FIN 5203 - Financial Management MIDTERM PRACTICE TEST 1 1. You are analyzing aproject based on its timeline and the expected cash flows. The project, which is expected to last 10 years, will produce an NPV of $275,000 with the discount rate of 12.20% pa. The expected cash flows in the first five years are $120,000 per year, and they are $150,000 in the second five years (i.e., Years 6 to 10). Based on this information, what is the initial investment of this project? a. $512,170 b. $458,030 c. $470,050 d. $492,880 e. $439,670 2. Imagine a project for which you need make an initial investment of $250,000 today. The project’s first year cash inflow is $40,000 and the annual cash flows will grow 2% per year. If the project has the life of eight years, at what discount rate will you be indifferent between accepting and rejecting the project? a. 5.84% b. 6.22% c. 6.70% d. 7.09% e. 7.45% 3. You want to buy your dream car for $100,000 today. You have only $35,000 to pay for the car, so you are looking for a loan to finance the rest of the car purchase. Bank Y has the following loan offer for you: a four-year loan with monthly payments at the end of each month, and an APR of 9.08%. Based on this information, what are the monthly payments of this loan? a. $1,673 b. $1,649 c. $1,620 d. $1,601 e. $1,587 4. Imagine a loan that has quarterly payments for the next three years. If the loan amount is $230,000 and the APR is 6.80%, what will be the quarterly payments? a. $7,105 b. $21,350 c. $7,280 d. $21,875 5. You are a senior analyst of a mutual fund, and you are assigned to write a report on a stock. The stock is expected to pay a dividend of $3.00 per share next year, and you believe that the dividends will grow at the rate of 5% per year. If the annual required rate of return is 9.83%, how much do you expect to sell this stock at the end of year 2? a. $68.48 b. $73.55 c. $71.90 d. $65.77 e. $75.12 6. You are interested in buying a real estate in St. Louis. The property costs $700,000 today. If you buy this property, you will rent it immediately and earn $3,000 per month (paid at the beginning of each month) for the next six years. If you plan to sell this property for $1M at the end of year 6 and your (annual) discount rate is 9.60%, what is the NPV of this project? a. $28,455 b. $45,910 c. $39,587 d. $17,260 e. -$10,980 7. You bought a 30-year semi annual coupon bond for $944 today. The face value of the bond is $1,000, and its coupon rate is 8% pa. Under these circumstances, what is the yield to maturity (YTM) of this bond? a. 7.44% b. 7.76% c. 8.00% d. 8.28% e. 8.52% 8. You bought a 20-year annual coupon bond three years ago. The bond has a coupon rate of 3.8%, face value of $1,000, and its YTM was 4.9%. Today (after receiving the third coupon), you sold the bond when the YTM was 4.5%. If you reinvested the coupons at 4% pa, what is your holding period return (HPR)? a. 18.95% b. 20.30% c. 16.54% d. 17.70% e. 22.18%
IEOR4525 Fall 2021 Final December 17, 2021 1 Feed-forward Neural Networks (22 pts) 1.1 Architecture and Computation (10 pts) Consider a network with a single hidden layer. Following information is given to you: • data: x ∈ Rdi and y ∈ Rdo • hidden vector: h(1) ∈ Rn • output vector: ˆ(y) ∈ Rdo • activation function: σ (applied to the hidden layer (i.e. from input to hidden vector), but NOT to the output layer (i.e. from hidden vector to output) of the network) Let W (1) , b(1) denote the weight and bias in the hidden layer, and W (2) , b(2) denote the weight and bias in the output layer. 1. (4 pts) Specify the shape of the network’s parameters W (1) , b(1) , W (2) , b(2) . 2. (2 pts) Compute the total number of trainable parameters in this network. 3. (2 pts) Specify the forward pass computation, including how to compute the hidden vector h(1) and output vector ˆ(y) of the network. 4. (2 pts) Compute the computational complexity (using big-O notation) of the forward pass, for the single data point (x,y). 1.2 Activation Functions (12 pts) 1. (4 pts) Write out the function expressions for the sigmoid and ReLU activations, respectively. 2. (6 pts) ”Leaky ReLU” is another kind of activaition that is similar to ReLU, with the expression for some small value α > 0. Write out the derivatives of sigmoid, ReLU, and leaky ReLU, respectively. 3. (2 pts) By comparing the derivatives of ReLU and leaky ReLU, what do you think could be the potential advantage of using leaky ReLU, rather than ReLU, in a neural network model. Explain why you think so. (Hint: think about how the derivative of the activation function influences the whole backpropagation process.) 2 PCA (16 pts) Consider the following 3 data points in R2 : x1 = (−1, −1), x2 = (0, 0), x3 = (1, 1). 1. (4 pts) Show the first principal component of the dataset. 2. (6 pts) Now consider projecting each data point onto the subspace spanned by the first principal component. What are the coordinates of each data point in this space? And what is the variance of the projected data? 3. (6 pts) Now let us see how well 1-d PCA captures the original data. For each data point, compute the square difference between its representation in terms of the first principal component and its original form. 3 Matrix Completion (16 pts) Let Ω be the subset of observed indices for a matrix completion problem. Recall the following matrix completion optimization problems: Suppose we are given the following partially-observed matrix Suppose we solve with r = 1. Is there a unique solution? If yes, what is it? If not, explain why. 2. (8 pts) Suppose we are given the same matrix as in the previous question, and we solve (1) with r = 2. Is there a unique solution? If yes, what is it? If not, explain why. 4 Clustering (16 pts) 1. (2 pts) Write a high-level description of the repeated steps performed by the k-means algorithm. 2. (8 pts) Let’s consider the data points 1, 2, 9, 12, 20 ∈ R and the Euclidean distance. Apply the k-means algorithm with the following values for k and the following initializations. Write down all the steps. (a) μ 1 = 1, μ2 = 20, k = 2 (b) μ 1 = 9, μ2 = 12, k = 2 (c) μ 1 = 1, μ2 = 2, k = 2 3. (6 pts) Hierarchical clustering: With the same data points as before, write down the iterations for the hierarchical clustering algorithm in the following cases: (a) Agglomerative hierarchical clustering with single linkage (b) Agglomerative hierarchical clustering with complete linkage 5 Tree-based Methods and Boosting (30 pts) 5.1 Decision Tree (5 pts) Figure 1 shows a dataset with 4 data points. Each data point in the dataset has two inputs features x and y, and a positive (+) or negative (−) label, as depicted in the figure. Draw a decision tree which correctly classifies each data point in the dataset. (Note: you need to draw the diagram of the decision tree in your answer. Please do NOT simply draw the decision boundary in Figure 1.) Figure 1: Example data set 5.2 Universality of Decision Trees (10 pts) 1. Show that any binary classifier g : {0, 1}D → {0, 1} can be implemented as a decision tree classifier. That is, for any classifier g there exists a decision tree classifier T with k nodes n1 , . . . , nk (each ni with a corresponding threshold ti ), such that g(x) = T(x) for all x ∈ {0, 1}D . 2. What is the best possible bound one can give on the maximum height of such a decision tree T (from part one)? Give an example of g that achieves this bound. 5.3 Boosting (15 pts) Figure 2: Sample training data for boosting algorithm We here study how boosting algorithm behaves on a very simple classification dataset shown in Figure 2. We use decision stump for each weak classifier hi. Decision stump classifier chooses a constant value c and classifies all points where x > c as one class and other points where x ≤ c as the other class. 1. (3 pts) What is the initial weight for each data point? 2. (3 pts) Suppose that the decision stump is trained to minimize the classification error. Write down the decision boundary for the first decision stump. Indicate the positive and negative side of the decision boundary. (There might be multiple valid decision stumps for this problem. You only need to write one, and use it for the following questions.) 3. (3 pts) Write down the point whose weight increases during the first iteration of the boosting process. 4. (3 pts) Write down the weight that is assigned to each data point at the end of the first iteration of boosting algorithm. 5. (3 pts) Can boosting algorithm perfectly classify all the data points shown in Figure 2? If no, briefly explain why. If yes, what is the minimum number of iterations?
Prerequisites: CS1222, and CS2013 Course Description University Catalog Description: Development of database-driven, multi-tiered, interactive web applications. HTML and CSS; processing HTTP requests and generating HTTP responses; session tracking; database access; web application architectures; server-side and client-side scripting languages. Grading: ABCDF This course introduces students to web development, from creating simple, static web pages to developing database-driven, multi-tiered, interactive web applications. The subjects covered in this class include: · HTML and CSS · Java EE (Servlet and JSP) . MVC Architecture · Relational databases (MySQL and JDBC) · JavaScript. and jQuery · AJAX operations Course Objectives/Outcomes At the end of the course, students are able to · Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions. · Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. · Communicate effectively in a variety of professional contexts. · Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles. · Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline. · Apply computer science theory and software development fundamentals to produce computing-based solutions. Course Structure Course Objective Upon successful completion of this course, students will be able to: · Describe how static and dynamic content is delivered from server to user over the web. · Create static web pages using HTML 5. · Style. web pages using CSS and a web UI framework. · Develop client-side dynamic user interface using JavaScript and jQuery. · Develop web applications backed by a relational database using the Model-View-Controller (MVC) architecture. Course Outcomes This course contributes to Student Outcomes · Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions. · Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. · Apply computer science theory and software development fundamentals to produce computing-based solutions. REQUIRED COURSE MATERIALS Textbook · There is no required textbook for this course Computer Requirements You must have access to a computer and the internet. The university has a Laptop and WiFi Hotspot Loan Program. If you need a laptop and/or a WiFi hotspot, please email Dean of Students Office at [email protected]. Please explain why you need the equipment in the email, and cc the email to me. You will need an up-to-date browser to access course materials. For communications, email software and Zoom if needed. Some of the documents in this course will be available to you in PDF form. You will need to download and install Adobe Acrobat Reader software (https://get.adobe.com/reader/) on your computer. We will use a number of software development tools. We will give detailed instructions on how to install and use these tools in class. COURSE POLICIES Students are expected to finish all the hands-on experience, group projects, homework, discussion, take all the quiz, midterm and final exam. COURSE COMMUNICATION Interaction with Instructor The Instructor will make every effort to communicate frequently with students through announcements and postings within Canvas. Office Hours: Tuesday: 5:30PM - 6:00PM Thursday: 5:30PM - 6:00PM As a student, you should expect to receive assignment feedback and responses to postings within 48 hours. Questions In online courses it is normal to have many questions about things that relate to the course, such as clarification about assignments, course materials, or assessments. Please post these in the course discussion part: Q & A and Discussion. Netiquette When posting on the discussion boards and chat rooms it is important to understand how to interact with one another online, netiquette. You can read more about the rules of netiquette at 15 Rules of Netiquette for Online Discussion Boards (http://blogs.onlineeducation.touro.edu/15-rules-netiquette-online-discussion-boards/) . Turnaround/Feedback During the week (M-F) I will check messages and monitor the Q & A and Discussion several times a day. If you have a concern and send me an email message, you can expect a response within two days. ASSIGNMENTS AND GRADING POLICY The following items make the total grade: ASSIGNMENTS AND GRADING POLICY Assignment Percentage Final Exams 20% Midterm Exam 20% Labs 35% Quizzes - Popup, No Makeup 15% Homework 10% Total: 100% Grading Scale (ABCDF) Grading Scale (ABCDF) Letter Grade Percentage A- A A- 90-94 A 95-100 B- B B+ B- 80-83 B 84-86 B+ 87-89 C- C C+ C- 70-73 C 74-76 C+ 77-79 D 60-69% F
CPS 2390 Computer Organization & Architecture Fall 2023 Project Title: Assembly Language Programming Challenge Requirements: 1. Topic Selection: Students can choose from a list of predefined topics or propose their own Assembly language project idea. The project topics should be focused on real-world applications and challenges, such as implementing algorithms, optimizing code, or simulating hardware components. 2. Assembly Language: Students must write their programs in Assembly language, and it should be running on LC-3. 3. Functionality: The project should demonstrate the students' understanding of basic Assembly language concepts, such as data movement, arithmetic operations, conditional branching, and looping. The project should perform. a useful or interesting task, such as a simple calculator, a text-based game, or a file encryption/decryption utility. 4. User Interface (Optional): Depending on the complexity of the project, students can implement a simple text-based user interface to interact with their Assembly program. This could involve taking user input, displaying output, and providing clear instructions. 5. Code Documentation: Students are required to provide clear and concise comments within their Assembly code to explain the purpose and functionality of each segment. Properly documented code is essential for understanding and grading the project. 6. Optimization: Encourage students to optimize their Assembly code for performance and efficiency. This could involve minimizing the number of instructions, reducing memory usage, and improving execution speed. 7. Testing: Students should thoroughly test their Assembly programs to ensure they function correctly and handle edge cases appropriately. Test cases should be provided along with the project submission. 8. Project Report: Alongside the code, students must submit a project report that includes an explanation of the chosen topic, the design decisions made, challenges faced, and how they addressed those challenges. They should also reflect on what they learned from the project. 9. Presentation: Students will be required to give a short presentation showcasing their project to the class. This presentation should cover the project's functionality, design, implementation, challenges, and outcomes. Evaluation Criteria: Projects will be evaluated based on the following criteria: 1. Functionality: Does the program perform. the intended task accurately? 2. Code Quality: Is the code well-structured, properly documented, and easy to follow? 3. Creativity: Does the project demonstrate innovative thinking or unique approaches to problem-solving? 4. Optimization: Has the student made efforts to optimize their code for efficiency? 5. Testing: Has the student thoroughly tested the program and provided relevant test cases? 6. Project Report: Is the project report well-written and does it provide insight into the student's thought process and learning outcomes? 7. Presentation: Is the presentation clear, organized, and effectively communicates the key aspects of the project? list of predefined topics: 1. Simple Calculator: Implement a basic calculator that can perform. arithmetic operations like addition, subtraction, multiplication, and division. The program should take user input for operands and the operator, and then display the result. 2. Number Conversion Tool: Create a tool that converts numbers between different bases, such as decimal to binary, binary to hexadecimal, etc. The program should handle both input and output in various bases. 3. Text Encryption/Decryption: Develop a program that can encrypt and decrypt text using a simple algorithm, like a Caesar cipher. Users should be able to provide the text and a key, and the program should output the encrypted or decrypted message. 4. Digital Clock: Build a digital clock that displays the current time in a text-based format. The clock should update in real-time and handle hours, minutes, and seconds. 5. File Manipulation: Create a program that reads data from a file, performs some manipulation (e.g., reversing the content, converting uppercase to lowercase), and then writes the modified data back to the file. 6. Text-Based Game: Develop a text-based game, such as a maze solver, a guessing game, or a simple role-playing game. The game should involve user interaction and decision-making. 7. Sorting Algorithm Implementation: Implement a sorting algorithm (e.g., bubble sort, insertion sort) in Assembly language. Compare the performance of your algorithm with built-in sorting functions. 8. Matrix Operations: Write a program that performs matrix operations like addition, multiplication, and transposition. The program should support matrices of different sizes. 9. Bit Manipulation Tasks: Create a program that performs various bit manipulation tasks, such as setting, clearing, or toggling specific bits in a binary number. 10. Basic Operating System Commands: Design a simple command-line interface that mimics basic operating system commands like listing files, creating directories, copying files, and navigating the file system. 11. ASCII Art Generator: Build a program that converts a text input into ASCII art. Users should be able to specify the font style. and size. 12. Palindrome Checker: Develop a program that checks whether a given string is a palindrome (reads the same forwards and backwards) or not. 13. Prime Number Generator: Write a program that generates prime numbers within a specified range using algorithms like the Sieve of Eratosthenes. 14. Data Compression/Decompression: Create a tool that can compress and decompress data using a simple compression algorithm, like Run-Length Encoding. 15. Digital Alarm Clock: Build a digital alarm clock that allows users to set alarms, snooze, and turn off alarms.
