COMP5618/COMP4618 - Applied Cybersecurity S2 2025 Mobile CTF Due date: 01st of November 2025 23:59 This is an individual assignment This assignment contains eight Android reverse engineering and security tasks, each containing a flag. Your goal in this assignment is to find these eight flags in the eight Android APKs given to you. Note that only finding and reporting the flags will not be enough to give you full marks on this assignment, you should explain your approaches and your thought process (e.g. what you tried, what worked, and what didn’t work). Flag format (COMP5618{...}) 1 Challenge 1 The serial Key is missing. 2 Challenge 2 Play with a little bit of help. 3 Challenge 3 Decompile it twice. 4 Challenge 4 What is the combination? 5 Challenge 5 Salted and hashed. 6 Challenge 6 Can you open it? 7 Challenge 7 Where is the key? 8 Challenge 8 Catch them all. There are a couple of things to note when you are downloading the challenges files: • If you get an error saying access denied, open the link on an incognito browser window. • Challenge 6 file is quite large, around 500 MB. You will need a good internet connection to download it. Your Report You are writing a report containing 8 sections, each section should have a flag that you captured for each challenge and a description of your approach to finding the flag for that challenge. Submission Details • Your report is due on the 01st of November, 23:59. • Please submit your report in the Assignment 3 folder in Canvas. There is a maximum length of 3,000 words for this report, but the word limit is not strict, we will leave approximately 10% room for the grace word limit. Marks will be deducted for reports that are too brief or ramble on excessively. • Allowed submission format is PDF only (Please do not submit DOCX format). • Late submissions will be penalized according to the late submission policy. • Plagiarism will not be tolerated and your assignment will be submitted to a plagiarism-checking service. Marking Criteria and Rubric Your report is worth 15% of your overall grade for this course, and the maximum score for this assignment is 15 marks. Your report will be marked according to the following rubric, please read this rubric carefully: Criteria No Mark Partial mark Full mark Challenge 1 (1 mark) 0 mark: The flag hasn’t been captured correctly and the solution to find the flag is wrong. 0.5 marks: The solution to find the flag is correct, but the flag hasn’t been captured - OR - The flag has been captured correctly, but the solution for finding the flag is not correct. 1 mark: The flag has been captured, and the solution to find the flag is correct. Challenge 2 to Challenge 8 (2 marks) 0 mark: The flag hasn’t been captured correctly and the solution to find the flag is wrong. 0.5 - 1.5 marks: The solution to find the flag is correct, but the flag hasn’t been captured - OR - The flag has been captured correctly, but the solution for finding the flag is not correct. 2 marks: The flag has been captured, and the solution to find the flag is correct.
HRM0111 Diploma Programmes Managing Human Resources Module Continual Assessment 2 – Group Assignment (40%) Read the instructions in your Course Outline, CA Outline and your Canvas portal carefully. If you still have queries, read the FAQ first and then email queries via your SIM student account. You will be penalised with marks deduction if the instructions are not strictly followed. Please be reminded that plagiarism and collusion are serious offences, and all cases will be referred to the administration. Grades will be withheld if the submission is suspected for plagiarism or collusion till investigations are completed. Instructions on Continual Assessment 1. This is a group assignment. 2. Form. a group of 4-5 students and submit the ‘GROUP PROJECT FORM’ to lecturer by Lesson 3. It is the student’s responsibility to find and join a group. Students without group will receive ZERO (0) marks. 3. All group members will receive the same marks for the assignment unless the group advised the lecturer that group members have not contributed equally in writing through the Peer Evaluation Form. In that case, the lecturer may award different marks to the group members. 4. The assignment has TWO (2) deliverables, i.e., a written group report (30%) and a group oral presentation (10%). Students must complete BOTH components. 5. The report must include any FOUR (04) topics listed below. ● Recruiting in Labour Markets (Session 4) ● Selecting Human Resources (Session 5) ● Training Human Resources (Session 6) ● Talent Management and Development (Session 7) ● Performance Management and Appraisal (Session 8) ● Compensating Human Resources (Session 9) 6. About the group written report (30%) 6.1. Each group must submit ONE group written report. Students should keep a copy of assignment submitted. 6.2. Look for an organisation – can be located in any part of the world. Contact a person whom you can meet/interview to find out in detail how the FOUR topics are implemented in the organisation. The contact person should have some knowledge about HR or has HR responsibility in the organisation. Information can be obtained through internet research and/or any other information available in the library or published materials. 6.3. Write a report on the FOUR topics. The report should include how the FOUR HR systems are implemented in the organisation and focus on: a) ANALYSIS of the FOUR HR systems in the organisation, and b) SUGGESTIONS and SOLUTIONS to enhance the FOUR HR systems in the organisation. 6.4. The report should have: ● Cover page ● Content page ● Introduction ● Analysis, suggestions & solutions on FOUR topics ● Conclusion ● References ● Appendices, as appropriate. 6.5. Guidance on written report: a) The cover page should include the FULL names and Student ID numbers of all group members as per the register. b) The introduction should briefly include background of the manager and organisation and the purpose of the report. Maximum 120 words. c) The conclusion should summarise key findings in the report. Maximum 120 words. d) Each group is required to provide at least SIX (6) references in APA format. e) The appendix should include team members’ roles and responsibilities, and name, job title and contact details of manager whom the group contacted in the organisation, as appropriate. 6.6. The report must be type-written in 1.5 line spacing, font-size 12, Times New Roman. This report must be submitted in Word format. 6.7. The report should be about 3,000 (+/- 10%) words (excluding cover page, references and appendices). State the word count at the end of the report. 6.8. The report will be marked out of 75 marks and counts for 30% of the total assessment in the module. Refer to marking rubric for breakdown of marks. 6.9. Only one member of the group will submit the assignment for the group. If group leader is not available, another member should takeover and submit for the group. This is a group assignment; all members are responsible for the submission. Deadline: 5 Nov 2025, by 11:59am. Penalty Marks for Late Submission of Assignment Within 24 hours: 20% to be deducted from total marks More than 24 hours: submission will be graded zero CA Submission: CAs must be submitted to online Canvas portal by the due date. 7. About the group oral presentation (10%) 7.1. Each group will present the contents in their written report for maximum 10 minutes duration. 7.2. The format of presentation is the group’s choice. Acceptable formats include oral presentation of a PowerPoint, “Live” Zoom presentation if one of its member is on Medical Certification. 