Translation Studies: Theories and Methodologies Academic year: 2025 Module code: EDEN4027 Total credits: 20 Level: 4 Offering school: School of Education and English Taught semesters: Autumn China Target students: Students taking the MA in Interpreting and Translation at the University of Nottingham Ningbo China. Not open to mobility students. Summary of content This module offers an introduction to a range of translation and interpreting theories and research methodologies, including both linguistic and cultural approaches. It helps students to develop skills of source text analysis and to outline strategies appropriate to source text type and commission context, and mastery of research methodologies related to translation and interpreting studies and translating/interpreting analysis. Please note: This module is assessed at the end of Autumn semester. First sit/ Re-sit exams are scheduled normally in the summer and can take the same form. as the missing/ failed component of the assessment (exam, essay etc.) or other form, as decided by the School. This module is not compensatable, that is it must be passed before students can progress to the next stage. Educational aims This module is designed to equip students with a theoretical framework which enables them to develop and implement appropriate translation and interpreting strategies for a variety of source types; to enable students to assess critically advice given by colleagues or even the instructors, choose appropriate strategies and tactics when they are faced with new situations not met during the training programme; to prepare students explicitly for their dissertation work. It also provides training in specific research methods, giving students the tools to evaluate existing research and to apply research findings appropriately in their own academic work. Method and frequency of class Learning outcomes (a) Knowledge and understanding A1 Knowledge and understanding of linguistic, textual and cultural issues relating to translation and interpreting, and techniques for resolving difficulties A2 Enriched knowledge and understanding of the lexis, structures and functions of English A3 intercultural awareness of social and situational issues A4 Understanding of the principles of mediation between English and Mandarin A5 intercultural awareness of social and situational issues (b) Intellectual skills B1 Critical analysis of source materials and strategies for resolving Community Interpreting problems B2 Ability to mediate between people and cultures B4 Critical assessment of own and others' translation and interpreting Critically assess the limitations of existing theoretical concepts and research methodologies as a means of understanding translation and interpreting and, where possible, suggest alternatives, both orally and in writing. (c) Professional practical skills C4 Research, planning and preparation for interpreting and translation assignments Analyse stylistic and text-construction of source and target discourses; awareness of ethical conventions involved in producing and writing up a dissertation-type project in translation and interpreting studies. The key research methods suitable for translation and interpreting research, and know the value of using multiple research methods. Be aware of the underlying methodological issues such as validity, reliability, sampling, etc., the purpose and value of descriptive statistics (in graphic and numeric format). (d) Transferable (key) skills D2 Independent learning skills D3 Time management and organisational skills Communicate clearly in oral presentations; display analytical skills; demonstrate well-structured written commentary based upon a critical/evaluative reading of sources; contribute to discussion, responding to and developing the ideas of others; use information retrieval skills; develop judgement; develop the four language skills of listening, reading, speaking and writing.
Bien 290: Bioengineering Measurements Lab Fall 2025 Optimization of Alginate-Based Hydrogel Beads for Controlled Dye Releasing Using The Design of Experiments (DoE) Module 2: Thursday, September 18th and 25th, October 2nd and 9th 2025 Felix Gamper, Rachel Jiang, McGill IDs (261200955, 261134922), Bien 290 Group 13 Abstract: This study applied a Design of Experiments (DoE) framework to optimize alginate bead formulation parameters for controlled drug release. Three key factors—alginate concentration (1% vs 3%), syringe type (3 mL vs 18G), and surfactant presence (Tween® 80 yes/no)—were varied to evaluate effects on bead morphology, loading capacity, and release kinetics. Optimized beads were then used to investigate the release behavior. of two model compounds, tartrazine and erythrosine, representing different molecular weights and solubilities. Results (finish this after the rest of the report) Introduction: Hydrogels are three-dimensional network materials with a high-water content (typically greater than 10%). Because of their excellent biocompatibility, flexibility, and tunable physical and chemical properties, they have been widely applied in biomedical engineering for drug encapsulation, tissue scaffolding, and cell delivery systems. Hydrogels can be either synthetically produced or naturally derived. Among natural hydrogels, alginate is one of the most representative examples. Alginate is a polysaccharide obtained from brown algae that can form. a stable three-dimensional gel network through ionic crosslinking with divalent calcium ions (Ca²⁺) under physiologically relevant and non-denaturing conditions. This crosslinking process enables the efficient encapsulation of active compounds without compromising their biological function, while allowing researchers to precisely control bead morphology, mechanical strength, and drug release rate by adjusting parameters such as alginate concentration, calcium ion strength, and the presence of surfactants. Due to these characteristics, alginate-based hydrogels are commonly used as in vitro models for controlled drug release, providing an effective platform. to simulate slow-release mechanisms that occur in biological systems and to support the design and optimization of advanced drug delivery formulations. In bioengineering experiments, experimental outcomes are often influenced by multiple factors acting simultaneously, and the interactions among these factors are frequently nonlinear and complex. The traditional One-Factor-at-a-Time (OFAT) approach, while straightforward, is inefficient and limited in its ability to capture such coupled effects. The Design of Experiments (DoE) methodology provides a more systematic and statistically grounded framework that allows researchers to extract the maximum amount of information with the minimum number of experiments. In this study, a full factorial design was employed to simultaneously evaluate the effects of three key parameters—alginate concentration, syringe type, and the presence or absence of the surfactant Tween®80—on bead morphology and drug release performance. Through this approach, it is possible not only to identify the main effects of each factor but also to quantify their interactions, thereby offering a robust basis for optimizing formulation conditions and improving the controllability of drug release. In this study, the Design of Experiments (DoE) approach was applied to investigate three key variables: alginate concentration (1% and 3%), syringe type (3 mL vs 18G), and the presence or absence of the surfactant Tween®80. Alginate solutions prepared under these different conditions were dropped into a 1% calcium chloride (CaCl₂) solution to form. crosslinked alginate beads. The spectrophotometer was used to measure the absorbance of the resulting solutions, allowing the determination of dye loading capacity (tartrazine/erythrosine encapsulation efficiency). Meanwhile, images of the beads were captured using the Chemidoc imaging system, and their circularity and uniformity were analyzed with ImageJ software, enabling quantitative evaluation of how each variable affected the bead morphology and overall performance. Tartrazine and erythrosine were used as model compounds to evaluate the release kinetics of alginate-based hydrogel beads. These two dyes exhibit distinct physical and chemical properties, making them ideal for investigating how molecular structure influences diffusion and release behavior. Tartrazine, a smaller, highly polar, and water-soluble molecule, represents a fast-diffusing compound, whereas erythrosine, with its larger molecular size and greater hydrophobicity, represents a slow-releasing compound. By comparing their release profiles under identical bead formulations, this study provides deeper insight into the diffusion-controlled mechanisms that govern the drug release process within alginate hydrogel systems. The primary objectives of this study were to characterize the morphology of alginate beads under different experimental conditions (including circularity and uniformity), to determine the loading capacity, and to investigate the release kinetics of tartrazine and erythrosine from the optimized bead formulations. The working hypothesis is… Materials and Methods: Results: Reference：
Qbus6860 Group Assignment Introduction The Consumer Price Index (CPI) and Retail Turnover (RT) are two critical economic indicators. As a consulting firm, we leverage these two key economic indicators to offer valuable insights to enterprises. These indicators serve as essential tools for understanding customer consumption behavior, assessing industry conditions, and exploring broader economic trends. That information can assist companies' decision-making and help them to adapt to the ever-changing economic landscape. In this report, we focus on CPI and RT data from different industries and states within Australia. Initially, we will explore the relationship between inflation rate and turnover. Additionally, the regional and industry-specific analysis offers a perspective on how economic conditions and consumer behavior vary across the country. However, the COVID-19 pandemic has introduced unique challenges, profoundly impacting economic conditions. The relationship between inflation rate and retailing turnover in different industries and states under the COVID-19 period is a complex interplay of factors. The pandemic has led to significant shifts in consumer demand, supply chain disruptions, and changes in consumption patterns. Indeed, these changes have exhibited distinct patterns across various industries and states. In this report, we have identified and analyzed these variations. Of particular interest is the distinctive performance of the food industry in comparison to other sectors during both pandemic and non-pandemic periods. That makes us conduct further in-depth analysis. Data processing Our data downloads two datasets from data.gov.au, the Retail Turnover and Consumer Price Index (CPI) datasets. These datasets cover relevant information from 2010 to 2023. We noted that 317 turnover values were missing in the retail turnover data, while there were no missing core index values in the CPI data. We did not take immediate action on the missing data, and in our analysis, we were concerned with exploring the relationship between retail sales and the CPI. We decided first to merge the two data to facilitate the analysis of key business issues. Firstly, we examined the structure of the two datasets and found that the two datasets used different industry classification criteria. To ensure comparability and consistency, we created an industry code transformation mapping so that the industry codes in the CPI dataset corresponded to those in the retail sales dataset. It is worth noting that there is no appropriate classification for Cafes, restaurants and takeaway food services in the CPI data, and we decided to merge this classification into the food retailing. Secondly, we noticed missing or inconsistent values in the CPI data during the merge. Therefore, we created the delete_repeat_data function, which not only removes records with empty CPI values but also calculates the average of the data over the same period, industry, and region by group aggregation. Finally, we filtered the variables and renamed the two datasets to ensure the column names were consistent when merging. Once the data were prepared, we integrated the retail sales and CPI datasets into a new data frame, merge_data, by connecting the keys standard to both data - time period, industry, and region. We deal with the missing value by filling the mean, because directly dropping null and filling forward will cause bias, compared with the original data set. Ultimately, we computed the percentage change in retail sales versus the CPI on the merged dataset. This step lays the foundation for subsequent insights into retail turnover and CPI changes over time across industries and regions. Analysis 1.0 Overview of relationship between retail turnover and inflation To analyze the relationship between retail turnover and inflation in Australia, we first created a line plot to examine the trends of these two variables over time. We excluded Australia from regions, then grouped the data by time period and calculated mean values of retail turnover and inflation rate for each time period. Due to the extreme value of inflation rate at the 2020-Q3 time point, we chose to drop the data for this point to better visualize the graph. This operation does not affect our overall trend analysis. Retail turnover displays an overall pattern of fluctuating growth. Over the course of 13 years, it has risen from an initial value of about 1000 million AUD to 1700 million AUD. For the inflation rate, it exhibits relatively significant fluctuations, with most of the data falling within the range of 0 to 0.6. The upward trend in inflation rate values is continuous in most time periods, although there may be slight fluctuations within certain quarters. This suggests that the overall economy experiences a relatively sustained increase in prices. Notably, starting from the beginning of 2020, both retail turnover and inflation rate have experienced significant fluctuations. They both experienced a decline, especially with CPI witnessing a significant decrease. These fluctuations may be attributed to the impact of the COVID-19 pandemic and related economic factors. However, in this graph, apart from the overall trend, we cannot clearly discern the correlation between the inflation rate and retail turnover, and further analysis is needed. 1.1 The lagged cross-correlation between retail turnover and inflation Next, analyze the lagged cross-correlation between retail turnover and inflation. Since the dataset covers a period from the first quarter of 2010 to the second quarter of 2023, totaling 13 years or 52 quarters, we chose to investigate the association between these two variables over the past 15 quarters and the next 15 quarters, which is a relatively long span. We used a loop to iterate through each lag value. Then we calculated the correlation between the percentage change of turnover and the lagged inflation. The direction and strength of the correlation values for both positive and negative lags provide valuable insights into the connection between retail turnover and inflation. When the lag is set to 0, it means that retail turnover and inflation change simultaneously within the same quarter. A positive correlation suggests a positive relationship between them and vice versa. The magnitude of the correlation coefficient indicates the strength of the relationship. Larger positive or negative values indicate a stronger relationship. Negative lags suggest that the inflation rate leads to retail turnover, while positive lags suggest the opposite. According to appendix 1, it shows that at Lag 0, a correlation of -0.0711 indicates a negative relationship between inflation rate and retail turnover, implying that they exhibit opposite trends during the same period. However, the magnitude of this correlation is not substantial. It's important to note that this negative correlation is observed only at lag 0, and it may be influenced by seasonality or other factors. Moreover, the data utilized in this analysis is recorded on a quarterly basis, potentially obscuring short-term fluctuations, and dynamics. Thus, the actual relationship between inflation rate and retail turnover may vary over time. At lag -6, the correlation value is 0.0478. It is important to note that this correlation coefficient reaches its peak within the overall data. This observation indicates that during the period corresponding to lag -6, there is a positive correlation between inflation rate and retail turnover. Furthermore, it suggests that inflation rate leads retail turnover within the earlier six quarters, meaning that changes in inflation six quarters ahead of retail turnover have a positive influence on future retail turnover. At other lag periods, the magnitude of correlation coefficient values are relatively small, indicating a relatively weak negative correlation between inflation and retail turnover. In conclusion, based on the chart, we can infer that changes in inflation occurring six quarters prior to retail turnover have a positive impact on future retail turnover. 2.0 The relationship between Mean Turnover and Different Regions To compare the mean revenue generated over time in various regions, this report utilizes a bar chart. The x-axis represents the different regions, while the y-axis represents the mean turnover values (million AUD). On average over time, the New South Wales (NSW) are the highest retailing turnover. The possible reason for this is NSW has the highest population of any state in Australia, making it a significant consumer market (Channels, 2020). Moreover, NSW is Australia's largest state economy, and its economic diversity and emphasis on service-driven industries contribute to the high retail turnover (Channels, 2020). 