Microeconomics I Essay 2024 /25 Government Intervention in the Market for Vapes Write an essay of no more than 1200 words (no headings or sections) on the following scenarios and questions Assume a country in which many people use vapes containing nicotine. There are health concerns because of this. Researchers estimate that : Supply of Vapes is given by: QS = 0.1P - 2 And Demand for Vapes is given by: QD = 40 – 0.05P P isin pence per millilitre [ml] (eg P = 100: = 100 pence/ml = £1/ml) and: Qs and QD are quantity of vape (in thousands of litres) supplied/demanded in the country per year Assume: • all vapes are homogenous (no variation in active content) • the vape market is competitive, and all producers are price takers. 1. Create and explain a diagram showing Demand and Supply curves and showing market-clearing Price (P) and Quantity (Q) and Producer Surplus (PS) and Consumer Surplus (CS). [10%] The Government imposes a tax on sales (paid by the seller) of Vapes at a fixed rate of 150 pence per ml of vape 2. Create a diagram showing how this tax changes the market-clearing equilibrium. Explain (in terms a non-economist can understand) if / how the tax changes supply and demand curves. [10%] 3. Create a diagram showing the changes in P, Q, PS, CS and Tax Revenue after the tax has been imposed. Calculate and explain: • price paid by consumers and price received by producers • changes in PS and CS at equilibrium. Explain the diagram (in terms a non-economist can understand) [20%] 4. Critically discuss the impact of the tax, highlighting strengths and weaknesses. What effects, in addition to those shown in your diagrams, might occur because of its imposition. [25%] Researchers discover the relationship between price and demand for vapes used above is incorrect, in fact the Q demanded is given by: QD = 80 – 0.1P 5. Create a diagram showing (the changes in) demand curve, P, Q and PS, CS and Tax Revenue after the tax has been imposed. Explain how and why this change will affect the tax incidence compared to the initial result. [25%] [10%] will be awarded for the quality of the writing and structure. Reading: The primary reading for this essay isCore Chapters 8 and 10, and lectures 13 - 15. Please ensure you have read those chapters and watched those lectures first. You can also refer to other textbooks, for example: • Acemoglu et al Chapters 9 (available via Kortext, via Bb) • Goolsbee et al., Chapter 17 (available via Kortext, via Bb) Some additional research/reading could inform your answer to Q4. Questions? 1. Check this document, including the FAQ below 2. Join the Zoom session on Mon 2nd December at 5pm (you can post questions for that Zoom session via thisPadlet) 3. After the Zoom session, use Piazza Note 1: Reading This is an opportunity to develop and exhibit your understanding of, and ability to explain, Econ concepts. We are not expecting you to do a huge amount of additional research on the topics covered by the essay. Some additional research/reading could inform your answer to Q4. The expectation is that you use the concepts and frameworks covered in Micro I, especially Core Units 8 and 10, lectures 13-15, Tutorial 6. Note 2: Diagrams Your diagrams must be electronically produced (see FAQ below). They can either be precise (eg created in Excel) or schematic (like the example below) with the values approximately to scale (no difference in marking based on which type you use). Guidance and FAQ You should submit your essay via Turnitin on Blackboard (Assessment folder) by 2pm Wednesday January 15th 2025 Late submission incurs mark penalties. The essay should be anonymous – your names should not appear anywhere, only your registration ID number. Marking Criteria You are strongly advised to consult the Economics UG marking criteria (See Essay folder on Bb) My Learning Essentials You are strongly advised to consult the advice and resources (direct and virtual) regarding academic writing and referencing available at MLE: https://www.library.manchester.ac.uk/training/my-learning-essentials/ Length Maximum Length: 1200 words excluding references (this is a precise limit, no + X%) There is a penalty for exceeding the word count. A word count should be included before the Reference Section (see later in this document) Further guidance is appended. Econ Writing Resources We have gathered a collection of resources on writing in general and writing in Econ particularly the Study Skills area on Micro 1’s Bb space. Q Referencing and Plagiarism A full list of the references should be appended as a reference section. Consult My Learning Essentials for guidance. https://www.library.manchester.ac.uk/training/my-learning-essentials/online- resources/?level2Links=referencing Plagiarism is presenting the ideas, work or words of other people without proper, clear and unambiguous acknowledgement. It also includes self-plagiarism and the submission of material from essay banks. Make clear in your essay the distinction between: • ideas and work of other people • ideas or material that you have personally contributed. To assist you, here are a few important dos and don'ts: • Do not construct a piece of work by cutting and pasting or copying material written by other people. • Quotations must be enclosed in quotation marks to show that it is a direct quote, and it must have the source properly acknowledged at that point. Include page numbers. • Any URLs (website addresses) consulted must be included in the references and must be accurate and exact. If you have used information from many sites, list them all. • References to journal articles must list year of publication, volume/issue number and page numbers. • References to books must list all authors, year of publication and the exact title. • If the book is an edited work with different authors contributing individual chapters, you must list the edited work and the specific chapter(s) used. • Quotes should be accompanied by page numbers. Essays will also be electronically submitted and scanned via TurnItIn More details at: http://www.regulations.manchester.ac.uk/guidance-to-students-on-plagiarism-and- other-forms-of-academic-malpractice/ Referencing Style A full list of the references should be appended as a reference section. Use the Harvard Referencing style. This comprises: 1. In-text citation. Used when directly quoting or paraphrasing a source. They are in the body of the work and contain a fragment of the full citation. For example: "After that I lived like a young rajah in all the capitals of Europe … " (Fitzgerald, 2004). 2. Reference List. At the end of the work which displays full citations for all sources used. For example: Fitzgerald, F. (2004). The great Gatsby. New York: Scribner. Marks will be deducted for not following this referencing format. Proofread your work Proofreading is an essential part of the writing process. It is the final step you need to take to ensure that you are communicating your ideas clearly and to ensure that you are fulfilling the goals of your writing. It is more than merely a spell check. It should involve double-checking your work against any criteria you have, making sure your references are accurate, your analysis sound, and clarifying any remaining questions or limitations of your work. See the online guide at: https://tinyurl.com/MLEproof Word Count State the Word count at the end of the essay, before the start of the Reference section The word count covers everything after the title and up to the Reference section at the end (not including the Reference section) – see the example below with a word count of 16 words. If you want to know how text in Figures etc. are used, then run a Word Count in Word or whatever software you are using. Essay Structure Put the full title at the top of your essay. The Structure is: • Title • Essay content • Word Count • Reference Section For example: Essay Formatting You must format your document so that it is: • Double line spaced • Font = Arial • Font Size = 12pt • 2.5cm margins – left and right, top and bottom • Left justified • Page numbers (bottom right of page) Marks will be deducted for deviations from this formatting. Do not put your name anywhere on the essay, just your student ID. FAQ Do we need to give the essay a specific title? Use the title exactly as given - do not change or paraphrase it. Where do we include the title? At the start (eg on a title page, or above the start of the essay) - in full : “Government Intervention in the Market for Vapes ” Where do we include our ID number? Either on title page or in a header on each page - is it up to you - we just need to be able to see it easily. Do I have to use a particular font? See above where we set out the requirements on fonts, spacing etc. How do I reference the CORE textbook? To cite the ebook, use The CORE Econ Team 2023 The Economy 2.0: Microeconomics Open access e-text https://core-econ.org/the-economy/. To cite a unit, use The CORE Econ Team 2023 The Economy 2.0: Microeconomics Open access e-text https://core-econ.org/the-economy/ Unit [unit number] (url). Should I reference Lecture notes/slides? No Should I write in 1st or 3rd person? Use first or third person, it is up to you. Can I include an Appendix / Appendices? No, there is no need for them in this essay. Is there a minimum Word length? No, you can be as brief as you wish. Can I use Diagrams and Tables? They are perfectly acceptable, and some diagrams are required. Beyond that, you must judge what to include. Provide a source for all Tables and Figures – give each a title and a number – see below for some examples. Can I include (photos of) hand drawn diagrams? The essay must be typed, and all diagrams must be electronically produced (not photos of hand drawn diagrams). You can download Office 365 via instructions at: https://www.itservices.manchester.ac.uk/students/office365 Do I have to use Diagrams and Tables? Some are required, you can include additional ones if you think it useful. Provide a source for all Tables and Figures – give each a title and a number: Figure 1: When is a pie chart the wrong chart to use? source: xxxxxxxxxxxxx Table 1. Greatest Cities in the UK City Ranking Manchester 1 source: xxxxxxxxxxxxx Can I use Section Headings? No. In a long piece, subheadings are more likely to be needed. But in an essay of this length they are not necessary – so do not use them. Does the Word Count include…X, Y or Z? As the essay document states: The word count covers everything after the title and up to the Reference section at the end (not including the Reference section) See example above If you want to know how text in Figures etc. are used, then run a Word Count in Word or whatever software you are using Why does Word Count in document differ with that shown in the Digital Receipt? Ignore the Word Count in the Digital Receipt. Should I include page numbers? Yes - include them at the bottom right of the page. Should we use Left or Full justification for essay text? Please use Left justification Can I see some sample essays? Two essays were made available on Bb for the essay writing clinics earlier in the course – they are still available on Bb What File Format should I use? Upload a word processing document (e.g., from MSWord) or a PDF file. You can download Office 365 via instructions at: https://www.itservices.manchester.ac.uk/students/office365 If it is not the file you upload (eg you upload a PDF) you must retain (and be able to send if requested) a copy of the file in which you wrote your essay (eg a Word file). How do we cite a source for a Table or Figure which we created? Use “source: original” to indicate you created it. If there are values included in it from a secondary source, then indicate the source(s) of those values/content. What referencing format should I use? Harvard referencing is to be used. How do I cite/reference foreign language materials? See this guide to using the Harvard system with foreign language material. https://library.leeds.ac.uk/referencing-examples/9/leeds-harvard/105/foreign- language-material Can I use abbreviations? Yes. Some abbreviations, such as i.e. and e.g. can be used without explanation. For most abbreviations use the full term on first use and indicate the abbreviation that will be used thereafter, for example: The body mass index (BMI) is a measure that uses your height and weight to workout if your weight is healthy. The BMI calculation divides an adult's weight in kilograms by their height in metres squared. Will someone review my essay plan or first draft? No, this is not something we do - we will help you understand what the question is asking, but we will not review your draft essay.