7.3.A set of the Digital or Physical copy of presentation materials is to be submitted to the lecturer before the start of the presentation. 7.4.After the presentation, each group will be interviewed on their project for about 10 minutes by the lecturer. 7.5. Each group will be assigned a date and time to present in class from session 13 onwards. The presentation schedule will be shared by the lecturer in Canvas. All group members must contribute to the oral presentation and be present to answer questions at the presentation to receive marks. 7.6. The presentation will be marked out of 25 marks and counts for 10% of the total assessment in the module. Students should demonstrate good understanding and knowledge of contents in the project. 8. Marking Rubric: Rubric for written group report Poor Average Good Very Good Excellent / Distinction Introduction (5 marks) Poor introduction Average introduction Good introduction Very good introduction Excellent / distinction introduction Analysis, suggestions and solutions (60 marks) Poor analysis, suggestions, and solutions. Average analysis, suggestions, and solutions Good analysis, suggestions, and solutions Very good analysis, suggestions, and solutions Excellent / distinction analysis, suggestions, and solutions Conclusion (5 marks) Poor conclusion Average conclusion Good conclusion Very good conclusion Excellent / distinction conclusion Language Use and mechanics of writing (5 marks) Significant errors in grammar or spelling but not making the submission unreadable Minor errors in grammar or spelling with average sentence structure and connectivity No errors in grammar or spelling with good sentence structure and connectivity No errors in grammar or spelling with very good sentence structure and connectivity No errors in grammar or spelling with excellent / distinction sentence structure and connectivity Rubric for group oral presentation Poor Average Good Very Good Excellent / Distinction Knowledge on HR systems (15 marks) Demonstrated poor knowledge on HR systems Demonstrated average knowledge on HR systems Demonstrated good knowledge on HR systems Demonstrated very good knowledge on HR systems Demonstrated excellent / distinction knowledge on HR systems Presentation, language and delivery (5 marks) Displayed poor presentation, eye contact, voice, and confidence Displayed average presentation, eye contact, voice, and confidence Displayed good presentation, eye contact, voice, and confidence Displayed very good presentation, eye contact, voice, and confidence Displayed excellent / distinction presentation, eye contact, voice, and confidence Response to questions (5 marks) Poor response to questions Average response to questions Good response to questions Very good response to questions Excellent / distinction response to questions
Problem: The following virial equation of state (originally developed by Beattie and Bridgeman, Proc. Am. Acad. Arts Sci., 63, 229-308 (1928)) was proposed by Deming and Shupe, J.Am. Chem. Soc., 52, 1382-1389 (1930), for the prediction of the thermal properties of Nitrogen in the temperature range [-70℃,400°C] and in the pressure range [0atm, 400atm] where {a, A₀, b, B₀, c} are numerical constants that were determined from the experimental data. The values reported by Deming and Shupe are the following when P the pressure,is in atm, V the specific volume,is in g/cm³and R the Universal Gas constant,in cm³atm/(g·K) Table 1. VirialEquation Constants Later in 1952, Lunbeck, Michels and Wolkers, Appl. Sci. Res., A3:197(1952),reported Z the compressibility factor of Nitrogen at very high pressures. The data are shown in the table below: The following modification of the Deming-Shupe virial equation is proposed to include the new high-pressure data: where d is a new numerical constant to be determined by the high-pressure data. Calculations to be performed: 1.Develop a methodology to estimate the new constant d from the high-pressure experimental by minimizing the following objective function: Hint:Recast the virial equation of state in the form. where Z is the compressibility factor,p is the molar[or mass]density of nitrogen and {β,y,8} are coefficients that depend on temperature and on the constants {a,A,b₃B,c,@.For the estimation of the new constant dkeep the values of the rest of the constants {a,A,b,B₀,c}the same as given in the Table 1 above.Prepare two parity plots,the first with the value of the constant d set equal to zero and the second with the optimal value calculated by the nonlinear regression. 2.Calculate the thermal properties of Nitrogen{β,Cp,Cv,μπ,Dsomd}at temperature T=-60C and pressure P=800atm using the modified virial equation.Express your answers in SI units.Compare your results with the values obtained using the(RKS)Redlich- Kwong-Soave Equation of State and the values reported in the NIST Webbook. 3.Calculate the power required to compress Nitrogen reversibly and adiabatically from T=-60℃ and P=800atm to P=1000 atm.Express your result in kJ/kg and compare it with the one obtained using the(RKS)Redlich-Kwong-Soave Equation of State. 4.Verify whether the Beattie-Bridgeman Equation of State is consistent at the critical point of nitrogen.If based on the deviations from consistency,it is not,make a recommendation how to rectify the inconsistency.
ECON 211 - A01 - Fall 2025 SOEs' Impact on Chinese Growth Objective The objective of this assignment is to enable students to understand and critically evaluate the role of state-owned enterprises (SOEs) in China's economic development. Students will gain insights into how SOEs contribute to economic growth, the challenges they face in adapting to market-oriented reforms, and the implications for efficiency and competition. This assignment will develop students' analytical skills, enhance their ability to engage with complex economic concepts, and improve their proficiency in articulating well-reasoned arguments in written form. Instructions Assignment Overview This assignment requires you to critically analyze the role of state-owned enterprises (SOEs) in China’s economic development. Your analysis should focus on their contributions to economic growth and the challenges faced in transitioning towards a market-oriented economy, particularly in terms of efficiency and competition. Research and Analysis 1. Begin by conducting thorough research on the historical and current role of SOEs in China's economy. Use academic journals, credible news articles, and industry reports as sources. 2. Identify key sectors where SOEs are predominant and assess their contributions to economic growth. 3. Analyze the challenges SOEs face in improving efficiency and addressing competition, drawing comparisons with private enterprises where relevant. Writing Your Report 1. Structure your report into a coherent essay of 1500-2000 words. 2. Include an introduction that outlines the role of SOEs in the broader context of the Chinese economy. 3. Discuss the economic contributions of SOEs with supporting data and examples. 4. Explore the challenges SOEs face in adapting to market-oriented reforms. 5. Conclude by summarizing your findings and proposing recommendations for improving SOE efficiency and competitiveness. Submission Guidelines 1. Submit your report as a PDF document via the course portal by [insert deadline]. 2. Ensure proper citation of all sources using APA format. 3. Prepare to participate in a peer review process, where you will assess and provide feedback on a fellow student's work.