2.1 The relationship between Inflation rate and Industry over time The CPI provides insights into changes over time, and retail turnover refers to the total sales or revenue generated by a retail business over a specific period. Thus, this report can utilize a line chart to depict the time series changes in different industries, allowing for a comprehensive view of how various sectors change over time. In the inflation rate chart, where the x-axis represents quarterly time periods and the y-axis represents inflation rate, with different colors representing various industries. Notably, compared with other industries, the department store industry between 2013 Q1 to 2021 Q1 has consistently maintained a slightly higher inflation rate. Despite fluctuations in the data, the overall average inflation rate for department stores remains slightly higher than that of other industries in that time period. This situation can be attributed to the classification of alcohol and tobacco belonging to the department store category. The tobacco tax in Australia is among the highest in the world, reaching 65% in 2020 (Nicholas & Kelly, 2023). This high tax rate plays a significant role in driving up the cost of tobacco products and likely contributed to the increase in the CPI within the department store industry and subsequently affecting the inflation rate. Furthermore, to mitigate alcohol-related harms, the Australian government imposes taxes on alcohol (Alcohol and Drug Foundation: Position Paper Alcohol Taxation, 2023). These taxes are adjusted for inflation every six months in line with the CPI. That is probably one of the reasons for six months of lagged cross-correlation between retail turnover and inflation, which is mentioned in part one. This demonstrates the changes in taxation policies, especially in industries like alcohol and tobacco, can directly impact on inflation rate trends, and then influence the broader economy. After 2021 Q1, the inflation rate data begin to show different fluctuations, which can be attributed to the impact of the COVID-19 pandemic. 2.2 The relationship between Retailing Turnover and Industry over time In the RT chart, where the x-axis represents quarterly time periods and the y-axis represents RT values (million AUD), with different colors indicating various industries. The food industry is the leading contributor to retail turnover. To explore more about the relationship between retailing turnover and industry, we used the retailing turnover data that had not been merged. The percentages of different industries in different states are calculated, as shown in Appendix 2. It shows that the percentage of food retailing in each region is the highest, which is the same as the result obtained by using merge data. Prior to the first quarter of 2019, retail turnover displayed a stable increase with a discernible pattern. However, after 2019 Q1, fluctuation appears in each industry. The reason for this change in behavior is the impact of the COVID-19 pandemic, which influenced consumer behavior and retail sales (Mizen, 2021). Since the onset of the pandemic, retail sales have experienced declines due to prolonged lockdowns and stay-at-home orders. These restrictions constrained spending and disrupted traditional shopping habits, leading to fluctuations in retail turnover data for various industries. The COVID-19 pandemic has had a profound and far-reaching effect on the retail sector, causing shifts in consumer preferences and purchasing patterns. 2.3 Correlation between Retail Turnover and Inflation Rate The heatmap provides an overview of the correlation between Retail Turnover and Inflation Rate for different regions and industries. The x-axis represents various industries, and the y-axis represents different regions. Different colors indicate different levels of correlation. One key observation is that food retailing exhibits the correlation between turnover and inflation rate is close to 0. That means regardless of whether the price of food retailing increases or not, people tend to continue buying. Additionally, this correlation pattern appears consistent across different regions, indicating customer behaviors and purchase patterns in food retailing will not be affected by different regions' culture, population and economy. On the other hand, the Department store has a negative correlation between turnover and inflation rate, possibly because alcohol and tobacco are expensive in Australia and not the necessary stuff for living, so people tend to reduce spending on them when prices rise. Another interesting finding is that Tasmania shows a significant negative correlation in other retailing compared to other states. In data processing, the "Other Retailing" category of RT includes Health, Education, Insurance, Financial Services, and others from the CPI. This suggests that residents in Tasmania have different spending behavior. in these industries compared with other states. 3.0 Overview of Covid-19 The epidemic has put unprecedented pressure on the global economy, with countries and governments facing significant economic challenges (Supple & Yu, 2023). Particularly in the retail sector (Olanrewaju & McSharry, 2022), the pandemic had a severe impact on retail sales due to travel restrictions. In addition, noted that COVID-19 also had a significant impact on the Consumer Price Index (CPI). 3.1 Turnover and inflation during the Covid period Firstly, we control for the time variable referring to the time-series line graphs in the first part. Focusing on 2019 onwards, it is clear that from the beginning of 2020, the first quarter of 2020, there is a significant decline in turnover and inflation, with a more pronounced decline in inflation. The folded trend in inflation reflects the sharp volatility in 2020. Price movements in 2020 were heavily influenced by the COVID-19 pandemic, leading to increased volatility in headline inflation data (Reserve Bank of Australia, 2021). From the title of the chart and the red line markers, we can surmise that the COVID-19 pandemic may have been a major contributor to the plunge in inflation and retail turnover in early 2020. The outbreak may have contributed to shop closures, a drop in consumer confidence, and a slowdown in overall economic activity (Marsh, 2020). As can be seen from the graph, both are on an upward trend in the latter half of 2021, which may result from the beginning of economic recovery, restored consumer confidence and the economic stimulus measures taken by the government. We can then see a pair of scrolling graphs of the correlation between retail turnover and inflation over time, which we divide into two periods: before and after COVID-19. The orange broken line indicates the strong and positive correlation between retail turnover and inflation before COVID-19. This means that when retail turnover increases, inflation also increases. At the beginning of 2020, the correlation dropped suddenly and sharply to almost zero, possibly due to fluctuations caused by the early stages ofthe COVID-19 pandemic. The blue dashed line indicates a sharp increase in the correlation from late 2020 to early 2021, followed by another sharp decline in the second half of 2021. This may be related to fluctuations in the COVID-19 epidemic and changes in government policy. However, when we explore this issue in depth, it is clear that retail turnover and inflation interact and possess a certain lag. When inflation rises, consumers will spend less if retail outlets sell non-essential goods. Inflation may reduce demand as consumers reallocate their spending to more essential goods and services. Conversely, a fall in inflation will likely stimulate consumers to spend (Amoussou, 2022). 3.2 Turnover and inflation during the Covid period in different regions and industry In this section, we break down the impact of the COVID-19 epidemic on the relationship between retail turnover and inflation specific to different industries and regions of Australia. In this interactive bar chart, the x-axis is the region, the y-axis is the correlation between retail turnover and inflation, the blue bar is before the epidemic, and the red bar is at the time of the 2020 epidemic. For the total industry, the correlation is positive except in SA, where the two variables are negatively correlated before the epidemic. We begin by looking at the FOOD RETAILING sector. The relationship between retail turnover and inflation in each region reversed from a positive to a negative correlation both before and during the epidemic, with the highest being more than -0.06 in WA. The decline in inflation during the epidemic, coupled with the fact that more and more Australians are cooking at home, supermarket and grocery shop sales increased dramatically (Commission Factory, 2022). Additionally, inflation began to rise in mid-2020 as a result of the consolidation of the food retail, restaurant and takeaway classifications, and the sharp downward trend in turnover was further exacerbated by the closure of a large number of restaurants as a result of the nationwide embargo, which severely affected shopping behavior (Commission Factory, 2022). Another hypothesis is that Inflation declines, leading to a significant decrease in food prices, a sharp increase in turnover, and an epidemic of residents stocking up on food. And for household goods, a significant increase in positive correlation can be found. COVID-19 The pandemic has created an unprecedented demand for goods such as electronics, furniture, and sports equipment while people are cooped up in their homes (Amoussou, 2022). This can be found most dramatically in the correlation differentials for South Australia, Queensland and New South Wales. Tasmania, on the other hand, has seen little correlation or change in its correlation and may not have seen much change in the demand for household goods based on its geography. The impact of the epidemic on the clothing industry is theoretically huge; inflation usually means higher prices, and when prices rise, consumers have less purchasing power. Suppose consumers expect inflation to continue to rise in the future. In that case, they may cut back on non-essential spending, which can lead to a drop in turnover in certain retail sectors, such as clothing and accessories (Brydges et al., 2021). However, we see exceptions in Victoria and WA, particularly in the WA region, where the correlation between turnover and inflation is significantly higher during the epidemic. This may be due to the various economic stimulus packages introduced by the WA government during this time. The state government's stimulus reportedly totalled $5.5 billion (Shepherd & Piesse, 2020). The withering of the Department stores industry is visible to the naked eye. Especially in Victoria, the correlation changed from less than -0.05 to close to -0.25, with the negative correlation getting stronger. Multiple embargoes have led to a decline in consumer confidence and a reluctance to spend money on non-essential items (Mizen, 2021). As inflation has risen, as a reference point, Victoria is also "number one" in terms of retail sales declining by more than 10 per cent (Australian Bureau of Statistics, 2020). However, the negative correlation before and after the epidemics in South Australia and Western Australia has narrowed slightly. Finally, let's turn our attention to Other retailing. There is a significant improvement in turnover and inflation correlation across all regions, especially in Queensland, from over -0.2 to a peak positive correlation of 0.32, but because our data for this industry includes a multitude of industry classifications, it also makes it impossible for us to be any more detailed in our specific analyses, which is also one of the shortcomings in our data analysis. 4.0 The insight for food industry Upon conducting an analysis of various factors that influence the correlation between inflation and retail turnover, it emerged that the food industry persistently dominates in retail sales. During the COVID-19 pandemic, when most industries experienced substantial growth or decline, the food industry showed the same volatile trends as before the pandemic. This phenomenon aroused our interest: Why was the Australian food industry not affected by the epidemic crisis? The horizontal axis of the graph represents time, spanning from 2010 to 2023, with the red dotted line marking the commencement of the COVID-19 pandemic. The vertical axis measures retail turnover in millions of Australian dollars. The graph's legend differentiates the sales trends across various industries through five distinct lines. From the graph, it's apparent that before the pandemic, Australia's retail sales showed a clear seasonal trend during the second and fourth quarters of each year. This trend coincided with major holiday cycles, particularly Easter in the second quarter and Christmas in the fourth quarter. Retailers traditionally engage in promotional sales and marketing during these periods, offering significant discounts to stimulate consumer spending. It can be seen that even after the outbreak, while many other industries experienced fluctuations in retail sales, the food industry's sales (the orange line) continued to grow steadily. This suggests that the outbreak did not have a negative impact on the food industry. This is due to the nature of food as a basic necessity, for which demand continues even during economic turmoil. In addition to this, the trend of home cooking during the epidemic, the panic-hoarding behavior of consumers, the rise of e-commerce, and supportive government policies have boosted consumer demand for food. In addition, steady export demand for 70 percent of Australia's agricultural products in international markets, even when hit hard by the epidemic, may also be a key factor underpinning solid food growth, according to the survey. 4.1 The relationship between CPI and RT for food sales To explore the reasons behind this phenomenon, we analyzed the relationship between CPI and RT for food sales, and detail provided in appendix 3. It indicates that despite seasonal variations and market fluctuations, food industry prices and revenue have remained relatively stable, maintaining a consistent range for the most part. This is consistent with the conclusion obtained in part two that the relationship between inflation rate and RT is steadily approaching zero in different regions. The reason is that food is a fundamental necessity, with substantial consumer demand for it. Even if prices increase, individuals will continue to purchase them. It implies the food industry's remarkable resilience to economic fluctuations. Food expenditures by consumers have remained consistent despite the economic downturn and elevated inflation. Moreover, the spread of data points suggests that market competition, consumer preferences, and promotional strategies may affect retail food sales. Shortcoming 1.0 The shortcoming of data At first, in the process of merging datasets, due to the lack of consistency in industry standard classifications between the two datasets, we attempted to map industry standards from one dataset to another. However, there were some the industry names could not match. In such cases, we used subjective judgment to determine similar industry classifications. This approach could lead to inconsistencies in the analysis, which could impact the analysis of variables later, particularly when comparing different times or regions. We attempted to fill in the large number of missing values in the merged dataset with mean values. However, this approach may introduce bias as the data contains seasonality or a discernible trend. Furthermore, outliers could signify significant economic occurrences or natural phenomena. Eliminating or substituting the outliers could have an adverse impact on our analyses. Therefore, our choice was to maintain them. 2.0 The shortcoming of analysis When analyzing our key business questions, the findings were based on correlation. However, correlation only indicates a certain degree of association between variables and cannot prove that a change in one variable is the cause of a change in another. Therefore, for the first question, we cannot conclude a causal relationship between the two variables. Due to different industry standards, we had to use our best judgment to find similar industry classifications. This could cause our analysis results to be inconsistent. Furthermore, the category 'Other Retailing' encompasses a wide range of industries, leaving us unable to discern which specific industries have influenced the relationship between the two variables. Also, when looking at how the pandemic changed the relationship between CPI and RT, it was said that government economic stimulus during the pandemic could affect retail sales and the consumer price index. However, we do not have sufficient information to see how these policies changed the connection between retail sales and inflation. Additionally, external factors such as global economic fluctuations and supply chain disruptions were not fully considered. Conclusion In conclusion, this report analyzed the relationship between the Inflation Rate and RT in Australia, emphasizing the disruptions caused by the COVID-19 pandemic. Our analysis revealed significant variations in this relationship across different industries and periods. Despite some data limitations and the challenge of inconsistent industry classifications, we found a complex interplay between CPI and RT, particularly in the food industry during the pandemic. For future research, more data may need to be considered such as actual data affected by economic activities to provide clearer insights into the economic impacts of such global events.