CHE201: Assignment 2 Question 1 (15 marks) Draw the products formed from the following acid base pairs and use approximate pKa values to predict in which direction the equilibrium will lie. (3 marks for each reaction, 2 for the products, 1 for the equilibrium’s position) Question 2 [15 marks]: Draw the mechanism and the products A and B of the following reactions. (7.5 marks for each reaction, 2.5 for the product, 5 for the mechanism) Question 3 [15 marks]: Using benzaldehyde (PhCHO) as your starting material provide the reagents required to synthesize the following compounds A, B, and C. More than one step maybe necessary. No mechanisms required (5 marks each) Question 4 [15 marks]: Provide the mechanism for the following reaction (10 marks). Which base would be suitable for this reaction? Justify your answer (5 marks) Question 5 [15 marks]: Draw the mechanism to explain the regioselectivity of the following reaction: (7.5 marks for the mechanism, 7.5 for the explanation) Question 6 [25 marks]: Provide the missing reagents that lead to the formation of product A (5 marks) and explain why you used these reagents (5 marks). Using A as a starting material provide the structures of products B and C (5 marks each) and draw the mechanism that leads to the formation of product D. (5 marks)
Quantitative methods in accounting and finance: coursework assignment with groups exercise 2024/25 Brief There are three. Please answer all questions. The number of marks for each sub-question is given in brackets. Though this is a group coursework exercise each student is expected to have an individual submission. 1. The data in Table 1 links the proportion of sales vouchers redeemed Y to the size of the dis- count ofered X . Discount X sample size Number of coupons redeemed Proportion of coupons redeemed Y 5 500 100 0.2 7 500 122 0.224 9 500 147 0.294 11 500 176 0.352 13 500 211 0.422 15 500 244 0.488 17 500 277 0.554 19 500 310 0.620 21 500 343 0.686 23 500 372 0.744 25 500 391 0.782 Table 1: Data for Question 1. (a) Enter the data in Table 1 into R and list the commands used. [4 marks] (b) Fit a linear regression model for Y. List the R commands used and give the table of t- statistics obtained. [4 marks] (c) Interpret the R2 and t-statistics obtained in part (b). [4 marks] (d) List the modelling assumptions for the classical normal linear regression model. [5 marks] (e) Does the regression model in part (b) satisfy these regression modelling assumptions? Give reasons for your answer. [5 marks] (f) If X = 15, X = -1 and X = 32 use the regression model obtained in part (b) to estimate the corresponding value of Y. Comment on the results obtained. [7 marks] (g) Using R produce a 95% prediction interval for Y for each of the X-values in part (f). What is the interpretation of the prediction intervals in this case? [7 marks] (h) Suggest two ways of improving the above analysis. [4 marks] 2. (a) Collect at least 2 years of daily price data for a financial asset of your choice. Example data sources include bloomberg, yahoo finance or cryptocurrency data from the website coinmarketcap .com Explain why the asset you have chosen is interesting and give the dates for which you have collected data. [2 marks] (b) List the dates and data series collected by one of your classmates in part (a). [2 marks] (c) List the dates and data series collected by another of your classmates in part (a). [2 marks] (d) Explain some of the reasons for diferences in the data collected in parts (a-c). [5 marks] (e) Calculate the log-returns for the data collected in part (a) and list the R code used. [2 marks] (f) Calculate summary statistics (minimum, maximum, median, mean, standard deviation, skewness and kurtosis) for the log-returns series in part (e) and list the R code used. Present the results in a table. [3 marks] (g) Give a table of summary statistics corresponding to the log-returns for the dataset in part (b). [2 marks] (h) Give a table of summary statistics corresponding to the log-returns for the dataset in part (c). [2 marks] (i) Using the steps outlined in Lecture 9 verify the stylised empirical facts of financial time series for the data collected in part (a). [10 marks] (j) Using the steps outlined in Lecture 10 fit an appropriate GARCH model to the log-returns series in part (e). [6 marks] (k) Using the R package rugarch what are the two main ways of modifying standard GARCH models. [No additional R codes or commands are needed for this question]. [4 marks] 3. Critically reflect upon the groupwork components of Question 2. [20 marks]
PROJECT - Due Sunday, Dec 8 at 11:59pm (1) Download the Project.zip file and unzip it. Load up the ProjectWorldOnePath world: The overall goal of this project is to get 3 robots to work together to each find 2 jars and deliver them to their matching color location. Each student on the team must implement their own code for their individual robot. It is up to the team members to decide which robot will deliver which jars, but each robot must deliver two jars. The robots are each equipped with a front-end gripper that can grab and lift a single jar at one time (see image here). The robots all have a compass, camera, touch sensor (to detect when ajar has been bumped into), an accelerometer, sonar sensors and a laser range finder. The robots do NOT have their position available, so you may not ask for the robot’s position. You MUST NOT modify the robot sensors nor actuators nor the environment world file. You will work together as teams (chosen by the instructor) of three students to accomplish this … where each student writes the controller code for one of three robots. You will need to decide which student will collect which jars. Even though you must each write your own code, you may share ideas (but not code). Ultimately, you will all end up working together since all three robots must be working properly to get the task done without interfering with each other. So, please spend time helping your teammates if they are having problems. Each student will receive individual marks according to how well their robot accomplishes its task. The team itself will also receive marks according to how much was accomplished in the end. Rules: • Each robot’s code must be written in either ProjectController1.java, ProjectController2.java or ProjectController3.java. Some code has already been written to get you started. • The robots MUST NOT use a GPS nor a Supervisor class nor anything that gives the robot’s location or orientation directly. If you want to know the (x,y) position at any time, you will have to compute it yourself. The compass can be used to obtain the orientation. • The robot MUST find each jar (use the camera) and then drop it off in front of the wall with that corresponding color (see image here on the right). The jar should be close to the wall as shown, but need not be right up against the wall. • Once a robot has completed dropping off both jars, it should stop running with a System.exit(0); call and stay near the drop off location. See image below: • Robots should NOT collide with any objects nor with any other robots, otherwise points will be lost. Tips: • To start, place ajar in front of your robot and set your robot to not move. Display the RGB values as the program runs to determine the appropriate RGB value range for your color of jar. Ensure that the RGB values that you use do not detect other jars, robots of obstacles. You can HARD-CODE these values into your program. The drop off locations should be the same color as the jars. • Draw yourself a state machine and add to it as you go. See if you can home in on ajar and detect it. • Once you detect … see if you can grab it and pick it up a bit. Keep in mind that once you pick up ajar, your robot will see that jar in the bottom half of the camera image while it is holding it. You can click on a robot and then select Camera Devices from the Overlays menu and select Show ‘camera’ overlay to see what the robot sees as it is moving around. This will help you. • As your robot moves towards a drop off location while holding ajar, watch the camera view and see if you can come up with (1) an idea to home in on the drop off location, and (2) an idea to decide when you are close enough to drop off the jar. • Much of your time will be spent on moving around the environment and trying not to hit anything. You can always get all of that working first before you look for jars. Remember to draw your state machine with all the obstacle avoidance and steering that you need. • Once your code works correctly, record a video of your robot completing its task on its own. You will submit this. Only then should you work towards making the code work along with your teammates. You’ll need to find a way to detect and avoid colliding with other robots. You should discuss this as a team. • You may want to make use of the laser rangefinder for moving around or possibly do wall-following, or you can try to use dead-reckoning to travel … remember though that you cannot access your position from the Supervisor class not any other method … you would need to calculate it manually as you move. • You can alter and save the environment for testing purposes but you MUST use the original environment when doing your final video and testing as a team. • Some of you will have slow computers which could make things painful to test. You can always remove a lot of the objects and create a more basic environment for testing your code at first. Keep in mind that you need to press the save button (looks like a diskette icon) each time that you modify the environment. Before you do any of this, make a backup of the original environment, otherwise you will need to download the project zip file and extract it later. Marking for Individual Students (10 marks) If a robot uses a Supervisor class or the robot has been modified by adding/removing sensors/actuators … the student gets 0 on the project!!! If the student copied any portions of code from a student on another team, the student gets 0 on the project and the case is sent to the Dean’s Office for investigation of plagiarism. You should discus ideas with your teammates … but you must not be copying their code. Your teammates may help debug your code with you, if they have time and are willing. The following marking scheme is used: • 2 marks – one mark for each jar robot finds and grabs successfully • 1 mark – robot quits after delivering (or believing that it has delivered) 2 jars • 1 mark – robot avoids collisions with walls and objects the whole time (running into jars is ok, but can ruin your team’s ability to complete) • 1 mark – robot avoids collisions with walls and objects the whole time (running into jars is ok, but can ruin your team’s ability to complete) • 1 mark – robot avoids collisions with robots the whole time. If a robot runs into you from the back or side, you do not lose this mark, but if you graze a robot or run head on together, you lose this mark. • 4 marks – 2 marks for each jar dropped off to the “correct” location. Jars that are not placed properly at their destination will NOT lose marks … so the jars shown here on the right are acceptable for 1 mark each.