SOC 380 Assignment 2: A Short Academic Presentation About Live Performance The Micro-Interactional Magic of Live Musical Performance (5 minutes) Background & Task You have been invited to give a brief academic talk about the micro-interactional “magic” of live musical performance. In 5 minutes, analyze a live performance video and focus on the specific interactional techniques the performer uses to engage their audience. Then compare and contrast those techniques with what Jooyoung Lee describes in Blowin’ Up: Rap Dreams in South Central. In what ways are the techniques in this video similar to or diferent from those used by underground rappers at Project Blowed? Instructions (what to include in your 5-minute presentation) 1. Explain one key idea from Blowin’ Up that helps illuminate the interactional work that goes into a live performance. 2. Analyze a live performance found online (YouTube, TikTok, concert footage) using these ideas. Focus on two diferent interactions in which the performer attempts to engage the audience. Provide two time-stamped moments you analyze (e.g., “1:32–1:45: …”) in the video. 3. Evaluate how and why the performer succeeds or fails at engaging the audience. Use visible/audible evidence. Suggest one way audience reactions might be measured in future research. 4. Conclude: what does this reveal about the craft of live performance that most people overlook? Required submission artifacts (all uploaded/pasted at submission): • 5-minute video/audio file or shareable link (unlisted Youtube or MyMedia). • Planning note (100–150 words). Paste into the text box: how you chose this performance, include all steps that you went through while organizing your talk. • Raw observation notes (plain-text file or screenshot) with time stamps and brief descriptive observations for the two moments you analyze. Academic integrity & verification By submitting, you confirm this work is your own. You may not use AI to generate your spoken or written content. Instructor/TAs may request a brief 5–10 minute verification meeting (Teams or Zoom) if a submission seems inconsistent with the student’s usual speaking voice or the evidence provided. Failure to attend or to explain your work may lead to grade reduction or an academic integrity review. A random sample of submissions will be selected for a short verification conversation to ensure work authenticity. Submission Instructions • Upload your 5-minute video into an unlisted YouTube link). The only other acceptable submission format is via the University of Toronto’s MyMedia Studio. Raw video files requiring downloading will not be graded and will receive a 0. • Videos are due on November 6 on Quercus. Late submissions will follow the standard course policy.
COMPSCI 1JC3 Introduction to Computational Thinking Fall 2025 Haskell Programming Style Programming is as much an art as it is a science. There is no best way of writing programs. Each programmer needs to develop their own style. Diferent programming languages require diferent programming styles. In this short document, we will present rules and recommendations for pro- gramming in Haskell. You are required to follows the rules below that are stated in boldface. 1 General Recommendations You should strive to write code that is readily understandable and easy to maintain and reuse. Keep your lines of code relatively short, no more than 80 characters long. Indentation Indentation is a required part of Haskell syntax. Always indent code blocks the same number of spaces, preferably 2 or 4. Do not indent with tabs. 2 White Space Use white space consistently. Put a blank line before each new top- level definition. You should usually put a space before and after each infix function. 3 Comments Put a comment before each top-level definition that describes what is being defined. Otherwise keep you comments to a minimum and use them only to point out things that may not be obvious to the reader. Write your code so that it speaks for itself. 4 Names Give Haskell objects descriptive names. The greater the scope of the object, the more specific should be its name. So the name of a top-level function should be very specific, while the names of its inputs can be single letters. The names of variables and functions should start with a lower-case letter, while the names of types, constructors, and type classes should start with an upper-case letter. Distinguish words in a name using capitalization, so write the name startPoint instead of startpoint. 5 Function Definition Each top-level function definition must have the following three components: a descriptive comment, a type declaration, and the definition itself. Here is an an example: {- - This function computes the 2-dimensional norm . -} norm :: Float -> Float -> Float norm x y = sqrt ((x ** 2) + (y ** 2)) 6 Let and Where Expressions Use let and where expressions to make expressions more concise and perspicuous. You should usually use a let or where expression to name any compound expression that appears more than once in an expression. Here are examples of how the norm function from above can be defined using let and where: norm1 :: Float -> Float -> Float norm1 x y = let sq a = a ** 2 x' = sq x y' = sq y in sqrt (x' + y') norm2 :: Float -> Float -> Float norm2 x y = sqrt (x' + y') where sq a = a ** 2 x' = sq x y' = sq y 7 Conditional, Guarded, and Case Expressions Use conditional expressions, guarded function definitions, and case expres- sions carefully. Avoided nesting these kinds of expressions. 8 Pattern Matching Use pattern matching when possible. For example, distance1 :: (Float,Float) -> (Float,Float) -> Float distance1 (x,y) (x',y') = norm (x - x') (y - y') is better than distance2 :: (Float,Float) -> (Float,Float) -> Float distance2 p p' = norm ((fst p) - (fst p')) ((snd p) - (snd p')) 9 Large Multi-Component Expressions Carefully line up large multi-component expressions — like conditional ex- pressions, guarded function definitions, case expressions, lists, tuples, records, and data types — that cross multiple lines. Here are some examples: abs1 :: Float -> Float abs1 x = if x < 0 then -x else x abs2 :: Float -> Float abs2 x = if x < 0 then -x else x signs :: [Int] signs = [ -1 , 0 , 1 ] data NobleGas = Helium | Neon | Argon | Krypton | Xenon | Radon
Assignment Briefing Module Name Leading People in Organizations Module Code BUSB6432/BUSB6032 Assignment Title Reflective Essay Assignment Type of Assignment/Weighting Written Report Word Count/Time Allocation (for e.g. presentations, online tests, ICTs, podcasts) 1500 (+/- 10 %) words Issue Date Oct 2025 Submission Date 5th November 2025 Date of Feedback 26th December 2025 Where Feedback can be found Turnitin (Moodle) Reflective Essay Assignment Task (40%) Your report needs to be 1500 words (excluding references) and it needs to use Harvard reference style (guidelines for this have been uploaded to our Moodle site). · PLEASE REMEMBER TO BE EXPLICIT ABOUT YOUR USE OF ACADEMIC THEORY, AS COVERED IN THIS MODULE. Your reflective Essay title is: - What This Module Taught Me About Leadership (and Myself)? Purpose of the Assignment: This assessment encourages you to integrate academic learning with personal insight. It should develop your ability to think critically about leadership theory, connect it to real-world behaviour, and reflect on your own leadership values and development. Task Description: Select one lecture or theme from the module Leading People in Organisations that has had the most impact on your understanding of leadership — either positively or negatively. This could be a topic you strongly agreed or disagreed with, or one that challenged your assumptions about what it really means to lead. Reflect on why this topic stood out to you and how it connects to your own experiences — in work, study, volunteering, or