COMP4920 Group Assignment Applied Ethics: AI Case Study Term 3 2025 1 Outline Your team of size 2-4 (assigned in weeks 1-2 tutorials) has been tasked with conducting a conceptual Value Sensitive Design (VSD) project for the product owner of a new AI technology of your choosing. Your technology should be either recently deployed, or soon to be, and you are looking to see how adopting a Fairness, Accountability, Transparency, Ethics (FATE) framework is important to resolving conflict between stakeholders. The resources you need for this task are covered in the lecture content, the readings, and your tutorials in weeks 3-5. 2 Brief • You must deliver an oral presentation outlining your method and results. see: https://www.student.unsw.edu.au/support-oral-presentations • You must deliver a report presenting your method and results. see: https://www.student.unsw.edu.au/report-writing-support • You are to conduct your own research into how this task is to proceed. see: HERE for a good start (pp. 74—79), also HERE • You are to apportion these tasks between yourselves. • You will be given a portion of each tutorial to progress this project. • You should consult with your tutor continually throughout this process. End of Brief Note: Essay 2 will involve tasks concerning your group report (among other things), so doing the group assessment properly is essential for your passing the hurdle task. 3 Specifications 3.1 Format 3.1.1 Oral Presentation Due Date: Slides submitted by Week 7 - Monday (27/10/2025 09:00) (note: presentations will be held in your tutorials over weeks 7/8) Word Count: NA, your allocated time-slot is 20 minutes Template: None, use your own initiative to conform to the brief Contributions: You are marked as a group. 3.1.2 Written Report Due Date: Week 8 - Friday (7/11/2025 17:00) Word Count: 1500 words per group member (±10%) Template: None, use your own initiative to conform to the brief Contributions: You are marked individually based on your contribution. (note: please make it clear who contributes where) 3.2 Competency Grading (CN) - Non-Competent Context, technology, stakeholders unclear, missing, poorly outlined. Analysis superficial, descriptive rather than critical and reflective - lacking in literature support or meaningful consideration of similar technologies or relevant values. Recommendations unfounded, unconnected to analysis. Deliverables are presented unprofessionally with limited attempts at formatting as outlined in the brief. (CO) - Competent Context, technology, stakeholders adequately outlined. Analysis identifies key values, some conflicts addressed through comparison with similar technologies - literature engagement consistent throughout. Creative, critical thinking present, recommendations sound but possibly undeveloped. Deliverables are presented professionally, in conformance with the brief. (CM) - Competent with Merit Succinct, well structured introduction covering context, technology, stakeholders in a broad and engaging manner. Analysis critical and sophisticated, comparison with similar technologies supported and extended through ample engagement with relevant literature. Recommendations are predicated upon a sustained, reflective argument derived directly from the conceptual analysis. Deliverables exceed expectations, all aspects of the presentation and report are of an outstanding, professional standard, publishable in a conference or journal. 3.3 Course Learning Outcomes This assignment will contribute to the following Course Learning outcomes: • CLO1 : Articulate the major normative and meta-ethical theories that underpin real, research level moral debates in both academic and professional contexts. • CLO2 : Define and employ ethical values, principles, and practices for responsible research and innovation of technological and computing advances. • CLO3 : Build, articulate, and justify their own moral arguments - as well as how to analyse moral judgements and moral arguments in general. • CLO4 : Discuss ethical dilemmas around specific technological case studies.
BISM7202 Information Systems for Management Case Specification: MS Office Excel Assignment SEMESTER 2, 2025 Specification 1. Workbook This document outlines the detailed specifications for your assignment and should be used alongside the Assessment Guideline document. An Excel template is provided on the BISM7202 Ultra Blackboard site, and you must use this template as the foundation for your work. You are permitted to adjust the visual formatting of the worksheets to produce a polished, professional result. This includes correcting typos, changing fonts or colors, adjusting data formats, and modifying column widths. However, do not add or remove any rows or columns unless specifically instructed to do so. You are also expected to define named ranges where appropriate. To achieve a high-quality submission, ensure you: o Use freeze panes for easier navigation on long sheets o Apply lookup functions (instead of nested IFs, where suitable) o Avoid unnecessary hardcoding o Format your graphs with clear titles and axis labels o Use consistent and readable color schemes and layout You should rely on the Excel functions and techniques introduced in tutorials. However, not all required functions will be covered directly in class. You are expected to build on your tutorial knowledge through: o Pre-tutorial readings o Preparation exercises o Excel’s built-in help features or online resources The assignment is designed to assess both your technical skills and your ability to learn independently using Excel. Technical Requirements: o Your completed work must be submitted as a Microsoft Excel file in .xlsx format. o Do not submit files in other formats such as .xlsm, .xlsb, .xls, OpenOffice Calc, or Google Sheets — these will not be accepted or opened. o The Excel file will include multiple worksheets, which you are required to complete based on the specifications provided in this document. o If you are working on your personal computer, it is strongly recommended that you test your file on university lab computers to ensure full compatibility with Microsoft 365 Excel / Excel 2019. 2. Overview of the Case Scenario An innovative, new company called BrisMart Solutions (BMS) has been established to provide door-to-door retail product delivery services to urban neighborhoods of Brisbane. BMS is set up as a franchise, meaning there is a ‘head’ franchisor with several franchisees operating ‘under license’ from the franchisor. BMS has four franchisees in Brisbane, each of which is a local retail store. As franchisees of BMS, they are licensed to deliver daily retail essentials, such as household products, snacks, groceries and beverages, to homes and businesses within their designated areas (their ‘franchise territory’). Over its three years of operation, BMS has developed a reliable reputation among its customer bases. BMS customers receive a ‘customized retail box’ each week via their membership subscription program. The length of membership varies in terms of 12, 24, or 36 weeks, and subscription fees vary accordingly. Mr. Ryan Fletcher, the owner of BrisMart Solutions (BMS), has asked you to develop a spreadsheet that will help refine the franchise areas and minimize the distance travelled. Ryan is very environmentally conscious and does not want to harm the planet while delivering retail products. He wants you to: 1. Develop a Schedule of Employee Budgeted Salary Costs and Build a Summary Table: a. Create a detailed schedule of employee salaries according to his specifications. b. Summarize the data using database functions in a summary table. 2. Undertake a Solver Analysis on Business Franchise Areas: a. Use Excel's Solver tool to analyse and reallocate franchise areas to minimize the distance travelled from each store. 3. Undertake a Scenario Analysis for Saving Monthly/Fortnightly: a. Analyse different scenarios for saving money either monthly or fortnightly to fund the construction of a new warehouse or retail store, estimating the required amount in a few years. 4. Provide Business-Focused Comments: a. Offer insights and recommendations based on the spreadsheet analysis, focusing on the business impact and environmental benefits 5. Simulate Future Staffing Needs Using Synthetic Data: a. To support potential expansion, Ryan is also exploring how the payroll model scales with additional employees. You are invited to use Generative AI to create synthetic employee records and reflect on their integration and implications for business growth. 3. List of Sheets in Excel Workbook Your template Excel file already includes the following worksheets: · Document Control · Constant · Employees · Payroll Summary · Current Franchise Distribution · Franchise Redistribution (to be renamed by the student as per instructions) · New Store Investment · Comments to Ryan In your final submitted Excel workbook, you must also create and add the following additional worksheets as instructed in this document: · Pivot Table -Payment · Pivot Chart-Payment · Franchise Redistribution Solver · Solver Analysis Answer Report · Pivot Table -Redistribution · Pivot Chart- Redistribution · Scenario Summary Task–Tutorial Mapping (High-Level Guide) · This table is provided as a quick guide only. It does not include every task or reference in full detail, and some tasks may be linked to more than one tutorial. Do not rely solely on this table, you must attend tutorials and review the weekly content to complete the assignment correctly. · Final Note: Tutorial numbers are always one less than the teaching week (e.g., Teaching Week 5 = Tutorial 4) Constant TUT 3 Employees Sheet TUT1, TUT 2, TUT 7, TUT 8, TUT 9 Payroll Summary & PivotTable & PivotChart 1 TUT 5, TUT 11 Current Franchise Distribution TUT 1, TUT 2, TUT 4, TUT 7, TUT 8 Franchise Redistribution TUT 1, TUT 2, TUT 4, TUT 6, TUT 8 Solver Analysis Answer Report TUT 6 PivotTable & PivotChart- Franchise Redistribution TUT 5, TUT 11 New Store Investment TUT 1, TUT 2, TUT 4, TUT 6, TUT 7 Scenario Report/Scenario Summary TUT 6 Hint: Throughout the spreadsheet, · Cells with a light shaded blue background require you to enter value or a formula in them or take some actions with them. · Cells with a light-orange background are to be populated by either the Solver or Scenario Manager tools, not you. · Cells with no color background should not be edited or changed by you unless explicitly directed to do so in this specification document.
