled on December 4th and December 9th. A final project report will be due about one week after the final project presentation (Dec 15th). The goal of this course project is to help you to develop your own skills in system dynamic analysis, modeling, design and evaluation, via a team project experience of applying the system dynamics tools learnt from the class to solve real world problems. Each team can have up to 3 students. Each group must clearly define a problem presumably of interest to you, and to the rest of the class. Of course this assignment can make use of material from previous individual problem definition and causal loop diagram exercises, but it should involve a re-envisioning of a “complex problem”. For simplicity, you should attempt to envision models that include not more than half a dozen primary stocks. The topic and your conceptualization of it, should determine the model structure. File Names and Title This project is broken down into four stage small projects. Submissions for each stage should be provided to me in electronic form. To simplify keeping track of these, use filenames with this format: || || || |||||| || . For example: W.Emily P1 Control Algae Growth.docx, B.Aram P3 Increase Game Profit.mdl, R.Yitzy P4 Water Cleaning.mdl. You need to have a title for your project. Detail Stage One: Project Proposal For the first stage of the assignment each group must provide a brief project proposal including the conceptualization of the model: 1. Define the purpose of the model. What is the problem situation? What is the imagined ideal situation, or if you prefer a situation that might be viewed as an overall future goal. 2. Define the model boundaries and identify key variables. A list of model components in table format (indicating component type: stock, flow, auxiliary, constant; listing units of measurement for each variable; giving brief definitions of key variables which the average audiences need). Give the appropriate time horizon that your model covers. 3. Reference modes. Describe the behavior. of the key variables. One or two reference mode graphs of what you think the primary variables should look like as time evolves. 4. Diagram the basic mechanisms (feedback loops) of the system and explain. During the last half of the semester each group will work to create a full model from this information… modified as necessary. Please submit stage one proposal in word or pdf document with your Vensim program for CLDs. Stage Two: Project Progress Presentation Team Modeling Project progress presentation required of each team will include the elements in stage one and model formulation, evaluation, and implementation. Specifically, 1. Convert diagrams to stock and flow equations 2. Estimate and select parameter values 3. Create the simulation model A working model should be understandable to others without undue explanation. In other words, somebody with a reasonable understanding of system dynamics modeling should be able to follow the workings and logic of your model. To accomplish this, your team: a. must follow the guidelines on naming conventions covered in class, b. must ensure model units are correct, c. should provide explanations for model components in the Vensim equation editor unless the purpose of the component is obvious. Please submit stage two presentation in PowerPoint or pdf presentation file with your Vensim program for SFDs. Stage Three: Project Final Presentation Team Modeling Project final presentation required of each team will include the complete model of the team project. Specifically, your model can: 1. Test the dynamic hypothesis (the potential explanation of how structure is causing observed behavior) 2. Test model behavior. 3. Test model's responses to different policies 4. Translate study insight to an accessible form Please submit stage three presentation in PowerPoint or pdf presentation file with your Vensim program for SFDs. Stage Four: Final Project Report A concise report covering the above (4 or 5 pages is probably sufficient, somewhat longer only if you prefer). Please submit stage four report in word or pdf document with your finished Vensim programs. Team Modeling Project Guidelines and suggestions: Models should emphasize causality: Why do things happen the way they do… not just calculations as to what happens. Don’t try to calculate outcomes you already know will happen... that is very boring. Think instead about what causal links create the problematic situation you are investigating. By focusing on knowledge domains within your team’s fields of expertise, you should be able to minimize time needed to collect background information, and understanding. You may, if necessary, make assumptions that you are not 100% sure about (e.g. use guesses or reasonably approximate values), as long as you state this where appropriate. Recall that feedback systems create unexpected or interesting behavior. Not all models will exhibit this...…but you should look for and include feedbacks, feedback loops, that characterize your modeling task. Most importantly, it is usually best to focus on, or at least start with, a generic big picture view, rather than working at a high level of detail. Detail can be added later if desired. Think of typical villages rather than “a village”, typical farmers rather than “a farmer”, vegetable markets in the region rather than a specific market, families rather than a specific family. Final note, please indicate if you are NOT willing to allow me to use your team project as potential class example in future teaching.