group projects. Think about moments when you’ve led, followed, or observed leadership in action — what went well, what didn’t, and what you learned. Use this reflection to explore how leadership theory and practice intersect in real life, and how these insights could shape the kind of leader you want to become. The goal is not to summarise content, but to tell a thoughtful, honest, and forward-looking story about your leadership journey so far — grounded in critical analysis and personal growth. MORE GUIDANCE TO FACILITATE WRITING THIS REFLECTION: Reflection Prompts Use these to stimulate your thinking while writing: · Which lecture challenged or inspired me the most, and why? · What assumptions about leadership did I hold before this module? Have they changed? · How did my own leadership (or my observation of others) align or clash with what we studied? · What emotions did I experience in that leadership situation — and what did they teach me? · How can I use these insights to lead more ethically, inclusively, or effectively in the future? Structure Guidelines: Note: Write in the first person (“I”) while maintaining an academic tone. Support your reflection with relevant leadership theories and credible sources. 1. Introduction (Approx. 200–250 words) · Briefly introduce the purpose of your reflection. · Identify the lecture/theme you have chosen and explain why it resonated with you. · Introduce the key leadership concept(s) you’ll be reflecting on (i.e. trait vs situation or skills vs behaviour) 2. Description & Context (Approx. 300 words) · Describe the context of your experience (e.g. a workplace situation, team project, volunteering role). · Explain how the topic connects to this real or observed experience. · Highlight what made this situation meaningful, challenging, or surprising. 3. Analysis & Reflection (Approx. 600–700 words) Use a reflection framework such as Rolfe’s Model (What? So what? Now what?) to guide your thinking. Critically analyse: · How did your experience illustrate (or contradict) leadership theories from the module? · What did this reveal about your values, assumptions, or leadership style? · How did others respond — and what does this say about effective leadership in practice? · Draw connections between theory, evidence, and personal insight. 4. Learning & Future Application (Approx. 300 words) · What have you learned about yourself as a potential leader or team member? · How will you apply this learning in future professional or academic settings? · Identify specific skills or mindsets you plan to develop (e.g. empathy, communication, adaptability, ethical awareness). 5. Conclusion (Approx. 100–150 words) · Summarise the key lessons from your reflection. · End with a clear, forward-looking statement about your leadership growth journey. This report should be submitted via Turnitin on Moodle.
ACFI3018 APPLIED PORTFOLIO MANAGEMENT TRIMESTER 3 2025 SINGAPORE ASSESSMENT 1 - PROBLEM SET [This problem contributes 30% to your overall mark in this course. You should answer all the questions.] The spreadsheet ACFI3018_25T1_ProblemSetData.xlsx contains financial markets data that is used for this assignment. The data is allocated into three tabs: – “Q3 Stock Data” relates to question 3 – “Q3 Template” can be used to construct your answer for Q3 – “Q4 Industry Data” relates to Question 4 – “Q5 Value Data” relates to Question 5 part (a) – “Q5 Stock Data” relates to Question 5 part (b) You may not need to use all the data provided in the spreadsheet. You are required to submit both an Excel spreadsheet that shows your workings and a word file with a report that summarises your responses to each question. The word file should be a stand-alone report; the Excel spreadsheet is only submitted so that your working out can be checked as required. You may make reasonable assumptions (if necessary) in answering the questions. Question 1 (7 marks) a) Your client is considering investment in one of the following assets. Probability distribution of returns on each security is given in the following table. State Probability A B C D 1 20% 25% 70% 30% 7% 2 30% 40% 10% 7% 7% 3 30% 10% 10% 3% 7% 4 20% 15% -20% -14% 7% 1) On the basis of excess returns per unit of risk, which security would you recommend to your client? (2 marks) 2) On the basis of skewness, which security would you recommend to your client? (2 marks) 3) In 200 words or less, explain the relationship between skewness ofa return distribution and the following investors’ utility preferences. (1) Mean-variance investors (1.5 marks) (2) Non-mean-variance investors (1.5 marks) Question 2 (5 marks) Suppose you are bearish on MNY and decide to sell short 200 shares at the current market price of $70 per share. If the broker’s initial margin requirement is 40% of the value of the short position and the maintenance margin is 25%. a) How much in cash or securities must you put into your brokerage account? (1 mark) b) If the price of CBA immediately changes to: (i) $54; (ii) $60; (iii) $84, will you receive a marginal call? If so, please calculate the additional margin you need to deposit in the account. (2 marks) How high can CBA’s price increase before you get a margin call? (2 marks) Question 3 (6 marks) You are employed as a research analyst and have been given five stocks to analyse. The five stocks are the BHP Group (ASX code BHP), Commonwealth Bank of Australia (CBA), Westpac Banking (ASX code WBC), Australia and New Zealand Banking Group (ANZ), and Rio Tinto (RIO). Daily dividend adjusted price data for these five stocks for the period January 2010 to December 2023 are provided in the Problem Set Excel spreadsheet. The ASX200 index value and 10-year government bond rate (daily) are also provided in this spreadsheet. Using the data provided, you are required to undertake the following: a) Use Microsoft Excel’s Solver add-in to derive the efficient frontier of risky assets for a portfolio comprising the five stocks that you have been asked to analyse. When calculating expected returns, you should use the Capital Asset Pricing Model. The market consensus forecast for the expected market return is 10% per annum and the expected risk-free rate of interest is 5% per annum. (5 marks) b) Assume that your coefficient of risk aversion is 3. What is the combination of the optimal risky portfolio and risk-free asset that would maximise your utility? (1 mark) Question 4 (6 marks) US monthly stock returns across 12 industries (labelled P1 through to P12) for the period from 2009 to 2023 are provided. You have been asked to back test a cross-sectional momentum strategy using this data. Within this strategy, you are required to demonstrate the monthly returns on a portfolio of past winners and the returns on a portfolio of past losers. You plan to apply 6/6 strategy, whereby industries are allocated into portfolios based on their performance over the past 6 months and each portfolio is then held for the subsequent 6 months and rebalanced semi-annually for 6/6 strategy. Monthly returns on the market index (Mkt) and the monthly risk-free rate (RF) are also provided. a) Create equally weighted portfolios comprising three industries of past “winners” and three industries of past “losers” and report the historical mean, standard deviation of returns, Sharpe ratio, and Jensen’s alpha for the “winner” and “loser” portfolios. (3 marks) b) Repeat the process in a) by using the 3/3 strategy (industries are allocated into portfolios based on their performance over the past 3 months and each portfolio is then held for the subsequent 3 months and rebalanced annually for 3/3 strategy). Compare and comment on the results in a) and b). (3 marks) Question 5 (6 marks) You are required to construct an equal weighted value portfolio with 5 stocks by using the data from the Q5 spreadsheet. a) Please identify the 5 value stocks for the value portfolio if the following screens are used (2 marks): 1) Price to cashflow ratio 2) M/B ratio b) Use the stock price data contained in the Problem Set Excel Spreadsheet and obtain daily price observations for each equal weighted value portfolio constructed in (a), and the market index (ASX200 index) for the period January 3rd 2012 — Dec 31st 2018. Please use appropriate performance measures to evaluate the performance of the above two value portfolios, assuming the daily risk-free rate is 0.01% (4 marks):