AF5115 Accounting for Business Analysis Individual Assignment 1. Summarize how NVIDIA accounts for future product purchase commitments. [5 marks] 2. NVIDIA defers the recognition of certain revenue. Assume that instead of using its current accounting policies for this deferred revenue, NVIDIA instead recognized this revenue at the time the amounts are billed to customers. Estimate the Income from Operations that NVIDIA would have reported for the fiscal year ended January 29, 2023. [4 marks] 3. Assume that instead of using its current accounting policy for ‘Research and development’ costs in page 54 of the 10-K form, NVIDIA instead capitalized these costs in the fiscal year that they are currently recorded as expenses and then amortized these costs on a straight-line basis over the subsequent two fiscal years. Estimate the Income from Operations that NVIDIA would have reported for the fiscal year ended January 29, 2023. [5 marks] 4. The NVIDIA earnings announcement in Exhibit 2 reports that for fiscal 2023, GAAP earnings per diluted share were $1.74 while non-GAAP earnings per diluted share were $3.34. Identify two major items driving the difference between these two numbers and calculate their impacts to the EPS respectively. [6 marks] 5. Compute the turnover of property, plant and equipment for NVIDIA and Intel in their fiscal years ended January 29, 2023, and December 31, 2022 respectively. [6 marks] 6. Provide one major difference between the two companies’ operations that helps to explain the difference between the two ratios that you computed above. [2 marks] 7. Calculate the operating margin for NVIDIA for both its 2023 fiscal year (year ended January 29, 2023) and the 2022 fiscal year (year ended January 30, 2022). [4 marks] 8. Identify two major reasons for the difference between the two ratios that you computed above. [6 marks] 9. For the fiscal year ended January 29,2023, what was the main use of NVIDIA’s free cash flow? [2 marks]
NBA 5111 Financial Modeling Fall 2024 Group project due by end of day on Friday, December 13 Modeling a leveraged recap transaction of a real company is likely to be challenging. This exercise will allow you to apply the tools and techniques developed in this course to a modeling task relevant to today’s business environment. So, keep in mind the following: 1. Devote a reasonable amount of time to the project so that you can do your best. 2. Attractive candidates for LBO generally have the following financial characteristics among: (1) strong, stable free cash flows (definitions vary, but generally CFO net of CFI); (2) low/no debt; (3) low market capitalizations. Strong free cash flows will allow the target to service the new debt issued in the transaction, whereas low/no existing debt and a low market cap reduces the capital the specialist needs to commit to the transaction. 3. Download the financial statements from Capital IQ. Please keep all worksheets from your downloaded file. Create a new worksheet for the LBO where you may paste in the historical income statement and balance sheet. Please develop the other parts of your model from scratch. You may use the course model as a guide, but only as a guide. Constructing the model from a blank workbook (or Capital IQ download) is the best way to learn the material. 4. Your first model will not be your last. Once you have the model working correctly, clean the model up and reconstruct the model so that it works as efficiently and logically as possible. 5. The market for corporate control is relatively efficient. Therefore, your selected company may not offer attractive returns to a buyout specialist. Please do not worry if the IRRs on your proposed transaction are less than stellar. You will be evaluated on the quality and functionality of your model, not your ability to find a good LBO target. Your job: Work in groups of four or less (no exceptions). Once you have identified a company that you believe will make a good candidate for a leveraged recap transaction, put together a working model (Assumptions, I/S, B/S, SCF). The forecast horizon should extend six years beyond the most recent balance sheet date. Most balance sheet and income statement assumptions should appear in the common-size income statement and common-size balance sheet for the period covering the forecast horizon. Create schedules to forecast sales (e.g., annual growth rates or a sales build-up) and any line item not forecast as a percent of same year sales. Examples include tax expense, debt balances, and interest expense. You must build a CapEx schedule for property, plant, and equipment and depreciation expense as part of this assignment. Once you have a working model, begin modeling the transaction. Assume the following: 1. An LBO shop like KKR is considering acquiring your company in a transaction structured as a leveraged recapitalization. For simplicity assume the transaction will take place at the start of business in fiscal year +2 in the forecast horizon. For example, if the latest 10-K covers the fiscal year ending December 2023, assume the transaction takes place January 1, 2025 (day +1 of year +2). 2. Start by assuming 90% of the original shares outstanding will be repurchased for a 10% premium over the current stock price. You can assume the stock price on the transaction date will be the same as it is today. 3. The banks will allow the transaction to be partially financed with debt, as follows: a. The company will pay off any existing debt (a “Use” in the “Sources and Uses” schedule). b. The company will be permitted to borrow new (term) debt, but with limits. Based on your pro formas incorporating the effects of the transaction, Debt/EBITDA may not exceed 6.0x in any year from the year of the transaction to the time of exit, nor may EBIT/ Interest be less than 2.0x in any year from the year of the transaction to the time of exit. For these calculations, include a revolver balance as debt and include any interest on the revolver. c. The company must amortize the term debt on a straight-line basis over a period of seven years, i.e., in addition to the interest due each year, it must make principal repayments each year equal to 1/7 of the new term debt taken on, until completely paid off. d. Interest will be paid annually on the average outstanding term debt balance during the year at an interest rate of SOFR plus 4%. Assume that the current SOFR holds for the entire period. 4. Set up a current liabilities account titled “Revolving Line of Credit” to be your plug (be sure to incorporate an error- trapping approach, i.e., IFERROR or circuit breaker). Maximum availability (i.e., max ending balance) each year should be based on the larger or the following two calculation: (1) 85% of accounts receivable (average balance over year) plus 50% of inventory (average balance over year), or (2) 60% of non-cash current assets. Calculate this availability level for each year and compare it to the ending balances you find by using the revolving line of credit as the plug in your model. These comparisons might constrain the maximum amount of term debt the firm can take on. You do not need to model this as a hard constraint. Instead, it is acceptable to monitor compliance with this constraint over the holding period (i.e., similar to the debt limits identified in 3b, above). Interest on the outstanding revolving line of credit will be payable annually based on the average balance and an interest rate of SOFR plus 5%. A zero balance in the revolving line of credit would indicate that your firm is generating more than enough cash to meet its obligations. You might want to consider increasing the level of debt taken on to finance the transaction, if other constraints make this a viable option. Else, use the excess cash to pay down your term debt faster. If the revolver and transaction debt are paid down to zero, any remaining excess cash should be paid out to equity holders pro rata as a dividend. Remember, other equity holders remain after the initial transaction, so the buyout specialist does not receive 100 percent of any equity distributions the target company makes. Suggestions: Create a separate section entitled “Debt Schedule” and use this section to calculate (1) your annual term debt balances; (2) your annual revolving line of credit availability and balances; and (3) your interest expense on both balances. Additionally, you should calculate and include on the “Debt Schedule” the following coverage ratios, and determine that the firm is not in violation of either of these covenants in any year : 1. Interest coverage ratio (EBIT / total interest expense exceeds 2.0x in every year). 2. Leverage test (total debt / EBITDA does not exceed 6.0x in any year). 3. Revolver availability test (revolver balance does not exceed maximum availability, described above). Leveraged Recap Exit: 1. Make the following assumption about KKR’s exit strategy: KKR will exit the investment five years after the time of the transaction (end of year +6 in the forecast horizon). They will be able to sell at an EBITDA multiple equal to what they paid initially. For example, if paying a 10% premium on 1/1/2025 translates into paying an 10.0x EBITDA multiple, assume that they will be able to sell at an 10.0x EBITDA valuation on 12/31/2029. Use trailing multiples for entry and exit. 2. If KKR’s target IRR for portfolio investments is 25%, would your company offer an attractive acquisition opportunity? What would KKR’s target IRR have to be for your company to be an attractive proposition? Model the effect of exit multiple scenarios on expected IRRs.
MCD4720 - Fundamentals of C++ Assignment 3 - Trimester 2, 2024 Purpose Object-Oriented Programming (OOP), inheritance, references, and pointers are fundamental concepts in programming languages. This assignment provides an opportunity for you to showcase your understanding of these concepts and demonstrate your ability to utilise them effectively. The assignment relates to Unit Learning Outcomes 2, 3, 4 and 5. Your task Complete the individual tasks as detailed in the instructions below. Your project must be submitted as a CLion project, including all headers and code files, and any appropriate text files to ensure the program compiles and runs. Value 30% of your total marks for the unit The assignment is marked out of 100 marks. Word Limit No overall word limit Due Date 11:55 pm Monday 6 January 2025 Specification For this assignment you will write a program to play a game named Farkle. This section specifies the required functionality of the program. Scenario (Pairs Card Game): You are tasked with implementing a computer-based version of the card game Pairs, designed for 2 to 8 players. Pairs is a simple, press-your-luck game where there is no winner, only one loser. Players earn points by collecting pairs or by folding, and the first player to accumulate too many points is declared the loser! To familiarise yourself with the game mechanics, you can watch the following videos on how to play: • https://www.youtube.com/watch?v=bq7Em3p7oS0or • https://www.youtube.com/watch?v=rcV45WyiWqsor online rules here: • https://crabfragmentlabs.com/pairs • https://files.rebel.pl/files/instrukcje/PairsCompanionBook.pdf In your version, for the basic assignment you only need to implement a 2-player game. Basic Game Play: In this implementation of the game, the computer acts as the dealer, controlling a triangular deck of cards. This deck consists of cards in sizes ranging from 1x1 to 10x10, totalling 55 cards. Please note that this is not a standard deck of playing cards. The basic game play is as follows: u Shuffling and Discarding: Shuffle the deck and discard (burn) five cards facedown into the centre of the table to form. the start of the discard pile. Each time you reshuffle, you will burn five additional cards. This increases the difficulty for players trying to guess which cards remain in the deck. u Starting the Round: At the beginning of each round, deal one card face up to each player. The player with the lowest card will take the first turn. If there is a tie for the lowest card, deal a second card to the tied players to break the tie. If the second card results in a pair, discard it and deal another. Example: In the diagram provided, Player A shuffles the deck and discards five cards. She then deals one card to each player face up. Player D has the lowest card (a 6) and will go first. u Player Choices: On your turn, you have two choices: hit (take a card) or fold (end the round). If you catch a pair or choose to fold, the round ends, and you score points. If neither occurs, the turn passes to the left. u Hitting: When you choose to hit, your goal is to avoid catching a pair. If you do catch a pair, the round ends, and you score points equal to the rank of the paired card. Example: If you catch a pair of 8s, you score 8 points. Keep one of those cards aside face up to track your score. u Folding: You may also choose to fold instead of hitting. This ends the round , and you must select the lowest card currently in play to keep for points. You can choose this card from any player's stack, including your own. Folding can sometimes be a strategic choice, depending on your chances of catching a pair. u Ending the Round: As soon as one player catches a pair or folds, the round is over. Discard all the cards in players’ stacks, face down into the middle, and deal another round. Scoring cards (those cards that were kept aside for points) are not discarded. u Reshuffling: When the deck runs out, just shuffle and continue. Pause the deal, reshuffle the discards, and resume dealing where you left off. (Remember to burn five cards.) u Losing the Game: There is no overall winner; the game concludes with one loser. The game ends when a player reaches the target score, which varies depending on the number of players. The formula for determining the score is: (60 ÷ number of players) + 1. For games with 7 or 8 players, maintain the score at 11. Players 2 3 4 5 6+ Score 31 21 17 13 11 For example, in a 4-player game, the loser is the first player to score 16 points. u Breaking a Tie: If two or more players tie for the lowest card, deal additional cards to the tied players as tiebreakers. If the tiebreakers also tie, continue dealing until one player has the lowest card. If a player catches a pair during this process, discard the paired card and deal a replacement. Note that players cannot be knocked out by a pair during this tiebreaker, although they may end up with several extra cards! u Dealing Cards: Cards are dealt in a consistent order, starting with the first player and continuing clockwise around the table. Tiebreaker cards are dealt in the same order. u Defining a Pair: A pair consists of any two cards in a single player’s stack that share the same rank. The cards do not have to be adjacent to one another. Cards from other players of the same rank do not count as a pair for the purposes of this game. There are numerous variations to this basic gameplay, some of which you may choose to implement as extra functionality for your assignment. Class Implementation: You MUST implement your program using the following classes, at a minimum. You may include more classes as appropriate for your game design: • Player class: Holds a player’s details, including their name, score, turns taken and collection of cards (the player’s stack in the game). • Card class: holds the card’s details including its rank, a visual representation of the card and its status – in the deck: u discarded, u dealt to or u held by a player • Application class: Contains the main() function and controls the overall flow of the game. You may include other relevant attributes and behaviours in these classes. Player Capabilities: The Player must be able to: • Assign a Name: The player is prompted to enter a name at the start of the game, which will be used in all feedback and scoring. • Choose Actions: The player can decide to either hit (take a card) or fold (end the round) based on their current strategy and risk assessment. • View Current Hand: The player can see their current hand of cards, including any scoring cards they have set aside, allowing them to make informed decisions during their turn. • Catch Pairs: When the player hits and catches a pair, they should receive immediate feedback indicating their score based on the rank of the paired cards. • End the Round: The player can choose to end the round voluntarily by folding, at which point they must select the lowest card from any player’s stack to keep for points. • Track Points: The player must be able to see their current score, as well as the target score for the game based on the number of players. • Continue Playing: The player can continue playing rounds until they either reach the target score and lose the game or choose to quit at any point during the game. • Quit the Game: The player has the option to exit the game at any time, whether during a round or after a game has concluded. Card Characteristics: The Cards in the game should: • Card Types: The deck consists of triangular cards categorized by size, specifically ranging from 1x1 up to 10x10. Each card type has a unique rank corresponding to its size. • Total Cards: There are a total of 55 cards in the deck, ensuring a diverse range of gameplay experiences. • Card Values: Each card's value is determined by its size, with larger cards having higher values. The ranks range from 1 to 10, with 1 being the lowest and 10 being the highest. • Face-Up/Face-Down: Cards are dealt face up to players at the start of each round, allowing for visible player interaction. Discarded cards are placed face down in the middle of the table to maintain secrecy. • Discard Pile: Five cards are burned (discarded face down) at the start of each round to create a discard pile. This affects the remaining cards in play, making it harder for players to guess the remaining cards in the deck. • Reshuffling: When the deck runs out of cards, it is reshuffled along with the discarded cards, ensuring continuous gameplay. Players must remember to burn five cards during reshuffling. Game Application Requirements: The Game Application must: • Display the “how to play” information at the start of the game. • Create a player with initial card. • Display an appropriate and uncluttered user interface, providing relevant information to the player at all times. • Ask for and allow the player to enter an option to hit or fold. • Ask for and allow the player to select extra card(s). • Display the updated player’s cards. • End the round for the player • Specify the loser • Provide player stats at the end of the game and each round (if loss, and score). Task 1: UML Diagrams You are required to draw a UML diagram for this project to help structure your program more effectively. You will need a UML diagram for each of the classes you include in your game – at least a Player, Dice, and Application (main) class. The diagram should show all the relationships between the classes. You do have a progress check during week 8, please check the marking guide. Task 2: Create and Display a Menu Your initial task is to implement a menu system that will be displayed to the user. Below is an example of how the menu should appear. In this example, option [1] has been selected, To accomplish this, create a function called runMenu() and call it from the main() function. Inside the runMenu() function, ensure that the user can select any of the displayed options as often as they desire before ultimately ending the program. It is important to validate the user's input so that only the displayed options can be chosen. Each option should be processed numerically for easier selection. For instance, option [1] can be associated with "Ending the Program," option [2] with "Displaying 'Game Rules' Information," and so on. By implementing this menu system and incorporating input validation, you will create a user- friendly interface that allows for easy navigation and interaction within your program. Task 3: Read data from a file and display Your next task is to display the rules of the game, providing detailed information on how to play. This information should be displayed similarly to the example shown here. You can accomplish this by creating a function and calling it from the runMenu() function when option [2], "Display 'Game Rules' Information," is selected. The function responsible for displaying the game rules should accept the filename "gameRules.txt” as a parameter. This function should successfully read and display the data from the specified file. You can download the "gameRules.txt" file from the unit's Moodle page and place it in the appropriate folder to be read and displayed. However, you should modify the content and format of the file to suit your program's needs. Please keep the file content short (no more than 300 words). You should use ChatGPT to generate text for the game rules. After generating the text from ChatGPT, copy and paste it into a file named gameRules.txt. Additionally, include the link to your interaction with ChatGPT in the same file. In the "gameRules.txt" file, make sure to include your details, such as the trimester, unit, and other relevant information. Modify the content of the file as necessary to ensure it integrates smoothly into your program. By implementing this task and incorporating the function to display the game rules, you will provide clear instructions on how to play the game. Task 4: Play Pairs Game Your task is to enable two players to engage in the card game Pairs. This includes creating players, setting up a triangular deck of 55 cards, and providing an intuitive interface. The players should be able to: • Enter the names at the start, used for feedback throughout the game. • Draw or fold cards during their turn, with appropriate feedback: o Drawing risks getting a pair and scoring points. o Folding allows them to take the lowest card in play for points. • Track scores continuously after each round, showing current players scores. • End the game when a player reaches the losing score. • Receive game stats at the end, showing rounds played, final scores, and wins/losses. • Return to the main menu at any time or after the game ends. Implementing these features ensures a simple and engaging gameplay experience Task 5: Display the Reflection Report Your final task is to display the reflection report and all the extra functionality that you have implemented. Create a function for this task and call it from the runMenu() function, when option this option is selected. Program Reflection You must also provide a 300-word written reflection of your object-oriented design and how well you believe it was to implement. You should cover the following areas: u Discuss why you designed it the way you did: Explain the reasoning behind the structure of your classes and how they relate to each other? Describe how this design reflects an object-oriented (OO) approach? u Discuss how well you were able to code it: Highlight any challenges or issues you encountered during the implementation phase. Discuss how you addressed these issues, whether through debugging, refactoring, or seeking assistance. Reflect on the effectiveness of your coding skills and how well you were able to translate your design into functional code. u Furthermore, consider how you would improve your design if you were to undertake the project again. Discuss potential modifications to make your solution easier to implement, more efficient, or better suited for code reuse. u It is necessary to include a list of all implemented extra functionalities in the report otherwise, will not be marked. This document must be included in the same folder as your Clion project. It should be a Word document containing the reflection and the final version of the UML diagrams. Your document file MUST be named as follows “ YourFistNameLastName_A2.docx” . Extra Functionality The marking criteria indicates that you should make some individual additions to this in order to achieve the final 15% of the marks. Following is a list of additional features you can include in your project, with the maximum number of marks you can earn for each one, shown in the following format [x]. You may implement one or more features from the list. You will only score up to a maximum of 15% of the total assignment marks in other words a capped total of 15 marks, and you can pick up to 4 as a maximum. You should aim to add some additional creative elements to the gameplay, as well as advanced object-oriented design elements or advanced use of pointers. a. Display the cards using ASCII art. You can use different images related to a theme or “pip” patterns for the numbers. [5] b. Allow the game to be saved and restored at the player’s request. [5] c. All data members in one class to be pointers. [5] d. Using pointers to access values from the heap. [5] e. Include multiple human players making the game playable by 2 to any number of people. Each player must track their own score and display their name and game score when required. At the beginning of the game, one player is randomly chosen to go first then the players take turns in clockwise order. The game is played in rounds in which each player has a turn to get a card and score points. [5] f. Allow the game to be played with computer players. The computer player should be able to make reasonably intelligent decisions for choosing scoring combinations and when to save their points. This artificial Intelligent can be a set of rules that the computer player checks before making a hit or fold. On a computer player’s turn, the process should be automated so that the human player can watch the results. [5] You certainly do not have to implement all of the above to earn marks for extra functionality. Just remember the maximum number of marks you can earn are given in [x] and you can choose up to four. It is up to you! Assignment 2: Marking Criteria [up to 100 marks in total] Does the program compile and run? Yes or No 1. Assignment Progress Check [10] 1.1. 5% in Week 8: class diagram (this can be hand-drawn). Note that the class diagram should show the individual classes and the interactions between them. Hand-drawn for the UML diagrams are accepted for this stage but not for final submission. 1.2. 5% in Week 9: Code of the two classes (Player and Card) and create an object for each class. 2. UML Diagrams [5] 2.1. Progress check [.] 2.2. Correct structure used (Name, Attributes, Behaviours) and relationship [1] 2.3. Included the correct designations for public (+) and private (-) [2] 2.4. Include all required variables and functions with meaningful names [2] 3. Class Design [10] 3.1. Player Class [3] 3.1.1. Has an appropriate header file [1] 3.1.2. Required data members and member functions using meaningful names [1] 3.1.3. Contains only aspects that relate to a “player” (has no data members or member functions that are not directly related to the Player) [1] 3.2. Card Class [3] 3.2.1. Has an appropriate header file [1] 3.2.2. Required data members and member functions using meaningful names [1] 3.2.3. Contains only aspects that relate to a “die” (has no data members or member functions that are not directly related to the Die) [1] 3.3. Game Application [4] 3.3.1. Has an appropriate header file [2] 3.3.2. Has appropriate variables and functions using meaningful names [1] 3.3.3. The main() function has appropriate function calls to keep it uncluttered [1] 4. Functionality [45] 4.1. Create and display menu repeatedly till user exit. [5] 4.2. Display Game Rules file, with correct validations. [2.5] 4.3. Display the reflection report when the option is selected, with correct validations. [2.5] 4.9. Successful implementation of action processes and feedback displayed to the player [5] 4.10. Appropriate end game conditions triggered and show the winner/loser [5] 5. Quality of Solution and Code [10] 5.1. Does the program perform. the functionality in an efficient and extensible manner? Functions are not too long [2] 5.2. Has a well-designed OO program been implemented? [4] 5.2.1. More classes been used [2] 5.2.2. Program structures support and OO design [2] 5.3. Has the Programming Style. Guide been followed appropriately? [4] 5.3.1. Appropriate commenting and code documentation [2] 5.3.2. Correct formatting of code within *.h and *.cpp files [2] 6. Extra Functionality [15] You are allowed to pick up to four of the following: 6.3. All data members in one class to be pointers. [5] 6.4. Using pointers to access values from the heap. [5] 6.5. Include multiple human players making the game playable by 2 to any number [5] 6.6. Allow the game to be played with computer players [5]
BIO2101 Comprehensive Biology Laboratory Exercise 3: Cell Culture Purpose: To understand the conditions that limit cells' ability to survive and proliferate in vitro. Introduction: Cell Growth Curve Techniques for growing cells in the laboratory were originally developed by microbiologists. The rapid generation time of most microorganisms as well as their autonomous growth and relatively few nutritional requirements made it easy to provide the cells with an optimum environment and to avoid contamination by other organisms. In the past 50 years these techniques have been extended to the culture of cells from higher plants and animals. Using cell culture, one can address questions relating not only to cell growth per se but also to nutritional requirements, metabolic activity, gene expression, motility, and features of differentiation, aging, and regulation. The chief advantage of animal or plant cell culture is the control the investigator can exert over the cells' environment in the absence of influences from other systems of the multicellular organism. It is important to keep in mind, however, that the laboratory culture cannot reproduce every detail of the cell's natural surroundings, and some of the missing properties may be significant to the process under study. Thus, cell culture is a model system, a simplified version of what is understood to be "real life." When growth is not limited by the composition of the medium, cells are said to be in "exponential" or "logarithmic" phase: in each successive time period the size of the population increases by a constant factor. Represented mathematically, where N is the number of cells present at time t and k is a growth constant that depends on that cell type and those growth conditions. Rearranging: Integrating between (No, to) and (N,t): In (N/No) = kt The population doubling time is the value of t for which N/No = 2. Moreover, a plot of ln (N/No) as a function of twill be a straight line whose slope is k. (Even simpler is to use semi-logarithmic graph paper, plotting t along the evenly spaced axis and N/No on the axis perpendicular to it.) If you know the initial number of cells and the growth rate constant, the size of a culture in log phase can be predicted at any subsequent time. Exponential phase is usually limited by the availability of nutrients or the environment's carrying capacity for waste. At that point the population growth slows until the culture is in stationary phase, where cell death balances cell division and even cell division may be slowed. Cells in adult organs of most higher animals are in stationary phase. If conditions become sufficiently adverse, a death phase may ensue. A growth curve is the result of an experiment to measure the characteristics of the various phases of a population of a certain cell type under a defined set of conditions (see Figure 1). Figure 1. Culture growth phases Cell Culture Technique When working with cell culture, it is absolutely essential to maintain sterility. Typical bacterial contaminants double in number every 30 minutes, and 1 to 2-hour for molds. Several measures are customarily taken to ensure sterility: 1. Sterilize everything likely to come into contact with the culture. Media and glassware may be autoclaved; disposable plastic ware has been sterilized by radiation or treatment with gas, and should remain wrapped before use; tools and implements can be dipped in alcohol and flamed. 