BISM7202 Information Systems for Management Assessment Guideline: MS Office Assignment – Office 365 Excel 2019 SEMESTER 2, 2025 Summary Type: Individual Computer-based Assessment Learning Objectives Assessed: 3, 4 Due time: 5:00 pm Brisbane Time, 27 October 2025 Deliverable: One electronic file must be submitted via the Ultra Blackboard Assignment Submission Tool, consisting of a single Excel file. Weight: 40% Task Description This assignment requires you to create a professional business application using Microsoft Excel 2019 / Microsoft Excel 365. The assignment is worth 40% of your grade in this course. This is an individual assignment – group work or any collaboration on the assignment is not permitted. This assignment consists of several tasks to be completed in Excel. Please be aware of the University's Statute regarding academic integrity, plagiarism, and the submission of your own work. Please note you can resubmit your assignment as many times as you like prior to the deadline. We will only mark the latest version of the assignment submitted up until the due date. Requirements The purpose of this assignment is to test the student’s ability to operate, manage, and interpret business data in spreadsheets. The assignment is worth 40 marks, which equals 40% of the overall grade achievable in this course. A foundational Excel Spreadsheet is provided for students to modify and update to meet the ‘challenges’ presented in the Case Specification document that is separate from this Assessment Guideline. The assignment MUST be done individually. The assignment may also include self-learning components that cover content/knowledge not presented in the tutorials. It is expected that the student will undertake their own research to master this component. The assignment requires no prior technical background. Moreover, it is designed for business students in general to appreciate basic IS applications. Prior familiarity with the software tool (Excel) could be beneficial but will not guarantee a significant advantage or higher marks. Through tutorials, students are exposed to practical exercises like those in the assignment, develop the skills to manage business data in Excel, and the skills to complete this assignment. It is essential that students carry out the required readings and preparation for each tutorial before attending/attempting each tutorial and this assignment. Students are to further develop an Excel solution based on the template that is provided with the Case Specification. Students are to format, complete, and further develop the spreadsheet according to the assessment guidelines and Case Specification. However, students are not allowed to add columns/rows or type data outside the assigned areas unless otherwise instructed. This is a challenging assignment worth 40% of your course grade, and you should start working on the assignment early in the semester. Guidelines Expectation This assignment requires you to complete an Excel workbook file using Microsoft Excel 2019 / Microsoft Excel 365 based on the specification provided in the BrisMart Solutions (BMS) Assessment Case Specification. This document is a companion to a template Excel workbook that contains several sheets you are to develop as part of this assessment. The specification relates to BrisMart Solutions (BMS), which is a franchise business that provides door-to-door retail product delivery services to urban neighborhoods of Brisbane (their ‘franchise area’). The case has five main requirements for you to develop: 1. Develop a Schedule of Employee Budgeted Salary Costs and Build a Summary Table: a. Create a detailed schedule of employee salaries according to his specifications. b. Summarize the data using database functions in a summary table. 2. Undertake a Solver Analysis on Business Franchise Areas: a. Use Excel's Solver tool to analyse and reallocate franchise areas to minimize the distance travelled from each store. 3. Undertake a Scenario Analysis for Saving Monthly/Fortnightly: a. Analyse different scenarios for saving money either monthly or fortnightly to fund the construction of a new warehouse or retail store, estimating the required amount in a few years. 4. Provide Business-Focused Comments: a. Offer insights and recommendations based on the spreadsheet analysis, focusing on the business impact and environmental benefits 5. Simulate Future Staffing Needs Using Synthetic Data: a. To support potential expansion, Ryan is also exploring how the payroll model scales with additional employees. You are invited to use Generative AI to create synthetic employee records and reflect on their integration and implications for business growth. More details on the specific requirements of the case are contained in the Case Specification. The Excel template of the expected worksheets will be made available on the BISM7202 Ultra Blackboard site with the Case Specification. The Excel template provided must be used as the basis for the assignment. You may change the visual formatting (typographical errors, color, fonts, data format presentation, column widths, etc.) of the Excel template to provide a professional finished product, but nothing else unless explicitly required in the Case Specification. For example, do not change the structure of the template spreadsheet; do not add columns/rows or type data outside the assigned areas except when you are asked to do so. Implementation Guidance You must use Microsoft Office 365 Excel 2019 for this assignment. Any of the previous Microsoft Excel versions (e.g., Microsoft Excel 2016) might cause some unnecessary problems. The spreadsheet can be developed using the latest OSX version of Microsoft Office, but Windows 10 is the preferred platform and tutorials will be undertaken using Windows 10. Please note that earlier versions of Windows are now out of mainstream support with Microsoft (XP, Vista, 7, 8, 8.1). Please develop your solution based on the provided files. In general, you are not allowed to insert any other columns or tables. It is highly recommended that, prior to assignment submission, you check that your solution works on the university’s computers in the Labs if you can (although note their limited availability) if you have developed it on your own machine – particularly if you have used a non-standard version of Excel (e.g., the MacOS version or a non-Office 365 version of Excel). When you develop your solution, you should aim to use the functions and features you were taught in the tutorials as appropriate. However, if you need functions or techniques that are not addressed explicitly in tutorial exercises, you should explore your pre-tutorial reading materials and preparation exercises or refer to the help component of Excel or other online resources. Aspects of the assignment have purposefully been designed to train and test a student’s self-learning ability with a software application, and thus these have not been included directly in a tutorial exercise. Formatting and professionalism BrisMart Solutions (BMS) is operated in a professional manner, and it is expected that your Excel workbook will be used by other staff and potentially updated in the future by others. Therefore, you would be well advised to make your work uniqueness quality. (e.g., freeze panes to long pages, use named ranges where appropriate, use lookup functions instead of nested IFs where appropriate, use hard coding only where appropriate, use appropriate fonts and colors, graph axes and titles, etc.). You should use meaningful Named Ranges whenever referring to a Cell on a separate worksheet. Keep in mind, however, that your work will be judged primarily on the quality of your solution rather than upon its appearance Submission To be done through Ultra Blackboard Assignment Submission (NOT Turnitin) in the Assessments area of Blackboard. o Your Excel Workbook file MUST be named in the format of BISM7202_StudentLastName_StudentID.xlsx. o If your ID is 41724245 and your surname is Smith, the name of your files would be BISM7202_Smith_41724245.xlsx.
ECE2191 Probability Models in Eng. Example 2 Information This is an open-book exam.You are permitted to use lecture notes and calculators to complete the questions. This exam consists of 7 questions. You have 2 hours and 10 minutes to complete the exam. The exam has the following sections: · Section A: Essay and Composite Questions o Answer the question in section A by entering text online in the dedicated space below each question.Note that these questions may have multiple parts and all parts should be attempted. · Section B: Hand-written/drawn response Questions o Answer all of the hand-written/drawn response questions in section B on your own pieces of paper.All questions in section B should be attempted.Please clearly label each blank piece of paper with your Student ID and the question number(and subpart of the question,if applicable). Please do not write your name on the paper.You will have time at the end of your exam to upload photographs of your answer sheets. If you believe there is an error or a question is unclear,clearly state any assumptions you need to make and proceed. Section A: Essay and Composite Questions Question 1 We collect digital output samples from a sensor and note that some samples may be corrupted by random noise(independently).Assume that the number of noise samples that we collect over time is modelled by a Poisson random variable, with an average of 600 noise samples per minute. Answer the following questions.Explain your results in fullby including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) 1a) a)What is probability that no noise sample is collected in a 200-ms period?(3 marks) 1b) b)What is the probability of collecting no more than 2 noise samples in a 200-ms period?(3 marks) Question 2 A biomedical engineer should choose between two sensors for use in a medical device.The lifetime of each sensor is modelled by a Gaussian random variable,where for Sensor 1,the mean is 28,000 hours and standard deviation is 1000 hours and for Sensor 2,the mean is 24,000 hours and standard deviation is 4000 hours.Assume that the probability of the lifetime being negative is negligible.Which sensor should be chosen if the desired lifetime of the device is 30,000 hours?Include all justification, reasoning,formulae used(in a text format)and/or calculations performed to arrive at your answer. (Note:no marks will be given if no reasoning,formulae used and/or calculations are provided.) The following information may be used: Q-function values: Section B: Hand-written/drawn response Questions Question 3 The body temperature values of a group of patients were collected.If we model the body temperature Xin Celsius as a random variable with probability density function a) Calculate the constanta. b) Calculate the cumulative distribution function. c) What is the probability that the body temperature of the patient is or higher? d) What is the expected value of the body temperature? e) Knowing that explain how the variance of the body temperature in Fahrenheit is related to the variance of the body temperature in Celsius. Explain your results in full by including all reasoning,formulae used and/or calculations performed to arrive at your answers.(Note:no marks will be given if no reasoning,formulae used and/or calculations are provided.) Question 4 It is the year 2025, and ECE2191 is offered to students all over the world.As a tutor of ECE2191 at a local university campus, your job this semester has been to grade the assessments of a smallcohort of local students that Monash University allocated to you.Given that the semester and exam periods are now over, you are interested in conducting some analysis regarding students' final marks. In particular,you want to find an estimate of the average final mark of ECE2191 students from all over the globe. You know that the population standard deviation (i.e., the standard deviation of the final mark of ECE2191 students from all over the world) is 10; and you can safely assume that the final marks of ECE2191 students from all over the world follow a normal distribution. Your own local students' final marks are provided below (marks are out of 100): 56, 67, 40, 62, 70, 62, 68, 67, 52, 53, 79, 60, 56, 77, 78, 70, 53, 59, 68, 64, 63, 58, 49, 66, 54, 75, 66, 64, 75, 88 a) Construct a 99%confidence interval estimate for the average final mark of ECE2191 students from all over the world. b) Construct a 95%confidence interval estimate for the average final mark of ECE2191 students from all over the world, and discuss this 95%confidence interval estimate in comparison to the 99% confidence interval estimate that you calculated prior. Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 5 Let X be a random variable with probability density function fx (x) and let X₁,….,Xn be a set of independent random variables each with probability density function fx (x). Then the set of random variables X₁ ,...,Xn is called a random sample of size n of X. The sample mean is defined by Suppose that X has meanμand variance .How many samples of X should be taken if the probability that the sample mean will not deviate from the true mean μby σ/10 or greater is at least 0.95? Include all reasoning, formulae used and/or calculations performed to arrive at your answer. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 6 An engineer has 30 chips of which 11 are broken. Since she does not know which chip is broken, she randomly chooses 5 chips to test. a) What is the sample space for the number of chosen chips which are faulty? b) What is the probability that exactly one of the chosen chips is faulty? c) We know that 5 of the chips are new and 25 of the chips are used (without knowing which ones are new) and we assume that the probability of a new chip being faulty is 0.2 and the probability of a used chip being faulty is 0.4. If the randomly chosen chip is not faulty, what is the probability that it is new? Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers.(Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 7 Consider the binary communication channel shown below in Fig. 1. Let (X,Y) be a pair of random variables, where X is the input to the channel, and Y is the output of the channel. The variable X may assume either the value 0 or the value 1.Similarly, the variable Y may assume either the value 0 or the value 1. Because of channel noise, an input 0 may convert to an output 1, and vice versa. The channel is characterised by the channel transition probabilities po, qo, P1 and q1,as follows: Note that Your employer asks you the following: (a) Compute the joint probability mass function for (X,Y). (b) Compute the marginal probability mass functions of X and Y. (c) Are X andY independent? (d) Can you determine whether there exists a linear relationship between X and Y, and if so, quantify the relative strength of this relationship? Provide answers to all four of your employer's questions. Justify your answers by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks willbe given if no reasoning, formulae used and/or calculations are provided.) Fig. 1: Binary communication channel.
ECE2191 Probability Models in Engineering Example 1 1 (10 points) From a drawer that contains 10 pair of matching gloves, six gloves are selected randomly. Let X be the number of pairs of matching gloves obtained. Find the probability mass function of X. 2 (10 points) An urn contains five balls, two of which are marked $1, two $5, and one $15. A game is played in which a player pays $10 to play, and selects two balls from the urn. The player wins the sum of the amounts marked on the selected balls. Find the expectation and variance of the net gain. 3 (20 points) Let the joint probability mass function (PMF) of discrete random variables X and Y be given by Determine: 1. the value of the constant k 2. the marginal probability mass functions of X and Y 3. P(X> 1Y =1) 4. E(X) and E(Y) 4 (10 points) Let X be a random number from (0,1). Find the probability density function of Y 1/X. (Hint. Use the relationship between CDF and PDF) 5 (10 points) A point is selected at random on a line segment of length I. What is the probability that none of the two segments is smaller than l/3? 6 (20 points) If 65 percent of the population of a large community is in favor of a proposed rise in school taxes, approximate the probability that a random sample of 100 people will contain 1. at least 50 who are in favor of the proposition; 2. between 60 and 70 inclusive who are in favor; 3. fewer than 75 in favor. (Hint: Number of people in favor of proposed tax can be modeled as a Binomial R.V., also note = 4.76)
ECE2191 Probability Models in Engineering Mock Exam Information This is an open-book exam. You are permitted to use lecture notes and calculators to complete the questions. This exam consists of 7 questions. Please answer all questions. You have 2 hours and 10 minutes to complete the exam. The exam has the following sections: Section A: Essay and Multipart Questions Answer the question in section A by entering text online in the dedicated space below each question. Note that these questions may have multiple parts and all parts should be attempted. When writing in text boxes: please write fractions as a/b please write exponents as a^(b-c) for ab-c please use any of the following for complement of A, Ac: A', Ac or A^c You can use any of the following notations for combination: n choose r , C(n,r) or n C r You can use any of the following notations for Px or Px,y, etc: Px, P_x, Pxy, P_xy, P_{x,y}, You can use any of the following notations for or fx,y, etc: f_x, f_xy, f_{x,y}, For ≤ and ≥ use = or insert these characters: ≤ and ≥ For ± write: +/- or insert this character ± For square root of a, write sqrt(a) or sqrt{a}, or a^{1/2} or a^(1/2) For Phi Φ function write Phi(x) or insert this character: Φ For sigma σ write sigma or insert this character: σ For summation of i from i=1 to n, write sum_{i=1}^{n} (i) or sum{i=1 to n} (i) or insert character Σ_{i=1}^{n} (i) or write sum of i from i=1 to n. For approximate results write ~ or insert character ≈ . Section B: Hand-written/drawn response Questions Answer all of the hand-written/drawn response questions in section B on your own pieces of paper. All questions in section B should be attempted. Please clearly label each blank piece of paper with your Student ID and the question number (and subpart of the question, if applicable). Please do not write your name on the paper. You will have time at the end of your exam to upload photographs of your answer sheets. If you believe there is an error or a question is unclear, clearly state any assumptions you need to make and proceed. Section A: Essay and Multi part Questions Question 1 My partner and I are one of 10 married couples at a dinner party. The 20 people are given random seats around a round table. What is the probability that I am seated next to my spouse? Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 2 The PDF of a continuous random variable X is shown below: The random variable Y is related to X as follows: Answer the following questions. Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) 2a) What is the possible value of a? 2b) What is the probability of event X=1? 2c) Find the probability mass function of Y. Section B: Hand-written/drawn response Questions Question 3 In a binary transmission system, the transmitted signalX is either -1 or 1, depending on whether sending a “0” bit or a “ 1” bit, respectively. The received signal Y is corrupted by an additive noise N with a zero-mean Gaussian distribution with variance σ2 = 1/16, i.e. Y = X + N. Assume that “0” bits are two times as likely as “ 1” bits. a) Assume that the receiver decides a “0” was transmitted if the observed value of y satisfies fY (y|X = −1)P(X = −1) > fY (y|X = 1)P(X = 1) and it decides a “ 1” was transmitted otherwise. Find a threshold T where this decision rule becomes equivalent to deciding “0” if y < T and deciding “ 1” if y ≥ T. b) What is the overall probability of error? Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) You may use the following Q-function table: Question 4 Anytime Fae throws a Frisbee, her dog catches the Frisbee with probabilityp = 0.1, independent of whether the Frisbee is caught on any previous throw. When the dog catches the Frisbee, it runs away with the Frisbee, never to be seen again. Fae continues to throw the Frisbee until the dog catches it. Let X denote the number of times the Frisbee is thrown. a) Find an expression for PMF of X? b) What is the probability that Fae will throw the Frisbee more than three times? c) Find the expected value of X. d) Now assume that her dog always returns the Frisbee after catching it, so that Fae can throw it again. Every time her dog returns with the Frisbee, Fae rewards her with a meatball. Find an expression for PMF of the number of Meatballs given to the dog if Fae throws the Frisbee 100 times. Question 5 Answer both of the following: (a) Let Z = aX + bY, where a and b are constants, and X and Y are continuous random variables. Show that E(Z) = E(aX + bY) = aE(X) + bE(Y). (b) Let G = aF + b, where a and b are constants, and F is a continuous random variable. Find the covariance of F and G. Justify your answers by including all reasoning and/or formulae used to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 6 Consider an experiment of drawing randomly three balls from a bowl containing two red, three white and four blue balls. Let (X,Y) be a pair of random variables, where X and Y denote, respectively, the number of red and white balls chosen. Answer all of the following parts to the question: (a) Find the joint probability mass function of (X,Y). (b) Find the marginal probability mass functions of X and Y. (c) Are X and Y independent? Justify your answers by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 7 The diameter of a particular brand of cricket ball is approximately normally distributed, with a mean of 7.12cm and a standard deviation of 0.075cm. If you select a random sample of nine cricket balls: (a) What is the probability that the sample mean is less than or equal to 7.07cm? (b) What is the probability that the sample mean is between 7.095cm and 7.145cm? (c) The probability is 60% that the sample mean will be between what two values symmetrically distributed around the population mean? Answer all of the above parts to the question. Justify your answers by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.)