CMN 3182 A POLICY STUDIES FALL 2025 COURSE DESCRIPTION Study of the principles governing information and communication regulations, national and international. Examination of the legal and regulatory systems of Canadian media. Issues in the social and cultural domain. Prerequisite: CMN 2160. Reserved for students in the Communication and Journalism Programs. COURSE LEARNING OBJECTIVES On completion of this course the student will be able to: • Describe the legal and regulatory systems pertaining to the media in Canada. • Describe the economic, political and social challenges that influence the broad- casting regulatory system in Canada and other parts of the world. • Describe the various ways in which mass media in Canada is regulated by the Canadian state. • Explore the manner in which media organizations and their key personnel go about determining the content of media. • Explain and interpret broadcasting policies in Canada. • Analyze and provide a critical judgment on texts related to national media policies. • Construct valid arguments about broadcasting and information policies. COURSE FORMAT CMN 3182 is not confined to abstract theories of policy studies; rather, it represents an intellectual journey that combines conceptual knowledge with critical reasoning and practical application. The course is structured to integrate both theoretical foundations and topical case studies, allowing students to identify meaningful correlations between ideas and their real-world implications. Particular emphasis will be placed on major so- cietal transformations and the ways in which media has been compelled to adapt to evolving communicative needs. Each lecture will be accompanied by a PowerPoint presentation designed to frame and illustrate the subject matter. To foster deeper understanding, students will also engage with Complementary Visual Presentations—including original documentaries, films, and archival footage—enabling them to become “eyewitnesses” to historical and cultural de- velopments. This immersive approach will encourage students to critically examine the intersections between theory and practice. Active participation will be essential in un- packing these connections and in cultivating nuanced, well-reasoned conclusions. Beyond the core readings, additional mandatory texts will be introduced throughout the semester and made available via Brightspace. To further enrich the study of policy, se- lect films or excerpts will be screened. Film analysis will serve not only as an intellectual exercise in cultural interpretation but also as a means of sharpening analytical skills in policy-oriented contexts. Note: Students are strongly encouraged to review the Course Outline thoroughly, as it pro-vides essential guidance for academic success and details the methods of assess-ment. Please be aware that lectures are designed to complement—not replicate—the textbook, and independent engagement with all materials will be critical to mastering the course content. I would kindly like to remind you that our lectures are meant to be a space for focused learning and discussion. Please avoid using online platforms for chatting, browsing, or watching games during class. If you wish to do so, I respectfully ask that you step out- side the classroom. ABOUT THE INSTRUCTOR Jozsef Orosz is a Pulitzer Prize-winning broadcast journalist from Hungary who has pro- duced and anchored daily television and radio programs for over thirty years. As a war correspondent, he has reported on major historical events, including the Gulf Wars (Baghdad, 1991 and 2003), the Fall of Communism (Berlin, Czechoslovakia, and Roma- nia, 1989), the War in the Balkans (Sarajevo, 1993), the aerial bombings of Belgrade (1999), the Netanya suicide bombing in Israel (2002), and the Georgian Revolution in Tbilisi (2003). Since relocating to Canada in 2010, he has taught a wide range of courses at the Uni- versity of Ottawa, including Journalism Ethics, Public Broadcasting, Sociology of Jour- nalism, Theories of Journalism, Theories of the Media, Intercultural Communication, Im- age and Communication, Non-Verbal Communication, Public Opinion, and War, Peace, and the Media, among others. ATTENDANCE AT EXAMS Absence from an exam or not submitting an assignment due to illness or extraordinary personal circumstances must be justified. You will be required to provide a medical cer- tificate or other official documentation no more than 5 (five) calendar days after the exam in order to be allowed to write a make-up exam. Other reasons such as, but not limited to, travel, employment and misreading the examination schedule are not acceptable. In case you need to defer your final exam, it is compulsory to request a referral from the Faculty of Arts. You may refer to Academic Regulation 9.5 for further details at http://www.uottawa.ca/governance/regulations.html COURSE POLICIES: ATTENDANCE, ASSIGNMENTS, PARTICIPATION, AND EVALUATION The Course Outline constitutes a mutual agreement between students enrolled in CMN 3182 and the instructor; both parties are expected to uphold its requirements. Class Attendance and Participation • Regular attendance is mandatory. Attendance may be taken occasionally during lectures. • Absences must be justified with appropriate documentation (e.g., medical certif- icates) submitted within five working days of the missed class. Only illness or extraordinary personal circumstances will be accepted; reasons such as travel, employment, or misreading the schedule are not valid excuses. • Attendance directly impacts final grades: o 5 absences: maximum final grade = B o 6 absences: maximum final grade = C o 7 absences: maximum final grade = D • Active participation in lectures and discussions is expected. Participation means offering thoughtful, creative, and informed contributions to class discussions, not simply expressing an opinion. • Engagement may include mini-lectures, presentations, and contributions to group projects. Students from diverse cultural backgrounds are especially en- couraged to share their perspectives and experiences. • Meaningful participation may positively influence the final grade (up to 10%). Assignments • Assignments are due on the specified dates. • Exceptions or extensions must be arranged with the professor before the dead- line. Requests for accommodations (e.g., sports commitments, SASS accom-modations) must be negotiated in advance. • Late penalty: one letter grade will be deducted per day. After five days, the as- signment will automatically receive a failing grade (F). • All assignments and components are mandatory. Failure to complete all require- ments will result in a grade of EIN. • Students are advised to keep copies of all assignments submitted and retain graded work until final grades are released. In cases of loss, theft, or dispute, it is the student’s responsibility to provide the original. Final Examination • The final exam will take place during the official examination period at the end of the semester. • It will focus extensively on the course readings, lectures, and compulsory visual materials (films, documentaries, and archival footage). • Please note: Failure to engage with the assigned readings and films strongly correlates with poor examination performance.