2. Work in a clean protected area whenever possible. The ideal situation is to use a biological safety cabinet (“tissue culture hoods”), whose air environment is filtered to remove particles. 3. Avoid opening sterile containers for longer than necessary to sample or inoculate. 4. In some cases, it is advisable to include antibiotics such as penicillin or streptomycin in the culture medium. Cell Number Measurement Cell number in the culture medium can be accessed by the followings, • Hemocytometer A device for cell number counting as described in Exercise 2 • Electronic cell counting In which a particle passing over a charged orifice interrupts the charge and is recorded as a pulse. The number of pulses is a measure of the number of particles in the volume that flowed past the orifice. This procedure is useful if you have large numbers of cells and many samples to count, as in a clinical hematology laboratory. • Using protein assay to monitor cell growth It is sometimes necessary to determine how much protein a cell contains in order to learn something about the characteristics of the cell or to compare one cell type to another. Once that value is obtained, one can use the amount of protein in a cell lysate as a measure of the number of cells lysed. It is possible to measure the amount of protein per cell using the Bradford procedure, providing that you have enough cells to produce more than 10 μg of protein, and you know the number of cells. Cells in suspension can be collected by centrifugation, lysed in detergent, and assayed for protein calorimetrically. Demonstration: Key features of sterile technique will be briefly demonstrated at the beginning of the lab session. Procedure: A. Construction of Growth Curve of HL-60 cell culture A stock culture of HL-60 cells in log phase will be provided in a 37oC incubator containing 5% CO2 . Each group is required to prepare two growth curves on these cells, one under optimum conditions (RPMI 1640 medium containing 20% fetal bovine serum (FBS) and one under sub-optimum conditions (RPMI 1640 medium containing 4% FBS). 1. Using aseptic technique, transfer 16 mL of 1640 with 20% FBS to a T75 sterile flask, labeled 20%; and 16 mL of 1640 with 4% FBS to another T75 flask, labeled 4%. 2. Using aseptic technique, transfer 4 mL of the stock cell culture to both flasks from Step 1. 3. Gently shake the flasks several times. Label the flasks with your group number and session L01 or L02. 4. Using a micropipette and tip with aseptic techniques, take 0.2 mL of “20%” to a microfuge tube. Similarly, take 0.2 mL of “4%” to another microfuge tube. 5. Use the hemocytometer to determine the concentration of cells in the two cell suspensions from Step 4 (cell concentration on day 0), as you know from Exercise 2. Once the cells are taken from the culture flask, they no longer need be handled sterilely. 6. Calculate the mean (the average number of cells/square) and standard deviation of your readings from the eight “A” squares on the hemocytometer. The concentration of cells in the sample is given by the mean count x 104 cells/mL. Remember to correct this concentration by the dilution factor if required, and to convert the unit to x 106 cells/mL. Record all data on the Experimental Datasheet accordingly. 7. On day 1, 3, 5 and 6, repeat Step 4 for sampling of your two cultures. Further dilution of the sample is required if the cell concentration is > 70 x 104 cells/mL. Pay close attention to aseptic technique when sampling to avoid the cell cultures being contaminated. Note: Exact date of sampling would be announced by the instructor. B. Preparation of Cell Pellet for Protein Assay 1. Transfer 1 mL of cell suspension from “20%” and “4%” culture flasks, by aseptic techniques, to two microfuge tubes, respectively. Label the test tubes with “20%” or “4%”, your group no., session and the date with a marker pen. 2. Using a swing out rotor and centrifuge, spin down the cells at 3,000 revolutions per minute (rpm) for 5-minutes. (This operation is done by instructor or TAs) Note: Whenever the centrifuge is used, the rotor must be balanced with tubes on opposite sides containing equal volumes. 3. When the rotor comes to rest, remove tubes and carefully discard the supernatant (but keep the pellet!). The pellet now contains the cells. 4. Resuspend the cell pellets with 0.5 mL phosphate buffered saline (PBS). Repeat the centrifugation step as in Step 2 to obtain the cell pellets again. Discard the supernatant and save the pellet. 5. Store the samples (cell pellet) at -20oC. (From your determination of cell density in Part A, you should know the number of cells in the pellets from the two cultures, respectively.) 6. Repeat Step 1 to 4 on each sampling day of Part B and save the corresponding cell pellets for lab session of next week. Part C and D should be done in the following week. C. Construction of Protein Standard Plot (Bradford Assay: 96-well plate) We can use Bradford reagent to determine the protein content of bovine serum albumin (BSA) in order to construct a standard plot as reference. Bradford reagent contains a dye, Coomassie blue, which binds to protein. The dye/protein complex produces a blue color whose absorbance is directly proportional to the protein concentration. 1. BSA has been prepared in 0.05% Triton X-100 at a concentration of 0.6 mg/mL. 2. Using an aliquot of the 0.6 mg/mL protein standard prepare a range of standards solutions in EP tubes. Add the following volumes of 0.6 mg/mL protein standard and 0.05% Triton X-100 (labeled as BSA dilution buffer) (Table 1) to the appropriate wells to construct a range of standards solutions between 0 and 0.6 mg/mL (e.g. 0, 0.0375, 0.075, 0.15, 0.3 and 0.6 mg/mL). Mix the content by vortex. A total volume of 50 μL of each standard is sufficient for all the required assays. Table 1. Construction of Protein Standard Plot Well # Volume of protein standard (μL) Volume of BSA dilution buffer (μL) Final Concentration of Protein (mg/mL) 1 (Blank) 0 50 0 2 50 μL of 0.0.075 mg/mL protein standard 50 0.0375 3 50 μL of 0.15 mg/mL protein standard 50 0.075 4 50 μL of 0.3 mg/mL protein standard 50 0.15 5 50 μL of 0.6 mg/mL protein standard 50 0.3 6 50 μL of 0.6 mg/mL protein standard 0 0.6 Figure 2. Detailed presentation of dilution process D. Cell Lysis and Protein Assay 1. To lyse the cells, suspend each cell pellet in 0.5 mL 0.1% Triton X-100. Break up the clumps of cells by vortex. Think about: How does Triton X-100 lyse cells? 2. Immerse the tube in 95oC test tube heat blocks for a minute or two, to help the proteins go into solution. Note: Use tweezers to avoid burns. 3. Once the pellet is solubilized, dilute each sample 2 folds by adding 50 μL of each cell sample into 50 μL of ddH2O. Mix the content by vortex. 4.Add 10 μL of standard or cell lysate sample (2 repeats) to the appropriate wells on 96- well plate. 5. Add 200 μL of Bradford reagent to each well. Wait for 3-minutes. Full color development should occur within 3-minutes. Figure 3. An example of how standard and samples can be presented. Note: Because the Bradford reagent contains phosphoric acid, avoid contact with the mouth or skin. 6. After 3-minutes, measure absorbance at 595 nm with microplate spectrophotometer (BioTek Epoch plate reader) . Record the absorbance value on the datasheet (P. 9) . Optional Step: If the protein amount of a sample exceeds the upper limit of the standard plot, dilute 50 μL of this sample with 50 μL of *0.05% Triton X-100, then use 10 µL of diluted sample for measuring absorbance, accordingly. Record the dilution factor on datasheet, if necessary. l For operation of spectrophotometer, please consult TA. For Data Processing on Laboratory Write-up: Plot your data on graph paper, mg protein on the X axis and A595 on the Y axis (for example, See Figure 4). Calculate the coefficient of determination and slope of the regression line. The coefficient should be > 0.9. Figure 4. A typical standard curve for the protein assay Calculate the amount of protein per well. Correcting for dilutions (if necessary), calculate the total amount of protein per ml in each lysate. Knowing the number of cells that were collected to obtain each lysate, calculate the amount of protein per cell in terms of nano grams (ng) of protein per cell. Show all calculations on your laboratory report.
CSE2425, C programming lab, course 2020-2021Final assignment: Hash map1 IntroductionIn this final assignment you will implement a hash map1. A hash map is a datastructure that associates a key with a value (a chunk of data). Most hash mapsare implemented as an array of so-called buckets. A hash function translatesa given key (e.g., a name) to an index in the array, where the correspondingbucket is stored.Below we will specify the data structures that you have to provide, and thefunctions that you have to implement. This assignment includes two bonusfunctions that can raise your score from pass (C) to good (B) to excellent (A).2 TestingThe first part of the assignment consist of implementing a test set for the hashmap. We have created a number of incorrect hash map implementations. Thegoal is to create a test set on which these incorrect implementations fail. Whenyou have finished creating this test set, you can use this test set to test your ownimplementation by copy&pasting it into the my tests of the Hashmap assignmentin Weblab.3 Hash map structureDefine a type HashMap, which represents the hash map data structure.Note: Use typedef such that a HashMap structure can be used without usingthe struct keyword, i.e. the following construction should be possible:HashMap *hm;4 Creating a hash map1. Implement a function create_hashmap that returns a pointer to the newlyconstructed HashMap structure and has parameter key_space, a size_t2that represents the number of buckets in the hashmap.1http://en.wikipedia.org/wiki/Hashmap2http://en.wikipedia.org/wiki/Size_t1CSE2425, C programming lab, course 2020-2021This function should allocate enough memory to fit key_space buckets, and theallocated memory should be zeroed (i.e., NULLed).2. A hash function maps a string (i.e. an array of chars ending with a nullcharacter) to an index, so it returns a unsigned int. The parameter of a hashfunction is simply a key, a null-terminated string of characters.As the hash map can only hold up to key_space buckets, using the hash function–for example to lookup a mapping– requires some care; apply modulo key_spaceto the result such that the value will be in the available bucket range.3. A default hash function named hash should be implemented. This functionshould sum all ASCII values of the characters of the key.For example:char *key = "AC";unsigned int h = hash(key);=> h = 1325 Inserting dataImplement a function insert_data that has parameters hm, a pointer to a hash map; key, a null-terminated string of characters; data, a void pointer to the source data; resolve_collision, a ResolveCollisionCallback (see below).The function should store the data pointer and a copy of the key in the bucketthat can be found by applying the hash function on the key. In case of acollision, i.e. when there already is data with the same key in the hash map, theresolve_collision function should be called with the the previously storeddata and data as arguments and the returned void pointer should be stored inthe bucket instead.ResolveCollisionCallback, a pointer to a function that returns a void pointerand has two parameters: old_data, a void pointer to the previously stored data; new_data, a void pointer to the data that is being newly inserted.The function should determine what data is stored in the has map in case of akey collision by returning the void pointer to the data that is to be stored.2CSE2425, C programming lab, course 2020-20216 Retrieving dataImplement a function get_data that has parameters hm, a pointer to a hash map; key, a null-terminated string of characters.The function should return the data pointer (a void pointer) in the hash mapthat is associated with the key. If the key is not present in the hash map, NULLshould be returned.7 IteratorImplement a function iterate that has parameters hm, a pointer to a hash map; callback, a pointer to a function that returns nothing (i.e. void) and hastwo parameters:– key, a null-terminated string of characters;– data, a void pointer to the data.This function should iterate over the entire hash map. For each data elementit finds, the callback function should be called with the two members of theelement.8 Removing dataImplement a function remove_data that has parameters hm, a pointer to a hash map; key, a null-terminated string of characters. destroy_data, a DestroyDataCallback (see below).This function should remove the element in the hash map that is associated withthe given key. If the destroy_data parameter is non-NULL it should be calledwith the data pointer of the element as argument. If the key is not present, thehash map should remain untouched. As the remove_data function cannot fail,its return type is void.DestroyDataCallback, a pointer to to a function that returns nothing (i.e.void) and has one parameter: data, a void pointer.The function should clean up the data (e.g. free allocated memory).3CSE2425, C programming lab, course 2020-20219 Deleting a hash mapImplement a function delete_hashmap that has parameters hm, a pointer to the hash map that is to be deleted; destroy_data, a DestroyDataCallback (see 8).The function should deallocate all memory that was allocated by the hash map.If the destroy_data parameter is non-NULL it should be called for every dataelement that is stored in the hash map with the data pointer of the element asargument.10 Bonus: New hash functionImplement a function set_hash_function that has parameters hm, a pointer to a hash map; hash_function, a pointer to a hash function that returns a unsigned intand a single parameter:– key, a null-terminated string of characters.This function should set hash_function as the new hash function of the hashmap hm. Changing the hash function means that a particular key may now behashed to different bucket than it was with the previous hash function. Thehash map must be updated (rehashed) to reflect this so that all data in thehash map can still be retrieved with their corresponding keys.11 Bonus: Counting WordsImplement a function count_words that has parameters stream, a pointer to a FILE.This function should count the number of times each word in the stream occursusing the hash map you implemented. A word is defined as a sequence of one ormore alphanumeric characters (case sensitive). You may use fscanf3to read aparticular set of characters from a stream but other solutions are also accepted.The data stored in the hash map should be properly allocated and deallocated,do not simply store an integer that is cast to a pointer type. The return typeof the function is void.3http://en.cppreference.com/w/c/io/fscanf4CSE2425, C programming lab, course 2020-2021Given the input:foo bar_, foo!bar "baz".foo?The program should write the following to the standard output:bar: 2baz: 1foo: 3The order in which the output is printed is not important.12 SubmissionThe assignment should be implemented on Weblab. All test code should be located in the Testing assignment. All hash map code should be located in the Hashmap assignment. Put all the word count source code inside the Wordcount assignment; If you have implemented the first bonus exercise, add the following macroto your Hashamp submission:#define NEW_HASH Do not include a main function. (We will use our own test driver, just likethe example test provided.)Submissions violating the above requirements will be automatically rejected bythe Weblab system.5