HPS100: Intro to History & Philosophy of Science Fall 2025 Assignment Guidelines: History Paper - Primary Source Analysis (worth 20% of course grade) Assignment Learning Objectives: 1. Demonstrate analytical skills for critically reading and interpreting historical primary sources. 2. Contextualize historical information by identifying and using relevant course materials and additional library research. 3. Demonstrate university-level writing skills in a concise and organized essay using correct citations and bibliography. Instructions: Write a short essay (approximately 750 words) analyzing one of the historical primary sources provided. Explain the specific historical context of this source, and explain its significance to the broader history of science by connecting it to one or more ofour course themes. Step-by-Step Guidelines: STEP 1: Choose ONE (1) out of the 4 source options listed on the last page of this handout. To read the sources, click on provided hyperlinks or download the PDF files available on Quercus. Read your chosen source carefully and take notes of interesting quotes and any questions you have about unknown or confusing names, events, or terms to look up. Now turn to your course readings and lecture notes as well as U ofT library resources to answer your questions and make sure you understand your chosen source. You are required to use U ofT’s Library Search or U ofT Library databases tool to find at least one additional secondary source, outside of the course readings, to find contextual information about your chosen primary source. You must refer to and cite this additional secondary source in your paper. You MUST use academic sources—use your new library skills. Acceptable sources are peer-reviewed journal articles, books, or entries from edited encyclopaedias. Read and take notes on these secondary sources. UNACCEPTABLE sources include Wikipedia, newspaper articles, personal blogs, output from ChatGPT, YouDao, DeepL or any similar generative AI tools, AI-generated summaries of books or articles, etc). The use of unacceptable sources will earn you a low mark, even worse, it might constitute an academic offence. If you are not sure whether a source is acceptable—ask us in office hours! STEP 2: Now that you have collected your background information, re-read your chosen primary source alongside the questions listed in the bullet points below. Take notes trying to answer as many of the questions as you can. The questions listed in each point are guidelines to help you analyze your source—some of them might not apply to your particular source. • Introduce and identify the source: Who is the author or creator of the source? When was it written? For what purpose or audience? What is the source about? Which theme(s) from our class lectures/readings are relevant to understanding this primary source? • Interpret the source: If the source is an argumentative text, what argument(s) does the author make and what scientific debate(s) are they participating in? If the source is a text for sharing information, how did the author obtain the information they present in the source? How has the author’s own background, and/or their intended audience, influenced the way they make their arguments and present information? • Contextualize the source: How is this source useful for understanding the broader political, economic, and social conditions of the time period when it was produced? How does it reflect the evolving relationships between scientific knowledge, technological developments, and political or economic interests? • Conclude with next directions for research: Conclude your essay with an evaluation about what this source can and cannot tell us about the historical period in which it was produced. Based on what you have learned from lectures or secondary sources, do you think the primary source author is a reliable narrator of information? What other kinds of primary sources should a historian look for to corroborate or to challenge the information within this single source? STEP 3: Write your essay by synthesizing your notes addressing the above questions. Your responses to each point should “show your work” in terms of analytical skills. Explain how specific words or phrases in the primary source (correctly cited) are leading you to particular interpretations, understandings, or further questions to investigate. Cite your secondary sources for the background information that you used to help you understand and contextualize the primary source. You must cite all sources that you use and make clear, through the use of citations, when you are using information from other sources versus your own ideas and interpretations. An essay which relies mainly on the interpretations of secondary sources, rather than your own analysis, will receive a low mark. Formatting Requirements: • Your essay must be submitted as a .doc or .docx file. Use 12-point Times New Roman font, double spacing, and 1-inch margins. • Your essay should be minimum 600 and maximum 800 words long. This word count does NOT include the bibliography. Please type in the final word count at the end of the essay. • CITE YOUR SOURCES using in-text, parenthetical citations. Cite assigned readings with the author’s surname(s), year of publication, and page number, following the example below: Example: (Daston & Galison 2007, 58) Cite lecture notes for our class following the example below (your lecture notes should NOT be cited in your bibliography): Example: (HPS100 lecture, January 9, 2023) • YOU MUST INCLUDE A BIBLIOGRAPHY at the end of your essay. Please format each reference in your bibliography according to the following examples: Formatting for a book: Daston, Lorraine, and Peter Galison. 2010. Objectivity. New York, NY: Zone Books. Formatting for a journal article: Li, Jianhui, and Zheng Fu. 2015. “The Craziness for Extra‐Sensory Perception: Qigong Fever and the Science–Pseudoscience Debate in China.” Zygon 50 (2): 534–47. For more explanations and other kinds of references, please consult the Chicago Manual of Style at https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-2.html. PRIMARY SOURCE OPTIONS 1. Margaret Cavendish, Observations upon Experimental Philosophy. London: A. Maxwell, 1668. Pages 95-100 of reprint edited by Eileen O’Neill, Cambridge University Press, 2001. 2. Letters transcribed by the Wallace Correspondence Project: • “WCP390”, Letter from Alfred Russel Wallace to Thomas Sims, January 20, 1851: https://epsilon.ac.uk/view/wallace/letters/WCP390 • “WCP781”, Letter from Alfred Russel Wallace to George Robert Waterhouse, May 8, 1855:https://epsilon.ac.uk/view/wallace/letters/WCP781 3. Jan Ehrenwald, “Psychiatry and Parapsychology.” Journal of Parapsychology 12, no. 1 (1948): pp. 6-11. 4. Ernst Haeckel, Freedom in Science and Teaching. New York: D. Appleton and Co., 1879. Pages 62-71.
MEDIA DESIGN COMU2120 Media design portfolio ASSIGNMENT BRIEF Type Designs Weight 60 per cent Format Document uploaded to Blackboard. Each student should develop a media design portfolio that addresses a social issue. The portfolio has four parts: 1. Design rationale: 1,000 words; 2. Website content: 500 words plus two original images with captions; 3. Website wireframe. A4; 4. Poster: A4. All components should be collated into a single PDF file for submission. Design Rationale The rationale should explain how you aimed to design meaningful communication about a social issue for a specific public. It should detail how and why decisions were made about content and form and should refer to course readings and other relevant sources to support your decisions. Do not cite lecture notes. The rationale should be structured this way and use APA referencing style. Overview: Outline the issue, audience and communications goal. Explain how you aimed to construct meaningful communication for the intended public. Content: Detail the content. Explain what you produced and how the stories, webpage and poster were designed to achieve your communication goals. Detail and justify your choices about narrative, interaction, words and images. Explain how the evidence you collected influenced design decisions. Explain where the poster would go and include a photograph (with caption) of the location. Form.: Explain how you incorporated design principles such as composition, colour, typography, line etc. Describe the design elements and explain why they were chosen and how they aim to achieve your communication goals. Explain sources of inspiration or communication norms. Tip: write the rationale last. Website content Produce the main content for a single web page about the social issue. The content may be journalistic or strategic in nature and may consist of a single story or multiple, smaller components. Include two original still images [photographs or graphics, no video] with captions. Include headlines [About six words, one of which is a verb]. Aim to write a story or some other type of content appropriate for your issue and your audience. Be creative: we don’t want to read background information that we could find ourselves. Address the issue from a novel perspective. You will have identified new opportunities in the Project Brief Please note • Stories and images must be original. No third-party material should be used for this component. Write your own words, take photographs or design your own graphics. • Label each image with a word that relates to its position on the wireframe. • Primary and secondary sources should be cited in a journalistic style ie: as part of the narrative eg: ‘a Department of Education report says …’ or ‘Joe Blogs, chief executive of Mega Bank, said …’ Refer to the School of Communication and Arts Style and Production Guide 2015. • If your content includes links to other sites, include these as an annotated list at the bottom of the stories: we cannot follow hyperlinks. However, please make sure the story makes sense and is complete without the reading following the link. Wireframe Design a single web page about the issue. The page should accommodate your original content (text and images) and indicate opportunities for interaction and engagement. It can be for desktop or mobile. Do not include the main text and images on the wireframe. Use the wireframe to communicate how the content will be organised and how a user can engage with the issue. Use lines, shapes, labels, icons, and short annotations to explain the layout and functionality of the page. Please note • Include headline text so we can see what story goes where. Label the image boxes with the word used in the content section. • The wireframe can extend over two A4 pages if needed. • You may use third-party images to indicate functionality. Any material must be available under a Creative Commons licence and properly cited (see below). Software We recommend using InDesign for the wireframe, although PowerPoint, Keynote, or online tools can be used. Poster Design a poster that addresses the social issue. The poster should have a single, clear message and should be designed for a public space. Do not create an infographic. The poster should be visually arresting and informative. It may include text and images, or just text or images. Choices about colour, typography and images should be informed by the issue, audience and design principles. You may like to link the poster to the web page in some way, although this is not a requirement. The poster may have a different goal or target audience to the web page. Explain the relationship between the two in your rationale. The poster should be designed so it can be read from five metres away. You may use third-party images to support your design. Third-party material must not form a substantive part of the design. Any third-party material must be available under a Creative Commons licence and properly cited (see below). Software We recommend using InDesign and/or Photoshop for the poster, although PowerPoint and Keynote can also be used Use of third-party material Students are expected to use original material. Where third-party media is justified [and approved by the course tutor], students must not breach copyright laws and must not use images or any other media produced by someone else without their permission. Consult the booklet on Copyright and Creative Commons on Blackboard for guidance. If you use third-party images they must be available under a CC licence. In any case, website content must be original. There is scope for third-party images or graphics in the poster and icons in the wireframe. Using the work of others may be considered a form of plagiarism. Document Structure Organise your portfolio in this order: • Cover page: your own design; include a project title and your name; • Rationale: see suggested structure above; • Website content: start a new page for each component (stories and images); • Poster; • References: List of primary and secondary sources organised alphabetically by component ie: group separately those related to the rationale, web content and poster. Use APA style or other appropriate standard eg: CC licence. The reference list must include sources of documents cites, interview subjects, original images and any third-party material Tips • You need to collate all your components into a single PDF document. Please experiment and seek advice early if you have trouble. • Software training is available via MaPS workshops or LinkedIn Learning online courses. • Classes are designed to support assessment. Print out your work in progress and bring it to class for feedback from teaching staff and each other Referencing • APA and ABC style guide (for content). • Please do not use embedded hyperlinks: Blackboard strips these out. Grading Criteria Description Marks Submission Assignment meets requirements and is free of grammatical, spelling or referencing errors. out of 5 Presentation Document is organised, visually consistent and demonstrates application of design principles out of 5 Issue Social issue, audience and design approach are clearly articulated. out of 5 Rationale Decisions about content and form are clearly explained with reference to principles and practices explored through the course out of 10 Content Narratives are original and accurate, supported by facts and evidence and exhibit adequate production values out of 10 Media Creative use of text and images to communicate the chosen issue to the target audience out of 5 Wireframe Design effectively communicates plans for organising content. Logical and effective ideas for reader engagement. out of 10 Poster Creative application of design principles to communicate a clear message that is appropriate for the planned location out of 10 TOTAL 60 Note: Late submissions are penalised at 10% per day. Extension requests must be made via my.UQ. See the ECP for further details.