Assignment Overview Assessment Weight: 20% 12 marks for the Software Application 8 marks for the Reflection Journal Individual or Group work: Individual Word Count: 1300 words Format: PDF Due Date: 10/11/2025 at 4:00 PM UQPLAY Individual Assignment – Reflection Journal This assignment is the second part of the UQPLAY Toy Library project. Building on the team- based system analysis and UML design completed earlier in the semester, each student is now required to develop a working prototype of the UQPLAY app using GlideApps and to submit an individual reflective journal about their learning process. The aim of the reflective journal is to provide an opportunity for you to critically evaluate your experience learning GlideApps and developing a no-code application that meets business requirements. Your reflection should move beyond describing what you did and instead focus on analysing how and why these learning experiences were meaningful and what they mean for your personal development and future career. What You Need to Submit 1. GlideApps Prototype: A functioning app that aligns with the requirements from your Assignment 1. You must share access with the assessment team (instructions provided below). 2. Individual Reflective Journal: A Word document containing your personal reflections, structured into the two sections described below. A. GlideApps Prototype Application You must submit your functioning Glide application: 1. Go to your app on the GlideApps platform. 2. Click “Members” then “Send Invite” to the following email addresses as Admin: o [email protected] 3. Ensure your app name includes your Subject Code and full name using this format: o BISM7255_Emily_Lee Requirements for Your UQPLAY Toy Library Application Your task is to build a working prototype of the UQPLAY Toy Library application using GlideApps. The app must demonstrate the core functional requirements of the system as identified in Assignment 1 and reflect thoughtful design, data structure, and user interaction. This prototype must include both customer-facing features and administrative functions (e.g., toy management, maintenance logs). You are required to demonstrate an understanding of Glide's layout, logic, data relations, and user roles. 1. Application Functionality – Minimum Features to Include 1.1. Toy Browsing and Booking Your application must begin with a homepage or welcome screen that provides clear navigation options such as Browse Toys, My Bookings, Submit Feedback. The home screen should be simple and intuitive, enabling a first-time user to quickly locate where to browse or manage their bookings. From the homepage, users should be able to access a toy catalogue page that displays key details for each toy, including toy name, image, age group (e.g., 0–2, 3–5, 6–8, etc.), Genre (e.g., pretend play, physical activity, puzzles), and availability status. The catalogues should be easy to scan, with filters and search functions that allow users to narrow results by age group or genre. When viewing the catalogue, users must also be able to open a toy detail view that presents more information about the selected toy and are able to filter/search by genre or age group. From here, customers should have the ability to book a toy with a specified loan duration provided it does not exceed the maximum allowed. A clear confirmation screen should be shown at the end of the booking process, summarising the selected toy and loan period before the booking is finalised. 1.2. Maintenance and Return Handling Your application must include a return form that allows the user to complete the return process in a straightforward way. The form should enable customers to confirm return, provide a rating for the toy, leave optional written feedback, and report a missing part or damage (e.g., checkbox or free text). In addition, the system must provide an administrative page for maintenance staff. This page should present toy condition reports log completed by customers and allow staff to log completed repairs or cleaning tasks. Staff should also be able to update the toy’s status to indicate whether it is ready or not ready for loan. For baby toys in particular, the interface should make it easy to track and update cleaning status, ensuring safety and hygiene before toys are returned to circulation. 1.3. Deposits and Special Cases Some toys, such as console games or other high-value items, may require a deposit before they can be borrowed. Your application must be able to recognise toys flagged as “deposit required.” When a customer attempts to book one of these toys, the system should display a clear warning message along with the required deposit amount. 1.4. Lifecycle & Toy Retirement The appIication shouId aIso support toy IifecycIe management through an administrative screen or section. This feature must aIIow staff to view a toy’s usage history, incIuding the number of Ioans it has been through, and any condition reports associated with it. Based on this history, staff shouId be abIe to update the toy’s status to indicate whether it is Active, Retired, or For SaIe. If toys are moved to the For SaIe category, the interface shouId aIso aIIow customers to view a Iist of toys avaiIabIe for purchase. 2. Layout Pages To ensure consistency and usabiIity, your appIication must contain a set of core screens that cover both customer-facing and administrative functions. Each page shouId be designed with cIarity and ease of navigation in mind, so that users can intuitiveIy move between browsing, booking, returning, and managing toys. At a minimum, the foIIowing pages shouId be impIemented: • Homepage / Landing screen • Toy cataIogue / Iisting screen • Toy detaiI page (with booking option) • My Bookings / My Loans page • Submit Return/Feedback page • Admin dashboard or menu (restricted to admin users) • Toy management screen (create, update, retire toys admin users) • Maintenance Iog screen • Retired toys for saIe (optionaI“Buy”interaction or contact prompt) 3. Data Domain Model You are expected to define and manage your own data structure to support the required appIication functionaIity. The modeI shouId capture the key entities in the toy Iibrary system and cIearIy define how they reIate to one another. Each tabIe shouId incIude meaningfuI attributes, with appropriate data types and vaIidation ruIes to ensure reIiabIe operation. At a minimum, your modeI must incIude the foIIowing tabIes: • Users managed for you by GIide • Toys • Bookings • Returns / Feedback • Maintenance Logs • SuppIiers • Purchase Orders • SaIes / Retired Toys Your domain modeI wiII be assessed based on the overaII appropriateness of the entities and their attributes, the correctness of the associations between them (for exampIe, ensuring that toys are properIy Iinked to bookings and feedback), and the suitabiIity of fieId types and visibiIity Iogic, such as the use of dropdowns, reIations, or BooIeans where appropriate. 4. User Roles / Navigation To meet the minimum expectations, your application must demonstrate role-based access, clear navigation, and basic interaction functionality. These requirements ensure that users can move seamlessly between different parts of the app and that actions such as saving, submitting, or cancelling are consistently available where needed. At a minimum, your app must include: • At least two user roles: Standard Customer and Admin (you can use Glide’s role features) • Navigation menu or buttons for moving between major app sections • All screens should be accessible based on the user’s role • Pages with Save, Cancel, or Submit options where appropriate 5. Actions and Logic Your application must demonstrate interactive functionality through the implementation of at least five meaningful actions. These actions should support both customer and administrative workflows, showing how users can engage with the system beyond simply viewing data. Use visibility rules and action buttons to ensure that actions are dynamic, context-sensitive, and only available to the relevant user roles. At a minimum, the following actions must be implemented: • Booking a toy • Returning a toy • Submitting a condition or maintenance report • Logging a maintenance task • Marking a toy as retired 6. Test Data and Demonstration To