ENGL7020 Bilingualism Assignment 1 The Markedness Model and The Conversation-Analytic Approach to Code-switching Instructions: Your answer should cover BOTH Part I and Part II. Part I: Analyze the following conversation and the motivations of code-switching in terms of the Markedness Model. What may be some limitations of the Markedness Model with reference to this conversation? Is the CA approach more appropriate in analyzing this extract? Why or why not? Context: Two friends living in the United States, Li and Wang are both immigrants from China and they usually speak Mandarin Chinese to each other. Wang’s car is out of order and he asks Li for help. Li used to be a mechanic in China. L does not offer real mechanic help but keeps giving advice and suggestions (W = Wang; L = Li). Their speech data are marked below with line numbers on the left hand side, and in the brackets are a Chinese translation and an English translation. Line 1 W:wode po che you chu maobing le. zenme ye fadong bu qilai. yidian shengyin dou 2 meiyou a. ni bang wo kankan ba. “That poor car of mine has trouble again, No matter whatever I do, it simply doesn’t start. There is no sound at all. Please help me take a look.”) 3 L: chayicha battery. keneng battery connection you problem. “Check the battery. There may be a problem with the battery connection.”) 4 W: dianchi shi xinde. qian jige xingqi gang huan de. “The battery is new. It was just changed a few weeks ago.”) 5 L:Anything can go wrong with old used cars. ni ye keyi check yixia 6 transmission. ruguo transmission you trouble, jiu zaogao le. (“Anything can go wrong with old used cars. You can also check its transmission..If something goes wrong with the transmission, it will be too bad.”) 7 W: yanjing kan shi kan buchu shenme maobing de. (“You can’t see anything wrong with your eyes.”) 8 L:nide che kending you mechanical problem. ni dei jiao dian li de mechanic 9 kankan. (“Your car must have mechanical problems. You need to ask the mechanic in the shop to inspect.”） 10 W: kanlai you dei hua qian le. (“It seems that I have to spend money again.”) 11 L: wo bang ni jump start shishi kan ba. (jump start “Let me try to jump start it.”） 12 W: shishi kan ba. (“Let’s try.”) 13 L: (After he tried to jump start several times) haishi mei fanying a. yidian dongjing 14 dou meiyou a. It doesn’t work. Sorry. Your car is really dead. (It doesn’t work. Sorry. Your car is really dead/ “There’s still no response. There’s no sound at all. It doesn’t work. Sorry. Your car is really dead.”) (Data from Wei 2016) Part II: Conduct an in-depth analysis of the following conversation in terms of Conversation Analysis. To what extent does code-switching mark important sequences (e.g. repair, repair initiation, dispreference, transition between pre-sequence and the key sequence, reformulation, topic shift, etc.)? What are some of the limitations of CA with reference to this particular conversation? Context: A is the Mother and B is the daughter of a Chinese family who immigrated to Britain. Both A and B are fluent in Mandarin Chinese and English. Their speech data are marked below with line numbers on the left hand side, and in the brackets are a Chinese translation and an English translation. Line 1 A: chidiar liangcai XX (the girl’s name, two syllables) (XX/Have some Chinese salad，XX.) 2 B: (1.2) 3. A: ni bushi ai chi fensi ma (‘Don’t you love eating rice sticks?’) 4. B: (0.3) mm 5 A: lai, wo gei ni [jia dianr (‘Come, I’ll get you some.’) 6 B: [Mum? (0.6) la bu la (‘Is it spicy hot?’) 7 A: bu la (0.4) wo mei fang duoshao lajiao (‘It’s not spicy. I haven’t put too much chilli in it’.) 8 B: (0.2) wo an ting la de= (‘I can tell it’s quite spicy hot.’) 9 A: =na zenme neng kan chulai ne (‘How can you tell whether it’s spicy hot by looking at it?’) 10 B: can I make some salad? 11 A: a? 12 B: can I make some salad? 13 A: ni bu xihuan liangcai yao salad gan ma? zhe bushi you liangcai ma? ni haiyao salad ya? Don’t you like Chinese salad? What do you want salad for? There is the Chinese salad. Do you want non-Chinese salad as well?’ 14 B: I want some cucumber 15 A: (0.7) na ni ba cucumber na lai (‘Bring the cucumber here then.’) 16 B: can I make some salad? 17: A: what salad! ni ni ba cucumber fangzai cai li buxing ma (Can’t you put the cucumber in the Chinese salad?’) 18 B: I don’t like it 19: A: what do you like 20 B: it’s hot. 21 A: how can you tell
Systems and Networks COMPSCI 4043 December 2023 1. (a) Express the following numbers in 8-bit two’s complement representation, giving your answers in hexadecimal. Show your working. i. 100 ii. -127 [4] (b) Find two 8-bit codewords such that, if input to an 8-bit adder, they would simultaneously generate both unsigned (C-bit) and signed (V-bit) overflows. By arguing from the numbers your words represent in an unsigned and in a signed code, show that overflow would indeed occur in both cases. [4] (c) Write Sigma16 code to read a (validated) 16-bit Sigma16 operation word from a memory variable OP and determine if the word represents an RRR instruction. Then, store a Boolean result in variable TYPE such that TYPE is TRUE if and only if the instruction is RRR. Comment the code to show what you