COMP 202 - Foundations of Programming Assignment 4 Fall 2024 Important notice You will need to write three files for this assignment. Make sure that all file names and method names are spelled exactly as described in this document. Otherwise, a 50% penalty per question will be applied. You may make as many submissions as you like prior to the deadline, but we will only grade your final submission (all prior ones are automatically deleted). The following instructions are important: • Please read the entire assignment guidelines and this PDF before starting. You must do this assignment individually. • The work submitted for this assessment is expected to be your own. The use of technologies such as ChatGPT is prohibited and will be considered a violation of the Code of Student Conduct. • Do not use functions that we didn’t mention in class. • Do not use break and continue statements. • Make sure to follow all the programming standards and to add docstrings with three examples for each method in the assignment (you may use only one example from this document and you should think of another two examples of your own). The main learning objectives for this assignment are: • Object-oriented programming: Defining classes, creating objects, and applying meth- ods to them; • Nested lists; • Dictionaries; • Files: Working with files through Python built-in functions; Figure 1: The file qrcode binary.txt opened in a text editor. QR Code A QR code (short for Quick Response Code) is a two-dimensional barcode that can store information, which can be quickly accessed by scanning it with a device like a smartphone, tablet, or dedicated QR code reader. Unlike traditional barcodes, which store data in a lin- ear fashion, QR codes use both horizontal and vertical dimensions to encode data, allowing them to hold much more information. A QR code consists of black and white squares arranged in a grid. The black squares rep- resent the binary ”1” and the white squares represent the binary ”0” . The information is encoded in a format that is easily readable by devices with cameras. In this assignment, binary representations of QR codes are stored in Txt files1. We will first implement some helper functions. Then we will create a TxtData class, which represents the data stored in the Txt files. Fianlly, we will implement a QR code class that represents a QR code (the data itself + other information and functionalities). Figure 2: The file small data.txt opened in a text editor. 1 Question 1: Helper functions [25 points] Define two functions and write your functions in a file called helper. py: 1.1 convert date [10 points] A function that takes in an input date str (string) and returns a dictionary with ”Day”, ”Month”, and ”Year” as keys and strings as values. The input date str should have the for- mat ”dd/mm/yyyy” (2 digits/2 digits/4 digits) and this function should convert the string to the desired dictionary. In your code, check that the input string has the right format. More specifically, check that it can be split into three parts by the ”/” character and that each part has the right length. You can assume that the input string has the correct format if it meets these re- quirements. Raise a ValueError if any of these requirements are not met. >>> convert_date("09/01/2024") {’Day’: ’09’, ’Month’: ’01’, ’Year’: ’2024’} >>> convert_date("00/00") Traceback (most recent call last): ValueError: Input format incorrect! >>> convert_date("9/1/2024") Traceback (most recent call last): ValueError: Input format incorrect! 1.2 get data [15 points] A function that takes one input file path (string) and returns a nested list of integers representing the data in the file. The method should read the file located at file path. You can assume that the file exists. The file should only contain ”0”s and ”1”s. Otherwise, raise a ValueError. See below for an example. You can find the files small data and small data error can be found in figure 2 and 3. Figure 3: The file small data error.txt opened in a text editor. >>> get_data("small_data.txt") [[0, 1], [1, 0]] >>> get_data("small_data_error.txt") Traceback (most recent call last): ValueError: File should contain only 0s and 1s! 2 Question 2: Class TxtData [45 points] Define a class TxtData that has three instance attributes: • data: a nested list of integer representing the data; • rows: an integer indicating the number of rows in data; • cols: an integer indicating the number of columns in data; Include the following instance methods and write your class in a file called txtdata. py. This file should import the helper. py file that you created in Question 1. 2.1 init [5 points] A constructor that takes in data (2-D nested list) as explicit input. Make sure to make a deep copy of the input list with the help of the deepcopy function in the copy module. The data attribute should be initialized using the data input. The rows and cols attributes represent the number of rows and columns of data. You can assume that the input list has at least one row and one column, and that all nested lists (if there are more than one) have the same length. Figure 1 shows you how qrcode binary.txt looks like. >>> my_list_simple= [[1,2,3],[4,5,6]] >>> my_txt_simple = TxtData(my_list_simple) >>> my_txt_simple.rows 2 >>> my_txt_simple.cols 3 >>> my_list = get_data("qrcode_binary.txt") >>> my_txt = TxtData(my_list) >>> my_txt.rows 33 >>> my_txt.cols 33 2.2 str [5 points] A str method that returns a string of the format ”This TxtData object has ROWS rows and COLS columns.” where ROWS and COLS refer to the appropriate instance attributes. >>> my_list_simple = [[1,2,3],[4,5,6]] >>> my_txt_simple = TxtData(my_list_simple) >>> print(my_list_simple) This TxtData object has 2 rows and 3 columns. >>> my_list = get_data("qrcode_binary.txt") >>> my_txt = TxtData(my_list) >>> print(my_txt) This TxtData object has 33 rows and 33 columns. 2.3 get pixels [5 points] An instance method that takes in no explicit input and returns an integer indicating the total number of pixels in data - number of rows × number of columns. >>> my_list_simple = [[1,2,3],[4,5,6]] >>> my_txt_simple = TxtData(my_list_simple) >>> my_txt_simple.get_pixels() 6 >>> my_list = get_data("qrcode_binary.txt") >>> my_txt = TxtData(my_list) >>> my_txt.get_pixels() 1089 2.4 get data at [5 points] An instance method that takes in two explicit inputs row (integer) and col (integer) indi- cating the position and returns an integer indicating the value in data at that position. A ValueError should be raised if row or col is out of bound. >>> my_list_simple = [[1,2,3],[4,5,6]] >>> my_txt_simple = TxtData(my_list_simple) >>> my_txt_simple.get_data_at(0,0) 1 >>> my_txt_simple.get_data_at(3,0) Traceback (most recent call last): ValueError: Index out of bound! >>> my_list = get_data("qrcode_binary.txt") >>> my_txt = TxtData(my_list) >>> my_txt.get_data_at(0,0) 0 >>> my_txt.get_data_at(6,8) 1 2.5 pretty save [10 points] An instance method that takes one explicit input file name (string) and returns nothing. It converts the data to a prettier form so that it can be scanned by our cameras as a QR code. ”1”s are changed into ”” (two blocks) and ”0”s and changed into ” ” (two spaces). It then saves the prettier QR code into a new file named file name. You can assume that there is no file with the name file name that exists beforehand. The block character has the Unicode U+2588. To get the character in Python, you can use either ”u2588” or chr(0x2588). See figure 4 for an example of a file saved from this method. Note: do not use the replace() method. >>> my_list = get_data("qrcode_binary.txt") >>> my_txt = TxtData(my_list) >>> my_txt.pretty_save("qrcode_pretty.txt") 2.6 equals [5 points] An instance method that takes in one explicit input another data (TxtData) and returns a boolean indicating if the two TxtData objects are equal. Two TxtData objects are considered equal if the data attributes are the same. In the example below, file qrcode binary copy . txt is an exact copy of file qrcode binary . txt, while qrcode binary 1 . txt has exactly one different value than qrcode binary . txt. >>> my_list_simple = [[1,2,3],[4,5,6]] >>> my_txt_simple_1 = TxtData(my_list_simple) >>> my_txt_simple_2 = TxtData(my_list_simple) >>> my_txt_simple_1.equals(my_txt_simple_2) True >>> my_txt = TxtData("qrcode_binary.txt") >>> my_list = get_data("qrcode_binary.txt") >>> my_txt = TxtData(my_list) >>> my_txt_copy = TxtData("qrcode_binary_copy.txt") Figure 4: The file saved from pretty save method opened in a text editor. >>> my_txt.equals(my_txt_copy) True >>> my_list_1 = get_data("qrcode_binary_1.txt") >>> my_txt_1 = TxtData(my_list_1) >>> my_txt.equals(my_txt_1) False 2.7 approximately equals [10 points] An instance method that takes in two explicit inputs another data (TxtData) and precision (non-negative float) and returns a boolean indicating if the two TxtData objects are approx- imately equal. Two TxtData objects are considered approximately equal if the inconsistent rate of the two data attributes is not greater than the input precision. The inconsistent rate can be cal- culated by getting the number of inconsistent values and dividing that by the total number of values (number of pixels). In the examples below, qrcode binary 1 . txt has exactly one different value than qrcode binary . txt and qrcode binary 2 . txt has two different values. >>> my_list_simple_1 = [[1,2,3],[4,5,6]] >>> my_list_simple_2 = [[1,2,3],[7,8,9]] >>> my_txt_simple_1 = TxtData(my_list_simple_1) >>> my_txt_simple_2 = TxtData(my_list_simple_2) >>> my_txt_simple_1.equals(my_txt_simple_2) False >>> my_txt_simple_1.approximately_equals(my_txt_simple_2, 0.5) True >>> my_txt = TxtData("qrcode_binary.txt") >>> my_txt_1 = TxtData("qrcode_binary_1.txt") >>> my_txt.equals(my_txt_1) False >>> my_txt.approximately_equals(my_txt_1, 1/my_txt.get_pixels()) True >>> my_txt_2 = TxtData("qrcode_binary_2.txt") >>> my_txt.approximately_equals(my_txt_2, 1/my_txt.get_pixels()) False
IIT Lab 05 - Basic HTML and CSS Setting up the web development environment For this and all our future web labs, we need to setupupa suitable web development environment (framework) which can host and run our web files. For this purpose, we will be using an open source web development environment called XAMPP. Follow the instruction below to download and setup XAMPP in your device. This is an essential step before you can start this week’slab. 1. Open theApache Friendswebsite and download 7.2.31 version of XAMPP for Windows. 2. Click OK button in the next prompt. 3. Choose following components to be installed. While you can install other components, those will not be essential to your labs. 4. Set following installation path in the next screen. 5. Keep clicking Next until installation starts. Wait for installation to complete. 6. Click the Allow access button to allow the app through your firewall (if applicable). 7. Click Finish to open XAMPP Control panel. 8. Start Apache and MySQL services from the next screen. 9. If you have issues starting any of the services, refer to the Troubleshooting XAMPP issues.pdf document in Moodle. 10. XAMPP installation and setup is not completed. 11. Download IITLab5.zip file from Moodle. Unzip the file and copy it to C:xampphtdocs location in your computer. Setting up text editor (Notepad++) In addition to setting up a web development environment (XAMPP), we also need a suitable text editor to edit your script. files. While the default Notepad application is good enough for this job, it is highly recommended to install and use a more advanced text editor. For this and all future labs, we will be using Notepad++ application as our default script editing tool. 1. Navigate tohttps://notepad-plus-plus.org/downloads/and download the latest version of Notepad++ to your device. 2. Click on the downloaded installation file and install Notepad++ application. Viewing your web page 1. Open a web browser (it is highly recommended to use Google Chrome for this Lab) and navigate to http://localhost/IITLab5/ 2. You should be presented with the following screen. If you do not get the screen above, it means either your XAMPP services haven’t been started or you haven’t copied IITLab5 folder to the right location. 3. Opening up the page1.html should give you the following screen output. 4. Go to the C:xampphtdocsIITLab5 folder in your device and open page1.html and mystyle.css in Notepad++ by right clicking the files and selecting Edit with Notepad++. 