showcase the full functionality of your application, you must populate it with sufficient and varied test data. This data should reflect realistic use cases and demonstrate how different features of the system work together. Your submission will be assessed not only on functionality but also on how clearly the test data illustrates the intended workflows. At a minimum, your app must include: • At least 10 toys across different genres and age groups • At least 3 bookings made by a test user • At least 2 return reports with associated feedback • At least 3 toys with maintenance logs • At least 1 toy marked as retired 7. User Interface and Design The usability and presentation of your application will be assessed alongside its functionality. A clear and consistent interface ensures that users can navigate easily and interact with the system without confusion. Pay attention to layout, readability, and overall visual appeal, and ensure design choices support the app’s purpose rather than distract from it. The UI must: • Be clean and consistent • Use a sensible colour scheme (buttons, headers, forms) B. Reflective Journal Requirements Your reflective journal is an important part of the assessment. It should demonstrate critical thinking, self-awareness, and the ability to connect your experiences with broader ideas about app development and digital solution design. Please use the headings provided below and structure you’re writing accordingly. Your reflection should go beyond description, offering personal and thoughtful insights into your learning journey. 1. Two Significant Learning Experiences Reflect on two distinct and specific learning experiences you encountered during the development of your GlideApps prototype. These should be unique turning points rather than ongoing tasks. Each should be: • A clearly defined moment or event, not a vague summary of activity. • Explained in terms of what happened and why it was meaningful. • Connected to your growth in understanding no-code app development, system thinking, interface design, or digital solution delivery. For each learning experience, discuss: • What happened? What triggered the learning? • Why was it significant to your progress? • How did it challenge or change your thinking? • What skills, knowledge, or confidence did you gain? Avoid simply describing technical features; instead, explain what you realised about yourself, your abilities, or your assumptions as a result of these moments. 2. Three Implications for Your Career In this section of your reflective journal, you are asked to think ahead and consider how your experience with GlideApps and this project connects to your future professional development. The focus is on career relevance, how what you learned here informs your aspirations, your view of digital innovation, and the kinds of roles you might pursue. You should discuss three specific ways in which this project and your experience learning GlideApps has impacted your thinking about your future career. For each career implication, reflect on: • What kind of professional role (e.g., business analyst, product owner, digital consultant) this learning supports. • What skills you now see as important for your career. • How this experience has shaped your understanding of technology in business. • How this learning positions you better in the job market or changes your approach to digital innovation. This section is about forward thinking. Consider how you will apply the insights gained from this project in your future workplace or study. Submission Guidelines To ensure all parts of your assessment are submitted correctly and consistently, please follow the requirements below. • Submit your journal as a Word document or PDF file via Blackboard • File name format: [StudentID_Firstname_Lastname_Reflection.docx or pdf] • Your journal should include: o Title Page with Assignment Title, Name, Student ID o Section Headings as outlined above o Proper grammar, spelling, and paragraph structure o APA referencing if any external sources are used (not required) Marking Focus The reflection will be assessed based on: • Depth and insightfulness of reflection (not just description) • Clarity and relevance of the learning experiences • Connection to professional development and future careers • Structure, coherence, and professionalism of writing • Authentic linkage between the reflection and the app submitted Marking Rubric – 20 Marks Criteria Fail Meets Expectations Very Good Glide Software Application Student started with a template and not a blank app. Poor use of Glide features Poor requirements completeness Poor implementation of Glide features Zero-Four (0-4) marks Average requirements completeness Average user interface implementations Average implementation of Glide features Five-Ten( 5-10) marks Advanced requirements and their completeness Advanced user interface implementations Advanced implementation of Glide features Eleven-Fifteen (11-15) marks Significant learning experiences What significant learning experiences did I encounter during the Glide Apps development? No or poor description of learning experiences. No or poor understanding what an experience is. Zero-One (0-1) marks Descriptive presentation of learning experience. Learning experiences relate to the same form. of learning. Two-Three (2-3) marks Reflective presentation of two learning experiences. Learning experiences relate to different forms of learning. Four-Six (4-6) marks Consideration of future career impacts How and why is the learning valuable for my future career? No or poor consideration of future career impacts. Zero-One (0-1) mark Simplistic (not critical or not reflective) considerations on future career impacts had the learning. One-Two (1-2) marks Critical and reflective considerations on future career impacts having had the learning. Three-Four (3-4) marks Layout, structure Assesses the clarity, coherence, and professionalism of written communication, and the extent to which the reflection meaningfully connects to the submitted Glide app Writing lacks coherent structure and professional tone; limited or no linkage made between reflection and the submitted app. Minus Two (-2) mark Some structure is evident but may lack clarity or consistency in tone; linkage to the submitted app is present but underdeveloped. Minus One (-1) mark Writing is clearly structured, coherent, and professionally presented; the reflection is authentically and meaningfully linked to the submitted app. Zero (0) marks deduction
Mat332 Introduction to Graph Theory Q3: Assume G is a connected graph 1. Suppose G is a graph of maximum vertex degree 3 with no isolated vertices. (a) Determine the number of edges e(G) in terms of the numbers A, B, C of vertices in G of degrees 1, 2, 3 respectively. (b) Suppose furthermore that G is a tree. Show that C = A - 2. 2. (a) Find a maximum matching and minimum vertex cover in the following graph: (b) Suppose G is a bipartite graph that contains a collection C of 100 edges such that every vertex is contained in at least one edge of C, but there is no collection of 99 edges with this property. Determine the size of the largest independent set of vertices in G. 3. (a) Show that if a connected graph G contains a cycle C of length k and no path with k+1 vertices, then C is a Hamiltonian cycle. (b) Show that if G is a connected 3-regular graph with |G| ≥ 7 then the longest path in G has at least 7 vertices. 4. Suppose G is a bipartite graph with no isolated vertices and bipartition X ப Y, with the property that whenever we select distinct vertices u, v ∈ X and y ∈ Y then at least one of uy or vy is an edge of G. (a) Show that if |X| ≤ |Y| then there is an X-perfect matching (b) Show that if |X| ≥ |Y| then there is a Y-perfect matching 5. (a) Construct a flow network with an edge e such that increasing the capacity of e by 5 increases the maximum flow of the network by 3. (b) Suppose in a flow network there is an edge e with the property that increasing its capacity by 1 does not increase the value of the maximum flow. Show that increasing the capacity of e by 2 also does not increase the value of the maximum flow. If you want to use a theorem about flow networks for this question you must use the version presented in class.