are doing but no need to include HLL outline or register table. [5] (d) Write a commented Sigma16 program (including HLL outline and register use table) to process an array,X, of 16-bit signed numbers in memory according to the following rule: if X[i] is a positive multiple of 3 replace it with zero, otherwise leave it unchanged. [7] For reference, here is a summary of the instruction set of the Sigma16 CPU. Mnemonic Syntax Action lea Rd, x[Ra] Rd:= x +Ra load Rd, x[Ra] Rd:= mem[x +Ra] store Rd, x[Ra] mem[x +Ra]:=Rd add Rd,Ra,Rb Rd:= Ra+Rb sub Rd,Ra,Rb Rd:= Ra-Rb mul Rd,Ra,Rb Rd:= Ra*Rb div Rd,Ra,Rb Rd:= Ra/Rb, R15:=Ra mod Rb and Rd,Ra,Rb Rd:= Ra AND Rb inv Rd,Ra,Rb Rd:= NOT Ra or Rd,Ra,Rb Rd:= Ra OR Rb xor Rd,Ra,Rb Rd:= Ra XOR Rb cmplt Rd,Ra,Rb Rd:= Ra Rb shiftl Rd,Ra,Rb Rd:=Ra logic shifted left Rb places shiftr Rd,Ra,Rb Rd:=Ra logic shifted right Rb places jumpf Rd, x[Ra] If Rd=0 then PC:=x+Ra jumpt Rd, x[Ra] If Rd0 then PC:=x+Ra jal Rd, x[Ra] Rd:= pc, pc: =x +Ra trap R0,R0,R0 Jump back to system. Stops user program. jump x[Ra] PC:= x +Ra 2 (a) With reference to how a stack would be implemented in a Sigma16 program, to handle subroutine calls, explain what is meant by a stack overflow and describe a scenario where such an overflow might occur. [4] (b) The following Sigma16 program is intended to take a 10-element array of unsigned numbers (only the first DATA element is shown), count the number of elements with values less than 256 ($100) and store the result in the variable COUNT. The approach taken is to check for any “ 1” bits in the upper byte of each element: if there are none, the number is 255 instead of checking for “ 1” bits in the upper byte? iii. Identify the errors and explain how you would correct them. [7] (c) Write out your corrected program and calculate how many memory cycles it will take to run. [5] (d) In the corrected program, calculate the advantage a system with a cache memory would gain if a primary memory cycle took 10ns and a cache cycle 1ns. [4] 3. (a) Suppose a microprocessor runs only one process whose only task is to service I/O devices which are many orders of magnitudeslower than the instruction cycle time. Discuss the pros and cons of using hardware interrupts rather than busy waits to service the devices. [4] (b) A (hypothetical) hardware Sigma16 CPU is connected to an input device through a port which has a memory-mapped control/status register at the memory address STATUSREG. The second most significant bit of the 16-bit content of STATUSREG is an input ready flag and goes to 1 when the device requires service. Write a program segment in Sigma16 assembly language to implement a busy wait on this device and estimate the maximum time the program will take to react if the flag goes high, assuming each memory cycle takes 10ns. (You do not need to provide code for the routine that will service the device when the flag goes to 1.) Hint: Do not assume that the other bits of STATUSREG will necessarily be zero. [6] (c) Explain how it is possible for a protocol like TCP to be reliable when it is carried by IP and Ethernet, both of which are unreliable. [3] (d) During a file transfer operation over the Internet, an Ethernet frame carrying a part of the file suffers a biterror on one of the networks along the path. Explain what will happen and how the file transfer can be repaired. [7]
MTH205 Introduction to Statistical Methods Tutorial 6 Based on Chapter 6 1. For a simple linear regression model Yi = β0 + β1xi + ; i = 1, 2,...,n where the are independent and normally distributed with zeros means and equal variances σ2, the estimators for β1 and β0 are respectively Denoting show that 2. For a simple linear regression model Yi = β0 + β1xi + ; i = 1, 2,...,n where the are independent and normally distributed with zero means and equal variances σ2, show that ¯Y and the estimator are uncorrelated. 3. The 18 measurements of the amounts y of a chemical compound that dissolved in 100 grams of water at various temperatures x were recorded as follows: The data is fitted using a simple linear regression model Yi = β0 + β1xi + ; i = 1, 2,..., 18 where ’s are independent and normally distributed with zero means and equal variances σ2. (i) Obtain the least squares estimates of β0 and β1. (ii) Estimate the amount of chemical that will dissolve in 100 grams of water at 50◦C. (iii) Evaluate s2, the unbiased estimate of σ2. (iv) Construct a 99% confidence interval for β0. (v) Construct a 99% confidence interval for β1. (vi) Does the temperature have a significant influence on the amounts y of chemical compound that can dissolve in 100 grams of water? Use a p-value in your conclusion. (vii) Construct a 99% confidence interval for the average amount of chemical that will dissolve in 100 grams of water at 50◦C. (viii) Construct a 99% prediction interval for the amount of chemical that will dissolve in 100 grams of water at 50◦C. 4. For the simple linear regression model, show that That is, show that Total variation = Explained variation + Unexplained variation. 5. The following data is given: x 0 1 2 3 4 5 6 y 1 4 5 3 2 3 4 (i) Fit the cubic regression equation yˆ = βˆ0 + βˆ1x + βˆ2x2 + βˆ3x3. (ii) Predict yˆ when x = 2.