5. In a new browser tab, open http://www.w3schools.com/cssref/. This will give you a list of CSS properties you can use. Spend few minutes exploring the content before starting on your lab tasks. Task 1 Using CSS make the heading appear in the middle of the page. This can be done by adding text-align: center; to the header section (in mystyle.css). Remember each time you change a CSS or HTML file that you need to reload the page you can do this by pressing F5 in the browser or clicking the reload button. Task 2 Change the background-color of the main div to be white. Change the background-color of the body to be #cccccc. Task 3 At the bottom of the HTML page (under the text but still inside the main div) after the last but before the Create an unordered list (dot points) that looks like this: • Apple • Orange • Mango You need to use one tag and multiple tags, one for each item. NOTE: that tags can ONLY contain tags and no other tags. Task 4 Using only CSS, make the list from task 3 use squares instead of circles. This should apply to all tags. Hint: investigate the list-style-type property. You will need to add a new CSS definition for the UL tag to the CSS file. Task 5 You notice that the text is too close to the edge of the div. Add a padding to the main div. A padding of 10px should be enough. Task 6 Go to the C:xampphtdocsIITLab5 folder and create a new folder inside the IITLab5 directory called images. Copy the apple.jpg file to the images directory. Task 7 Now in the HTML file, add the apple’s image to the page INSIDE the first paragraph after the text but just before the closing P tag. Remember that animage tag looks like "PUT THE URL HERE" alt = "IMAGE DESCRIPTION HERE" /> Use a relative URL to address the image. Do not use absolute windows file paths e.g., C:xampp... as it will cause issues when you later move your web folder to a different location The ALT tag specifies the alternate text for the image the ALT text should describe what the picture is. If the image is just for decoration, you should leave the alt text empty. Reload the page, you should now have a large apple in the middle. Task 8 You notice that the apple image is ridiculously large, also the file size is 200KB. Remember that people who browse your website may have slow internet connections or be on a mobile device so having 200KB may cause the page to load slowly. It is possible to resize the image in HTML with the width and height attributes (or in CSS) but that does not change the fact the image is 200KB. The best course of action in this particular case is to make the imagefile smaller. There area number of ways togo about doing that, the simplest is to resize the image to be smaller. In windows, open the images directory and right click apple.jpg and click Edit. That should bring up MS Paint. Select resize. We want the image to be around 200px wide. Now that you have a smaller image click File > Save As and save the file as: apple-small.jpg make sure to save it in the images directory. You should now have two images of the apple. One big and one small. Notice the file size of the smaller image is much smaller than the original. Now go back to the HTML file and change the URL to reference the smaller image. Task 9 Make the imagesit on the left side of the page and have the text flow around it. The best way to do this is to make a new CSS class called imageLeft in your CSS file. Remember that in CSS, a class definition starts with a dot. Hint investigate CSS float. You then need to assign the imageLeft class to your tag. Task 10 Some users might want to look at the high-resolution image of the apple. We can make the small image link to the big image using a hyperlink. So that if you click the image it takes you to the larger version of the picture. Hyperlinks are made using the tag, the href attribute to the URL togo to when clicked. In this case, we want to surround the tag with an tag. "BIG APPLE URL HERE"> PUT IMG TAG IN HERE Task 11 Using HTML make the following text appear at the end of the page (but still inside the main div) I just used an tag inside an tag. The trick to the question is escaping the angle brackets using HTML Entities. Refer to your lecture notes or use google to look for a solution. Your text should also be in italics. Your text does not have to be centred. Task 12 Copy the orange.jpg file to the images directory. Remember the list from Task 3? Make the word "Orange" a hyperlink to the orange picture. Task 13 There are many online html validation testers that will check if your HTML code is correct Open https://html5.validator.nu/ or https://validator.w3.org/ Paste the URL of your HTML file into the validator and click validate/check. If your code has any errors, fix them, and try again until you get no errors. Task 14 You want to add more pages to your website. But before you can do that, there needs to be away for users to navigate between the pages. Most websites use a navigation bar to achieve this. Navigation bars are generally at the top of the page but can also be on the side. Create a new div in the HTML file, just after the header div but before the main div. Give this divan ID of'navbar' Inside that div create an unordered list like so: "navbar"> "page1.html">Page 1 "page2.php">Page 2 Do not worry about where the links goto at this point, we can fix them later. Then using CSS make the navbar div have a green background. You navbar should look something like this: Task 15 You can make the links sit side by side by setting the display to inline on the tags but make sure that only applies to the tags inside the navbar div. Take a look at your lecture notes on Moodle for an example of this. Your navbar should now look like this: Task 16 Make the tags in the navbar 6em wide and have a background color red. NOTE: because tags are inline elements by default you cannot assign them a height or width. To do so you must first set their display to inline-block. Then set the text-align to center. Your navbar should now look like this: Task 17 Using CSS make the links taller, 2emtall. The obvious solution is to set a height but that causes the text to not be in the middle. There area number of methods to combat this. The simplest is to just set the line-height for the tags in the navbar. Set the line-height to 2em Task 18 Using CSS make the tags change background colour to white when the mouse is hovered over them. But make sure that only applies to the tags in the navbar. This might be useful: http://www.w3schools.com/css/css_link.asp Task 19 Run your code though the validator (refer Task 13) again and check if it is still valid. Fix your script if required. Task 20 Your lab is now complete. Zip the IITLab5 folder and uploaded the zipped file to Moodle.
HW 5 – Business analytics This homework is due before class 6. Please submit two files: your write-up and your Excel file. If you make any additional assumptions, state them clearly. To solve the problem, you will need to do the following: A. Use the Generalized Analytics Procedure (GAP) to set up your problem as follows: i. Define your model in words 1. Identify the firm’s/manager’s objective function in words 2. Identify the decision variables in words 3. Identify the random variables (risk sources) 4. Identify the constraints (optional here) ii. Formulate your model mathematically 1. Define the decision variables 2. Define the random variables (risk sources). What is the probability distribution of those random variables? 3. Define objective function in terms of decision variables and random variables. 4. Define the constraints (optional here) iii. Solve the problem in Excel 1. Generate MANY (>1000) random draws from the specified distribution (see step ii.2 above) 2. For each random draw calculate the objective function value 3. Try different values for your decision variable and choose the value of decision variable that results in the highest objective function value, on average. B. Answer the questions stated in the problem (in words). Note: I recommend starting with the GAP (Steps i and ii above). However, if you prefer to skip the GAP and go straight to Excel, points will not be deducted. Beyond Armor The Baltimore based company Beyond Armor (BA) is exploring a new business opportunity: selling custom screen-printed sweatshirts for college football bowl games. BA is trying to determine how many sweatshirts to produce for the upcoming Tangerine Bowl game. During the month before the game, BA plans to sell their sweatshirts for $30 each. At this price, they believe the demand for sweatshirts will be uniformly distributed between 5,000 and 15,000. One month after the game, BA plans to sell any remaining sweatshirts to the local TJ Maxx and Marshalls outlets for $12 each. At this price, BA believes they will be able to sell either 500 units with probability 30%, or 750 units with probability 40% or 1000 units with probability 30%. Any remaining sweatshirts will be donated to a local charity. BA can order custom screen-printed sweatshirts for $10 per sweatshirt in lot sizes of 200. Use simulation modeling to answer the following questions. (a) Determine the expected profit that BA would earn if they ordered 10,000 sweatshirts. (b) How many sweatshirts would you recommend BA order to maximize expected profit? Use the “data table” function in Excel to find the optimal order quantity. (c) Due to an outbreak of a novel infectious disease, the governor has announced that there is a 50% chance that all sport events will now be held without a live audience. If that happens, BA will not be able to sell any sweatshirts for $30, and instead will only be able to sell to TJ Maxx and Marshalls, (in the same quantity as in the original problem formulation). How many sweatshirts would you recommend BA order to maximize expected profit? Is the venture still profitable? Note that BA makes their order quantity decisions before they find out whether sporting events are allowed to be held. Use the “data table” function to find the optimal order quantity. (d) Use your calculations in part c) to create a plot of the expected profit as a function of order quantity. The plot should show order quantity on X-axis and expected profit on Y-axis. What do you observe? How sensitive are the profits to deviations from the optimal order quantity? If you deviate from the optimum, is it better to deviate up (order more than the optimum) or down (order less than the optimum)?
Department of Electrical and Electronic Engineering EIE373 Microcontroller Systems and Interface Laboratory Exercise 3: AVR Interrupt Programming Objective: To develop C programs with interrupts under the Arduino platform. Equipment: Atmel Studio and the Arduino Starter Kit Procedure: Section A: Write a single C program to implement two applications in Lab 2. Implement Sections B and C of Lab 2 in the ArduinoUno so that two applications (traffic light and counting) can be executed at the same time. Note that CTC mode should be used. The clock frequency of the Arduino Start Kit is 16 MHz. Note that you should write a simple application (e.g., flash one LED only) to check whether you can set a timer properly by using an interrupt. Important information: You must use interrupts to implement these two applications (i.e., timer and counter- programming). Polling in timer programming is not accepted. Section B: Replace the counting application by using an external hardware interrupt. In Section A, counter programming is used to implement the application. In this section, an external hardware interrupt INT0 is used as a counter to implement the same application. Section C: Use an external hardware interrupt to enable the simulation of the traffic lights. Connect a switch to an external hardware interrupt INT1 pin. Write a C program so that the traffic light simulation can be started by pressing the switch once. If the switch is pressed again, the simulation will be stopped (i.e., all LEDs will be OFF). Demonstrate your applications in Sections A,B, and C to our student helpers. Instructions: 1. You are required to demonstrate your programs to our student helpers. 2. Zip all programs (including the whole project) in Sections A, B, and C into a single file. Submit it to Blackboard. 3. Deadline: Check the course information.
LSJ 200 Final Assignment Law & Society Policy Memo (please note that this assignment may be updated to offer additional clarity) For your final assignment in this class, we are asking you to put our course concepts to use and develop a policy memo on an area of law of your choice. This assignment will blend research, socio-legal analysis, and political advocacy together. Your memo should deploy the analytical tools we have been developing together all quarter, including key terminology and frameworks for interpreting policy impacts. While your research may rely primarily on external sources, the strongest policy memos will bring in major course readings (even ones that aren’t directly connected to your research!) and concepts to help us interpret your area of policy. Remember, one of the skills that we want you to work on this quarter is drawing connections even when they aren’t so obvious. What policy topics are eligible for this assignment? Most! Remember, this is a class on “law and society,” not just one or the other. The important thing is that you can justify your policy area as being suitable for socio-legal analysis. This can include topics that we have covered in class, or topics that we have not had time to explore together. Please understand that the final due date is firm, and with very few exceptions we are unable to offer extensions. All late assignments will be penalized -10 per day. Your final assignment will include three sections of roughly equal length (i.e. your section 1 should not be substantially longer than sections 2 and 3), which are outlined below. In addition to your three sections, you must also include a works cited and the Statement of Originality. Policy memos should be properly formatted with 1 inch margins, 12 point font (Times New Roman, Cambria, or similar), in-text citations in APA formats, and will probably be between 1,500-2,500 words. 1. Policy Analysis: 1. Provide a brief overview of the area of law and how that area of law is experienced in society (e.g. is it the same for everyone? Why/why not?) 2. You should bring in relevant laws, court cases, policy statements, and secondary research from academics and journalists, etc. to help us understand your area of law as it is experienced today. 3. Note that you will likely have to “narrow in” to smaller areas of your policy topic (e.g. maybe you’re interested in gender equality, but will study sex- and gender-based violence, harassment and discrimination in the context of higher education in particular). 2. Policy Proposals 1. Identify potential policy changes or social transformations. Consider questions like: 1. What specifically needs to change, and at what levels (international, federal, state, local, etc.)? 2. Who might benefit by your changes? Who might be harmed by your changes? Who are the winners and losers? 3. What sorts of consequences can you anticipate (positive and negative)? 4. What concerns might others raise about your proposed changes? 3. Action Plan for Change 1. Consider how we go from (A) the status quo to (B) your preferred policy changes. What needs to happen between A and B? Your analysis should consider both “formal” and “informal” means for advocating for change. 2. Formal opportunities for change: 1. Elections: what types of candidates need to be supported? 2. Legislation: who has the power to adopt legislative changes, and how can we convince them to do so? 3. Litigation: what opportunities are available to achieve some of these policy victories by “suing”? 3. Informal opportunities for change: 1. Civil Society: what civil society organizations exist, or need to develop, to support advocacy around your preferred policy? 2. Social movements: are there opportunities for everyday people to try and influence outcomes in this policy area? What social movement tactics might be helpful for advancing this vision? 1. Protest: might protest help raise awareness or leverage enough pressure on elected officials? 2. Civil disobedience: are there unjust laws that ought to be challenged with disobedience? 3. Social engagement: do we need to change minds and hearts to build political support for your preferred policy vision? How can we achieve that? 4. Works Cited 5. Statement of Originality: To earn credit for this assignment, you must copy and paste the following statement into your document with your full name. I, [FULL NAME], affirm that I worked hard on this. I invested in my own learning, and I trusted myself to navigate resources and learn from my mistakes. I may have asked a teacher, librarian, writing center tutor, or even class peer for feedback or insight, but every word of this document came from my own brain (or was otherwise properly attributed to the original author(s)). I care about learning, even if the assignments are sometimes boring, and I wouldn’t insult my own intelligence by using artificial intelligence programs, paying for someone else to write on my behalf, or cheating from past student work. I understand that if I am found to have improperly plagiarized or otherwise violated this course’s academic conduct policy, I will face consequences including potentially failing LSJ 200 and citations for academic misconduct. I also accept that I may have room for improvement in my fully un-plagiarized submission, which is perfectly okay! Even the pros need to practice.