ENGTECH 1CH3 – Chemistry Experiment 2 Volumetric Analysis 2 - Oxalic Acid, Sodium Hydroxide and Vinegar Summary A sample of a commercial food vinegar unknown will be analyzed for its acetic acid content. In the experiment you will: Ø Weigh a sample of pure oxalic acid dihydrate and prepare a primary standard solution of oxalic acid of precisely known molarity; Ø Titrate precisely measured portions of the oxalic acid solution with a supplied solution of sodium hydroxide, in order to determine the molarity of the sodium hydroxide solution; Ø Precisely dilute a sample of a supplied commercial food vinegar unknown; Ø Titrate precisely measured portions of the diluted vinegar solution with the solution of sodium hydroxide. In the laboratory you will review these techniques. You will: Ø Clean and use glassware; Ø Use a laboratory top-load balance; Ø Use a volumetric flask; Ø Use a transfer pipet; Ø Use a buret. In reporting, you will: Ø Write balanced chemical equations and do quantitative calculations using balanced equations; Ø Answer questions relating to the practice and theory of what you have done. References - Measuring Devices - Acid-base Reactions - Concentration of Solutions - Acid-base Titrations - Solution Preparation Background Information and Worked Example Calculations Vinegar Ø Vinegar is a food product. It is a dilute solution of acetic acid in water. The major uses of vinegar are as a preservative or pickling agent; salad dressings; as an acidulant (adds a sharp taste to foods). Vinegar is traditionally produced by bacterial oxidation of ethyl alcohol; the ethyl alcohol in turn having been produced by yeast fermentation of sugars from fruits, germinated grains or plant starch (Box 1). Vinegar may also be produced from acetic acid produced from petrochemicals by any of several synthetic routes. Vinegar for food use must meet a number of regulatory restrictions. The acetic acid content must be 4 % w/v at minimum. The product is usually pasteurized at about 77 – 78 °C before storage and sale. As with any food product or other chemical product, quality control analysis is an important part of the production process. Analysis of the Acetic Acid Content of a Vinegar Solution The acetic acid content of vinegar must be determined for quality control, regulatory and commercial reasons. Vinegar solutions may be analyzed for their acetic acid content by a number of methods. One such method is the basis of this experiment: titration using a secondary standard solution of sodium hydroxide. The equation of the acid-base reaction is given below. The molecular equation is used for quantitative calculations, titration calculations, solution preparation, and molarity calculations. A net-ionic equation (see Post-Laboratory Question 3) is needed for equilibrium expressions, Ka and pH calculations. CH3COOH (aq) + NaOH (aq) ® NaCH3COO (aq) + H2O (l) (molecular equation) Acetic acid is a weak organic acid. Successful titration requires the use of a strong base such as sodium hydroxide solution with a suitable indicator if the end-point is to be observed visually. If the titration is performed with the weak acid in the flask and the strong base is added from the buret, then phenolphthalein (pKIn = 9) is a suitable choice of an acid-base indicator substance. Sodium Hydroxide Ø This is an important industrial chemical, produced as an aqueous solution along with hydrogen and chlorine from the electrolysis of aqueous sodium chloride as part of the chlor-alkalai industry. Sodium hydroxide is also called caustic soda. The production of this chemical is many Mtonne per year worldwide (More than 10 Mtonne annually in the U. S. alone). The major uses of sodium hydroxide are: organic and inorganic chemical production; paper production; natural soap and synthetic anionic detersive production; aluminum production; industrial acid neutralization. Sodium hydroxide is usually produced and shipped as solid pellets of NaOH. Solid NaOH is very hygroscopic (absorbs water) and also absorbs carbon dioxide. The solid cannot be produced as a primary standard substance. The heat of solution of NaOH is very large; dissolving the pellets creates a large amount of heat energy that may boil the solution. As a solid and as a concentrated solution it is an extremely corrosive and hazardous chemical. The solutions are able to attack human tissue and most kinds of glass and plastic. A solution of sodium hydroxide should never be left in a buret other than when it is being used in titration. Solutions of sodium hydroxide are hard to maintain at a constant molarity because they absorb carbon dioxide from the air, but they may be standardized as secondary standard solutions for analytical use and stored for a short period of time. Oxalic Acid Dihydrate There are a number of primary standard solid acids that are suitable for the standardization of sodium hydroxide solutions. One such substance is oxalic acid dihydrate. This is a crystalline form. of oxalic acid (Box 2) that may be obtained from water solution in the form. of a solid lattice containing two water molecules per one molecule of the acid. Oxalic acid is soluble in water and is a relatively strong weak acid (a diprotic acid) with two ionizable hydrogens. It reacts readily with sodium hydroxide in aqueous solution. The reaction of oxalic acid with sodium hydroxide actually occurs in two steps, but these are combined into one step above (Box 2) and into a single equation below: H2C2O4 (aq) + 2 NaOH (aq) ® Na2C2O4 (aq) + 2 H2O (l) (molecular equation) The net-ionic equations (see Post-Laboratory Question 3) for both ionization steps are needed for equilibrium expressions, Ka and pH calculations. Oxalic acid is a stronger weak acid than most other carboxylic acids (e. g. acetic acid or citric acid). It is considered to be a hazardous and toxic substance, largely due to its corrosively acidic nature. It is found in nature in many plant substances, in the form. of potassium and/or sodium oxalate in the leaves and roots of the plants. These plant parts are poisonous when eaten. Oxalic acid has numerous industrial and analytical uses: metal treatment (oxalate coatings, anodizing, metal cleaning); textiles (dyeing, permanent press, flame-proofing); many other miscellaneous uses (see Encyclopedia). Some uses depend on its ability to act as a Bronsted acid. Some uses depend on its ability to act as a reducing agent. Still other uses depend on the ability of the oxalate ion to bind to metal ions as a chelating agent. The solid dihydrate substance is available at a purity level that is adequate for the analysis of this experiment and can be used without drying as it does not absorb water from the air. The molecular formula of oxalic acid is H2C2O4 (molar mass = 90.04 g/mol). The molecular formula of oxalic acid dihydrate is H2C2O4∙2H2O (molar mass = 126.07 g/mol). Since the substance to be weighed in the experiment is the dihydrate, the latter molar mass must be used in the molarity calculation.
PHYSICS LABORATORY MANUAL ENG TECH 1PH3 GRAPHING TECHNIQUES, ERROR ANALYSIS and REPORT FORMAT 1) INTRODUCTION When obtaining a result from experimental data, a numerical calculation may be appropriate. At other times, a graph of the data should be used as a visual presentation of the results. Graphical presentation of data often allows us to assess more satisfactorily a series of results than the examination of the same results in a table, because the graph presents a visual display of the continuous relationship between the variables studied. It also allows interpolation and extrapolation as to the behavior. between and beyond the data points taken in the experiment and, it may also be a valuable tool in the analysis of errors. 2) GRAPH PREPARATION The following recommendations should be considered when preparing a graph: 1. Choose the scales and type of scale to make the most effective use of the graph paper. 2. Graphs should normally fill the paper. 3. Plot all the data points clearly. 4. Different symbols should be used when more than one curve is plotted on the same piece of paper. 5. Each graph should have a title. 6. Axes should be labelled with both their scale and their units. 7. It is conventional to choose the x-axis (abscissa) to represent the independent variable (the one which you change) and the y-axis (ordinate) to represent the dependent variable (the one which is found to change as a result). This would be referred to as plotting the dependent variable versus (or against) the independent variable. 8. Remember you must DECIDE whether to use all the points or omit some. Or, use a straight line or a curve or a series of straight lines joining the points. 9. Above all, plot a graph as the experiment proceeds. Alternatively, the graph should be plotted before the equipment is dismantled and put away. Remember that points cannot be checked afterwards except for arithmetical and plotting errors. 10. All information must be on the lined part of the graph paper. Not on the blank margins. EXAMPLE: 1. The mile markers were noted at 15-minute intervals from a car moving along the highway. The data obtained was tabulated as follows: Time (hours) (± 5 sec) 0.25 0.5 0.75 1.0 1.25 (independent) Distance (km) (± 1 km) 317 328 337 348 358 (dependent) From this data a graph similar to Figure I.1 shown below, may be prepared. It is good practice to number tables and graphs (labelled as Figures). A brief description in the Figure title is also useful to someone reading your report. Figure I.1: Graph of distance versus time. 3) GRAPH INTERPRETATION 1. The graph is a straight line within the limits of error, i.e. the line passes through the error bars about each point. 2. The slope of the line represents the way in which the distance (y) changes with respect to time (x). In this case the slope of the graph is: As distance divided by time is speed, the slope of this graph represents the speed of the car. Further, as the slope is constant (the line is straight), the speed of the car is constant within the experimental errors assessed. Figure I.2 illustrates the slope as the rise over the run. Figure I.2: Graph showing how to determine the slope of a line. Numerically, using as long a segment of the line as possible, the slope from Figure I.2 is: 3. The intercept of this line with the y-axis occurs at a y-value of 307, which may be interpreted as the starting point of the journey (provided that the speed in the first period was the same as the average). 4) GRAPH ANALYSIS In this example the basic theory is that speed is distance divided by time, and as data concerning distance and time is available, speed may be deduced. Alternatively, a graphical treatment may be used to investigate the form. of the functional relationship between the variables considered — that is, to help develop the theory. For most purposes the straight-line relationship is most desirable as it is easy to analyze and extrapolate. When an experiment is being designed, the attempt is usually made to achieve this relationship either by rearranging the formula or using different graph paper (logarithmic or semi-log, etc...). Mathematically, a straight line is represented by the general formula: Graphically, this formula will produce a straight line of intercept "b" on "y" axis and slope m, which is equal to: In order to plot the graph, two suitable variables (x and y) must be selected, which means that all other possible parameters of the experiment must be kept constant. One of the variables, say "x", is then deliberately put through a range of set values and displayed on horizontal axis (abscissa) as INDEPENDENT VARIABLE. The value of variable "y" is then measured for each value of (independent variable) "x" and displayed on vertical axis (ordinate) as DEPENDENT VARIABLE.
ECE2191 Probability Models in Eng. Example 3 Information This is an open-book exam.You are permitted to use lecture notes and calculators to complete the questions. This exam consists of 7 questions. You have 2 hours and 10 minutes to complete the exam. The exam has the following sections: ● Section A: Essay and Composite Questions o Answer the question in section A by entering text online in the dedicated space below each question. Note that these questions may have multiple parts and all parts should be attempted. ● Section B: Hand-Written/Drawn Response Questions o Answer all of the hand-written/drawn response question in section B on your own pieces of paper. All questions in section B should be attempted.Please clearly label each blank piece of paper with your Student ID and the question number(and subpart of the question,if applicable). Please do not write your name on the paper.You will have time at the end of your exam to upload photographs of your answer sheets. If you believe there is an error or a question is unclear,clearly state any assumptions you need to make and proceed. Section A-Essay and Composite Questions Question 1 Assume that two sources A and B are producing noise,where the power of the noise from each source is modelled by a Gaussian random variable; with mean of 230 milliwatts and standard deviation of 5 milliwatts for source A and mean of 225 milliwatts and standard deviation of 10 milliwatt for source B. Assume that the probability of the noise power being negative is negligible.Which source is more likely to produce a noise stronger than 240 milliwatts. Explain your results in full by including all reasoning,formulae used and/or calculations performed to arrive at your answers.(Note:no marks will be given if no reasoning,formulae used and/or calculations are provided.) The following information may be used: Q-function values: Question 2 The number of new babies born with a congenital disease over time is modelled by a Poisson random variable,with an average of 1460 new cases per year. Assume that no leap year is considered. Answer the following questions.Explain your results in fullby including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note:no marks will be given if no reasoning, formulae used and/or calculations are provided.) 2a) (a)What is the probability of no babies born with the disease in a day? 2b) (b)What is the probability of no more than 2 babies born with the disease in a day? Section B-Hand-Written/Drawn Response Questions Question 3 ECE2191 is offered in both Clayton and Malaysia,with 60 male and 40 female students enrolled in Clayton and 40 male and 10 female students enrolled in Malaysia. A group of 8 students are randomly selected as ECE2191 student representatives. a) How many ways are there to choose this group?(Calculation of the final answer is not required.) b) What is the probability that a randomly selected group has exactly 4 female and 4 male students?(Calculation of the final answer is not required.) c) What is the probability that a randomly selected group has exactly 5 male students from Clayton, 1 female student from Clayton, 1 male student from Malaysia and 1 female student from Malaysia? (Calculation of the final answer is not required.) Provide answers to all parts (a) to (c). Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks willbe given if no reasoning,formulae used and/or calculations are provided.) Question 4 The PDF of a continuous random variable Xis modelled as: a) If the expected value is 0.6,find the constantsa and b. b) Find an expression for the CDF. c) Calculate the variance. d) Find P(X>0.5). e) Find the variance of the new random variable Y=2X+1. Explain your results in full by including all reasoning,formulae used and/or calculations performed to arrive at your answers.(Note:no marks will be given if no reasoning,formulae used and/or calculations are provided.) Question 5 Let (X,Y) be a pair of random variables with joint PMF given by: Answer the following two questions: (a) Are X and Y independent? (b) Are X and Y uncorrelated? Provide answers to both questions (a) and (b). Justify your answers by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note:no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 6 You're at a large dinner party and the host has hired an up-and-coming chef to create his famous seafood dish for the occasion.Given the intricacy of the dish,each serving of the dish must be individually prepared.The amount of time required to prepare a single serving of the dish is normally distributed with a mean of 45 minutes and a standard deviation of 10 minutes. A random sample of 16 servings is selected. Answer the following two questions: (a) What is the probability that the sample mean is between 45 and 52 minutes? (b) 95%of allsample means will fall between which two values? Provide answers to both questions (a) and (b). Justify your answers by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.) Question 7 You run a local restaurant that sells noodles.Your restaurant is part of a major franchise consisting of noodles restaurants all over the world.You are interested in studying diners'patterns of behaviour. In particular, you want to find an estimate of the average time that diners spend in the franchise's noodles restaurants all over the world. You know that the population standard deviation (i.e., the standard deviation of the time that diners spend in the franchise's noodles restaurants all over the world) is 15; and you can safely assume that the times diners spend in the franchise's noodles restaurants all over the world follow a normal distribution.You collect a sample of your own local diners' times spent in your restaurant during an evening of food service. These lengths of time are provided below (in minutes): 32,40,33,57,16,54,29,23,73,40,46,71,48,53,54,10,44,24,73,32 a) Construct a 99% confidence interval estimate for the average time that diners spend in the franchise's noodles restaurants all over the world. b) Additionally,construct a 90% confidence interval estimate for the time that diners spend in the franchise's noodles restaurants allover the world, and discuss this 90% confidence interval estimate in comparison to the 99%confidence interval estimate that you calculated prior. Explain your results in full by including all reasoning, formulae used and/or calculations performed to arrive at your answers. (Note: no marks will be given if no reasoning, formulae used and/or calculations are provided.)
OBJECT ORIENTED PROGRAMMING (CSSE7023) ASSIGNMENT 2—SEMESTER 1, 2025 Overview The client loved your solution to the original task,but has realised they didn’t specify it correctly! They actually wanted a GUI to interact with when allocating exams to venues and they wanted you to check and where possible fix the inputs to meet the specifications.They also want to be able to load all of the data in from a file (and save it too)and not have to have it all hardcoded into the program. This assignment builds on Individual Assignment 1 and will extend your practical experience developing a Java program,including a GUI.Additionally,you must develop and submit JUnit 4 tests for some of the classes in the implementation.You are encouraged to write tests for all your classes and for the GUI part of your implementation as well,but you do not have to submit these.You willbe assessed on your ability to ·implement a program that complies with the specification, ·develop JUnit tests that can detect bugs in class implementations, ·and develop code that conforms to the style conventions of the course. Task - Refactoring Object Oriented Classes In this assignment,you will update,modify and extend code written by others.You will modify and extend a command-line version of the ExamBlock packages,written by other programmers for Assignment 1,in order to extend the functionality to read and interpret(parse) input data into a registry(replacing the cumbersome Catalogue from assignment 1)and to provide a GUI for an interactive user to update the exam allocations.This will not only involve developing new interfaces and classes,but will also require you to modify existing code written by others. Your submitted implementation will read and interpret initial input data in a supplied input text file,correcting any incorrect data formats,as required.Your submission will be tested against a number of input text files, not only the one included in the provided code. Your implementation will also write output data files in the correct format to be used again later as input for the system to continue or modify the allocations. Your new code will be tested against this specification and the supplied Javadoc.You are expected to test your code yourself.Any existing Gradescope tests are only to confirm that your submission compiles.The assessment tests will be conducted after all assignment submissions are complete (including all late submissions). You will also write your own(assessed)tests for some of the classes in the implementation and include these in your submission.Only the tests for specific classes are to be submitted.Any test you write for other aspects of the project are not to be included in your submission.The required tests that you have designed and submitted will be assessed for their effectiveness against correct implementations of the code,as wellas a number of incorrect implementations specifically written by the staff to test your tests. The required tests are for the Subject,Unit,Venue,Session,and Student classes.Your submitted test classes must be named SubjectTest,UnitTest,VenueTest,SessionTest,and StudentTest .Each class may contain whatever tests you deem appropriate,but all the tests for each class must be in a single Java class file. The Javadoc describes the classes and interfaces that your assignment must implement.A number of classes have not been included in the provided code.You must develop and submit new classes for these.You should start with the classes from the example Individual Assignment 1 solution and update,modify and refactor as required to meet the new requirements and use the new methods now described in the supplied specification in the Individual Assignment 2 Javadoc.Don't forget to refactor any Javadoc comments within your new classes to match and enhance the provided Individual Assignment 2 Javadoc. Download the bundle scripts to submit your complete assignment including your five test classes. Note that the“provided.zip”includes the bundle scripts and the Javadoc. Common Mistakes Please carefully read Appendix A.It outlines common and critical mistakes which you must avoid to prevent a loss of grades.If at any point you are even slightly unsure,please check as soon as possible with course staff. Plagiarism All work on this assignment is to be your own individual work.By submitting the assignment you are claiming it is entirely your own work.You may discuss the overall general design of the application with other students.Describing details of how you implement your design with another student is considered to be collusion and will be counted as plagiarism. You may not copy fragments of code that you find on the Internet to use in your assignment.Code supplied by course staff (from this semester)is acceptable,but must be clearly acknowledged as described in the next paragraph. You may find ideas of how to solve problems in the assignment through external resources(e.g.StackOver- flow,textbooks,ChatGPT,CoPilot..).If you use these ideas in designing your solution you must cite them. To cite a resource,provide the full bibliographic reference for the resource in file called refs.md.The refs.md file must be in the root folder of your project.For example: cat refs.md [1]E.W.Dijkstra, "Go To Statement Considered Harmful," Communications of the ACM, vol 11 no.3,pp 147-148,Mar.1968.Accessed:Mar.6,2024.[0nline].Available: https://www.cs.utexas.edu/users/EWD/transcriptions/EWD02xx/EWD215.html [2]B.Liskov and J.V.Guttag,Program development in Java:abstraction, specification,and object-oriented design.Boston:Addison-Wesley,2001. [3]T.Hawtin, "String concatenation:concat()vs '+'operator," stackoverflow.com, Sep.6,2008.Accessed:Mar.8,2024.Available: https://stackoverflow.com/questions/47605/string-concatenation-concat-vs-operator [4]ChatGPT-4,OpenAI, "How do I use invokeLater in Java Swing?" (no code copied), Accessed on:Sep.19,2024.[Online].Available:https://chat.openai.com/ > In the code where you use the idea,cite the reference in a comment.For example: /** *What method1 does. *[1]Used a method to avoid gotos in my logic. *[2]Algorithm based on section 6.4. */ public void method1()... /** *What method2 does. */ public void method2(){ System.out.println( "Some"+"content. ") //[3]String concatenation using +operator. } You must be familiar with the university's policy on plagiarism. https://uq.mu/r1553 If you have questions about what is acceptable,please ask course staff. Generative Artificial Intelligence You are required to implement your solution on your own, without using code from generative artificial intelligence(AI)tools(e.g.ChatGPT or Copilot),the Internet,or any source other than the supplied code for the assignment.This is a learning exercise and you will harm your learning if you use AI tools inappropriately.Remember,you will be required to write code,by hand,in the final exam. SPECIFICATION The specification document is provided in the form of Javadocs. o Implement the classes and interfaces exactly as described in the Javadocs. o Details not described in the Javadocs may be implemented as you see fit to produce the desired outcome. o Read the Javadocs carefully and understand the specification before programming. o Do not change the public specification in any way, including changing the names of,or adding additional, public classes,interfaces,methods,or fields. o You are encouraged to add additional private members,classes,or interfaces as you see fit. o JUnit 4 test cases that you submit must only test the public and protected methods as specified in the Javadocs.They must not rely on any other members,classes,or interfaces you may have added to the classes being tested.You may create private members and other classes in your test code. You can download the Javadoc specification from BlackBoard(Assessment→Individual Assignment 2) or access it at the link below. https://csse7023.uqcloud.net/assessment/assign2/docs/ GETTING STARTED To get started,download the provided code from BlackBoard(Assessment→Individual Assignment 2). Extract the archive in a directory and open it with IntelliJ. GRADING Five aspects of your solution will be considered in grading your submission: 1.Automated functionality test:the classes that you must implement willhave a number of JUnit unit tests associated with them that we willuse to test your implementation.The percentage of test cases that pass will be used as part of your grade calculation.Classes may be weighted differently depending on their complexity. 2.JUnittest cases:your JUnit test cases willbe assessed by testing both correct and faulty implementations. The percentage of implementations that are appropriately identified as correct or faulty will be used as part of your grade calculation. 3.Manual functionality test:to ensure that the look and feel of your GUI implementation is the same as thee original implementation,and to ensure that the Load/Open and Save menu options are properly invoked by the GUI,a smallscenario with a number of steps in it willbe manually executed by course staff.The faults identified during these steps will be used as part of your grade calculation. 4.Automated style check:Your grade for automated style checking is based on the number of style violations identified by the Checkstyle. tool.It will be run in the same environment as the JUnit automated functionality tests.Multiple style violations of the same type will each count as additional violations. Note: There is a plug-in available for IntelliJ that will highlight style. violations in your code.Instructions for installing this plug-in are available in the Java Programming Style Guide on BlackBoard (Learning Resources→Guides).If you correctly use the plug-in and follow the style. requirements,it should be relatively straightforward to get high grades for this section. 5.Manal style. check:as for Assignment 1,the style. and structure of your code will also be assessed by course staff.Your performance on these criteria will also be used as part of your grade calculation.It is therefore critically important that you read and understand the feedback for this part on Assignment 1,as soon as it is made available,so that you can address any issues in this assignment.See Appendix B for criteria that will be used to assess the readability of your code. Appendix B shows how the above are combined to determine your grade for the assignment. AUTOMATED ASPECTS OF THE ASSESSMENT Three aspects of assessment willperformed automatically in a Linux environment:execution of JUnit test cases,running your JUnit test cases on correct and faulty implementations,and automated style check using Checkstyle.The environment will not be running Windows,and neither IntelliJ nor Eclipse(or any other IDE) will beinvolved.Open.JDK 21with the JUnit 4 library will be used to compile and execute your code and tests. To prevent infinite loops,or malicious code,from slowing down Gradescope,any test that takes longer than 10 seconds to execute will be killed and identified as failing.All tests should execute in a smallfraction of a second. Any test taking longer than a second to execute indicates faulty logic or malicious code.Similarly,any of your JUnit test cases that take longer than 20 seconds to execute on one of the correct/faulty implementations,or that consume more memory than is reasonable,will be stopped. IDEs like IntelliJ provide code completion hints.When importing Java libraries they may suggest libraries that are not part of the standard library.These will not be available in the test environment and your code will not compile.When uploading your assignment to Gradescope,ensure that Gradescope says that your submission was compiled successfully. Your code must compile. If your submission does not compile,you will receive no marks. SUBMISSION Submission is via Gradescope.Submit your code to Gradescope early and often.Gradescope will give you some limited feedback on your code.Most importantly,it confirms that your code compiles and runs. It willnot do extensive testing before assessment,and it is not a substitute for testing your code yourself! What to Submit Your submission must have the following internal structure: src/ Folders(packages)and.java files for classes that you modified or created for this assignment. test/ Folders(packages)and.java files for the JUnit tests that are required for this assignment. refs.md File containing the references for any citations in your code. Included in the root directory of the provided code are the files bundle.sh and bundle.cmd.For MacOS and Unix users,run the Sbash ./bundle.sh file to execute it.For Windows users,double-click or run the .bundle.cmd file to execute it.This will create a submission.zip file for you to upload to Gradescope. You can create the submission zip file yourself using a zip utility.If you do this, ensure that you do not miss any files or directories.Also ensure that you do not add any extra files.We recommend using the provided bundle scripts. Ensure that your classes and interfaces correctly declare the package they are within.For example, Student.java should declare package examblock.model;. Only submit the src and test folders and the refs.md file in the root directory of your project. Do not submit any other files (e.g.no.class files or IDE files). Provided tests A smallnumber of unit tests willbe provided in Gradescope to show your code compiled and can be tested.These are meant to provide you with an opportunity to receive feedback on whether the very basic functionality of your code works or not.Passing the provided unit tests does not guarantee that you will pass all the tests used for functionality grading.
MKT 566 Homework 3 - Customer Segmentation with Clustering Context You are acting as analytics consultants for a retail company. The company has collected data on its customers, including demographics, spending patterns, and behavior. Management wants to better understand its customer base and design targeted marketing campaigns aimed at increasing sales. Your task is to analyze the dataset, segment customers using clustering techniques, and provide recommendations on how the company should act on your insights. For example, which type of products should be recommended to different customer segments? How should marketing campaigns be tailored to different segments based on their shopping behavior and demographics? Dataset For this assignment, use the dataset provided here. Read the data directly into your R or Python using the URL link above. The dataset contains information on 2240 customers and their purchasing behavior. The dataset contains 29 variables, including customer demographics (Year_Birth, Education, Marital_Status, Income, Kidhome, Teenhome), purchase history (MntWines, MntMeatProducts, etc.), marketing responses (AcceptedCmp1–AcceptedCmp5), and other behavioral indicators. The full set of variables and their descriptions is the following: . Id: Unique identifier for each individual in the dataset. . Year_Birth: The birth year of the individual. . Education: The highest level of education attained by the individual. . Marital_Status: The marital status of the individual. . Income: The annual income of the individual. . Kidhome: The number of young children in the household. . Teenhome: The number of teenagers in the household. . Dt_Customer: The date when the customer was first enrolled or became a part of the company Is database. . Recency: The number of days since the last purchase or interaction. . MntWines: The amount spent on wines. . Mnt Fruits: The amount spent on fruits. . Mnt Meat Products: The amount spent on meat products. . Mnt Fish Products: The amount spent on fish products. . Mnt Sweet Products: The amount spent on sweet products. . Mnt GoldProds: The amount spent on gold products. . NumDealsPurchases: The number of purchases made with a discount or as part of a deal. . NumWeb Purchases: The number of purchases made through the company Is website. . NumCatalogPurchases: The number of purchases made through catalogs. . NumStorePurchases: The number of purchases made in physical stores. . NumWebVisitsMonth: The number of visits to the company Is website in a month. . Accepted Cmp3: Binary indicator (1 or 0) whether the individual accepted the third marketing campaign. . Accepted Cmp4: Binary indicator (1 or 0) whether the individual accepted the fourth marketing campaign. . Accepted Cmp5: Binary indicator (1 or 0) whether the individual accepted the fifth marketing campaign. . Accepted Cmp1: Binary indicator (1 or 0) whether the individual accepted the first marketing campaign. . Accepted Cmp2: Binary indicator (1 or 0) whether the individual accepted the second marketing campaign. . Complain: Binary indicator (1 or 0) whether the individual has made a complaint. . Z_Cost Contact: A constant cost associated with contacting a customer. . Z_Revenue: A constant revenue associated with a successful campaign response. . Response: Binary indicator (1 or 0) whether the individual responded to the marketing campaign. Tasks 1. Data Cleaning & Preparation . Inspect the dataset for missing values, duplicates, and outliers. . Handle missing Income values appropriately (drop or impute). . Remove unrealistic birth years (e.g., customers older than 100). . Drop columns Z_CostContact, Z_Revenue as they are constants and not useful for analysis. . Convert Dt_Customer to datetime format. Create a Tenure variable (number of years as a customer). . Consolidate rare categories in Marital_Status and ensure Education is properly encoded. . Engineer new features: Age = current year – Year_Birth Children = Kidhome + Teenhome TotalSpend = sum of all product spending variables TotalPurchases = sum of all purchase channel variables . Standardize/scale all numerical features before clustering. Explain why scaling is important. . Provide a summary table of the cleaned dataset (rows, columns, and new variables). 2. Exploratory Data Analysis (EDA) . Report descriptive statistics for key variables. . Explore correlations between numerical variables (e.g., income, age, total spend). HINT: You don't want to include highly correlated variables when doing clustering. . Create plots to explore distributions (e.g., income, age, total spend). . Comment on notable trends or outliers. 3. Clustering . Choose a set of variables for clustering (e.g., you can focus on variables like income and demographics). HINT: Note that variables need to be numeric so if you plan to use categorical variables, you will need to convert them to numeric first (e.g., one-hot encoding or dummies). . Apply K-means clustering on the set of variables you chose. . Use the elbow curve method to determine the number of optimal clusters. . Report the final number of clusters chosen and explain your reasoning. . Report the size of each cluster (i.e., number of customers in each cluster). . Compute and report the cluster mean values of each variable used in the clustering analysis (HINT: This will help with clustering interpretation). 4. Dimensionality Reduction (PCA) and cluster visualization . Run PCA for visualization of your clusters. . Report the proportion of variance explained by the first two principal components. . Explore the loadings of the first two PCA components: which original variables contribute most? . Plot the clusters in two dimensions using PC1 and PC2 . Comment on how well-separated the clusters appear in the PCA p lot. 5. Cluster Profiling Interpretation . Interpret the clusters based on the original variables. . Assign managerial labels to each cluster (e.g., “ Young Budget Families,” “ High Income – Low Spending”). . Describe the key characteristics of each cluster beyond the variables used for clustering. Do you observe specific spending behavior or marketing response?. 6. Regression Analysis . Choose one or more outcome variable of interest (e.g., TotalSpend, NumWebPurchases). . Run a regression model where the dependent variable is your chosen outcome, and the main independent variable is the cluster assignment (i.e., include cluster dummies). . Interpret the regression coefficients: how does customer shopping behavior differ across clusters? . Discuss how regression results complement your clustering analysis. 7. Managerial Recommendations . Based on the cluster and regression analyses, suggest at least three actionable marketing strategies (e.g., targeted promotions, differentiated campaigns, product bundling). . Connect your recommendations directly to the analysis you performed. 8. AI Log . Briefly describe any use of AI tools (e.g., Chat GPT, Copilot) in completing this assignment in the R Markdown or Python Notebook. . Submit an additional file (text/Word file) or URL pointing to the conversation with any AI tools (e.g., Chat GPT, Copilot) used to complete this homework. . Summaries or screenshots are not sufficient — the entire conversation must be included to receive credit. Deliverables . Submit your work as either an R Markdown file (. Rmd) or Python Notebook (. ipynb). . Include all code, plots, and explanations. . Ensure your work is reproducible. Rubric (100 points total) . Data Cleaning & Preparation (20 points) . Exploratory Data Analysis (15 points) . Clustering (15 points) . PCA & Visualization (10 points) . Cluster Interpretation (10 points) . Regression Analysis (10 points) . Managerial Recommendations (5 points) . AI Log (5 points) . Reproducibility & Code Quality (10 points) Total: 100 points
Tutorial # 3 – ENV221H - 2025 Bill 5 & Bill C-5 impacts on biodiversity protection. Last updated: Oct 6, 2025 Bill 5 — Protect Ontario by Unleashing Our Economy Act, 2025 (Ontario) and Bill C-5 — The One Canadian Economy Act (Federal) are both laws that have been proposed to fast-track infrastructure and development projects in response to challenging political and economic times. In Ontario this has meant the recognition of “special economic zones” exempt from environmental rules and planning laws (Crawley, 2025). One of the first projects to be approved under Bill 5 is the creation of a new $62 million road to allow better access to the Ring of Fire region in northern Ontario (Brown, 2025), which is known to be rich in nickel, copper, platinum and chromite deposits. Tutorial 3 is modelled as a town hall meeting to discuss this project. Prepare a table like the one below which lists interested stakeholders/interested parties/actors, their position within this debate and 2 major lines of arguments to support their position. You need to include a minimum three other groups/individuals to this list in addition to those that have been provided, i.e. the position and arguments of a minimum 8 stakeholders must be filled in on your list. Federal government 1. 2. Provincial government 1. 2. Mining Company 1. 2. Indigenous community leader 1. 2. Wildlife Organization 1. 2. Insert stakeholder Insert stakeholder
AFIN3052 Assessment 1 Task Description Objective: Complete an individual finance simulation activity focused on automating trading strategies using Python. Transform. data into profitable outcomes in quantitative finance. Reflect learning experiences in a recorded PowerPoint presentation. Simulation Details: See iLearn announcement on how to register for the AmplifyMe Quant Pathway LIVE workshop. For the purpose of this assessment you MUST complete the Quant Pathway Level 2 – Quantitative Market Making LIVE workshop. NB: To receive a Certificate of Completion for a specific Pathways course (Markets, Banking, or Quant), students must: 1. Complete the on-demand simulations 2. Complete live sessions at three different levels (Level 1,2,3) for that Pathways course. This is OPTIONAL, but strongly RECOMMENDED. Presentation Details: Your presentation must cover the following points to reflect on your learning experience related to the finance simulation activity. Please use PowerPoint slides for presentation. 1. Introduction Objective: Explain the purpose of the simulation and the skills it aims to develop. Overview: Provide a brief introduction to Quant Market Making and its relevance in the finance industry. 2. Simulation Experience Description: Outline the key components of the simulation, including the tasks you were required to perform. Real-World Relevance: Highlight how these tasks mirror real-world market making activities. 3. Skill Development Analytical Skills: Discuss how the simulation helped you analyze market data, identify trends, and make informed decisions. Problem Solving: Explain the problem-solving strategies you employed to navigate challenges during the simulation. Work Readiness: Emphasize the importance of work readiness skills such as time management, teamwork, and adaptability. 4. Reflective Component Personal Reflection: Reflect on your individual experience. What did you learn about your strengths and areas for improvement? Real-World Application: Connect your simulation experience to potential real-world scenarios you might encounter in your careers. 5. Conclusion Summary: Recap the key points discussed in the presentation. Future Steps: Think about how they can continue to develop these skills in their future studies and careers. Assessment Criteria Clarity and Depth of Reflection: Assess how clearly and deeply students reflect on their experiences and learning outcomes. Application of Skills: Evaluate how well students demonstrate the development of analytical, problem- solving, and work readiness skills. Presentation Quality: Consider the overall quality of the presentation, including organization, visual aids, and delivery. Submission Requirements: Simulation Completion: Participate in the AmplifyMe Quant Pathway Level 2 – Quantitative Market Making LIVE simulation workshop and generate insights from the scenario. Refer to iLearn for schedule. Duration for the LIVE simulation workshop is 2 hours. You may participate in multiple LIVE workshops as schedule allows. Presentation: Record and submit a presentation reflecting on your learning experience. Present your reflection on your learning experience in max 10 PowerPoint slides excluding the title page. The presentation can be self-recorded by Zoom. Copy and paste the link to the recorded video on the title page (FRIST slide) of the PowerPoint presentation. You have max 7 minutes to present. Your face and voice should be recorded clearly. Video editing is not necessary. You must submit a copy of the PowerPoint slides with the video link by Week 12, Sunday, 2nd November. DO NOT submit the mp4 file. DO NOT embed recorded video in the PowerPoint slides. Assessment Marking: Simulation Completion: Completion of the AmplifyMe Quant Pathway Level 2 – Quantitative Market Marking LIVE simulation workshop. (10 Marks) NB: you will not be graded on your score/performance in the LIVE simulation workshop. Presentation: Your presentation will be graded based on the “Reflective Presentation Marking Rubric” (10 Marks).