COMP9032 Lab 2 Oct. 2025 1. Objectives In this lab, you will learn AVR programming on • function • parallel I/O 2. Preparation For Task 3 of this lab, you will use the lab board. It is required that this week (Week 3) you: • read Introduction to AVR Microprocessor Development Board on how to use the board, and • download and install the following Arduino software that is available on the course website. o arduino-1.0.6-windows.exe 3. Tasks There are three tasks in this lab. Task 1 and Task3 are group-based tasks. Task 2 is an individual task. Task 1: (15 marks, due in your lab session in Week 4) Work together as a group to test the lab boards distributed to your group. It is required that • Before the test, every group member read all documents about the lab board, which are available on the Labs page of the course website • All group members work together in the lab to test the board by following the test procedure provided in the Lab Board Information.zip file o There may already be some wire connections on the board. But you still need to identify the ports and check each connection as specified in the test sheet. o After the test, pull off all wires and make the board ready for the coming lab exercises. • Upload the test report to your group channel in MS Teams before the due time. Notify your tutor if there are any problems with your lab board. Your test report must not be modified after your lab session in Week 4. Any changes made afterward will be considered late submission and no marks will be awarded. Task 2 (45 marks, due in your lab session in Week 5) For this task, you need to work solo, and your work will be assessed by peers and tutors. 1) Write an assembly function that reads a sentence from the program memory, counts the number of words in the sentence, and saves the word count in the data memory. Here we assume: • The sentence is null terminated. • Words are separated by single spaces only. • Punctuation marks are considered part of words. • A word is less than 10 characters. • The maximum word count does not exceed 255. For example, “Hello, everyone!” contains two words. 2) Design three test cases to verify your code function. Create a demo video that shows how you run the test. Task 3: (40 marks, due your lab session in Week 5) Implement an LED display control system that can display two different patterns in the following way: a) When the user presses one button on the lab board for the first time, the first pattern is displayed. b) When the user presses the button again, the second pattern is displayed. c) When the user presses the button the third time, the display switches between the two patterns automatically. To ensure visibility, insert some delay (for example, 0.5 second) between the patterns. The clock frequency used on the lab board is 16MHz. d) To stop the pattern display, press the second button, which will reset the display to a default pattern. Here we assume the default pattern and other two patterns are static and hardcoded in your code – any changes to these patterns require the code to be recompiled. All patterns are 6 bits in size. Assemble your program using Microchip Studio and run your code on the lab board. Demonstrate your work to your lab tutors. Note: • Tasks 1 and 3 will be assessed in groups by your tutors. All group members are required to work together to ensure the task is completed on time. • The assessment for Task 1 is based on your participation in the lab board test. Make sure you sign the test report after you complete Task 1. Each member who has fully participated in the test will receive 15 marks. • The assessment for Task 3 is divided into two components: o Group performance (20 marks) All group members will receive the same marks based on the following criteria: Code compilation in Microchips Studio – 5 marks Successful building of the project code without errors Code deployment to lab board – 5 marks Successful loading of the compiled code onto the hardware. Code execution and design verification – 10 marks Demonstration that the code runs correctly and validates the intended design. o Individual performance (20 marks) Each student will be individually assessed based on: Understanding of the group work - 20 marks Clear and accurate explanation of a specific part of the group work, as assigned by the tutor. • Task 2 will be assessed by your peers and tutors. The assessment is based on o The overall of your design (7 marks) o The key features/techniques you used in your program 5 marks) o The effectiveness of video demo that shows how you run your code and check the simulation result (7 marks) o Results of three different test cases. (15 marks) o Effectiveness of your testing approach (6 marks) An assessment form. will be available for Task 2. • We have a limited stock of lab kits. Please treat them with caution to avoid damage and unnecessary replacement.
COMP9032 Lab 1 Sept. 2025 For this lab, you are required to work solo, and your work is assessed individually. 1. Objectives In this lab, you will learn: • AVR instructions, and • basic assembly programming. 2. Programming Style. The general practice, when you write an assembly program, is to maintain the readability and consistency of your code. For this reason, you are encouraged to adopt the following rules: • Starting each source code file with a heading that includes: o your name so that it is easy to see who is responsible for the file, the date of last modification and a version number, and o a description of what the program does, possibly with a pseudo-code for a high-level abstraction. • Including appropriate comments that explain the “why", not just the “how" of the program throughout the source code. • Using a sensible layout for your code - to make it easy to see the code structure, instructions, and any labels. 3. Tasks There are three tasks in this lab. Task 1 will be assessed by your two lab tutors in Week 2, and Tasks 2&3 will be assessed by both your peers and the tutors in Week 3. Task 1 (30 marks, due in your lab session in Week 2) 1) Write an assembly program that converts a signed binary number from a register into its decimal representation and stores each character of the decimal string (including the sign) as its ASCII value in a sequence of registers. An example is shown in Figure 1, where the signed binary 11111011 in R3 is converted into decimal -5 which is stored in the register pair R4:R5 in the ASCII format (See the ASCII table given at the end of this document) . 2) Assemble and simulate your program using Microchip Studio and demonstrate your work to your lab tutors. Figure 1: Signed binary 11111011 is converted to decimal and stored in R4:R5 in ASCII Task 2 (35 marks, due in your lab session in Week 3) 1) Write an assembly program to calculate a√a , where a is a one-byte unsigned number and the result is rounded down to the nearest integer, e.g. 5√5 = 11.18 → 11. 2) Create a demo video that shows how you verify your design with a set of testing cases. Task 3 (35 marks, due your lab session in Week 3) 1) The greatest common divisor (GCD) of two integers can be calculated in a way as given in a C-like pseudo code shown in Figure 2. Based on this calculation approach, write an assembly program to obtain the GCD of an array of 8-bit unsigned integers. The size of the array is less than 16 and is stored in register R0. The elements of the array are stored consecutively from register R1 up to R15. For this task, you are required to use macros to improve your code. The concept of macro is discussed in Week 2. 2) Create a demo video that clearly demonstrates the correctness of your design using three test cases with different array sizes Figure 2: Pseudo Code GCD NOTE: • To simplify testing, we assume the input values of all tasks can be manually set in the registers before execution (See explanation on page 5 of Lab 0 on how to set a register value). • You can put your code for each task in the same project in Microchip Studio for this lab. Run the program for each task by setting it as the entry file, which has been explained in Lab 0. • All your programs should be well commented on and easy to read. • The peer assessment form for Tasks 2 & 3 will be available in Week 3.
COMP9032 Lab 0 Getting Started with Microchip Studio Sept. 2025 1. Objective • Install Microchip Studio at home. • Learn how to use Microchip studio to debug and run AVR assembly programs. 2. Installing Microchip Studio Download the Microchip Studio installer from the following link https://www.microchip.com/en-us/tools-resources/develop/microchip-studio#Downloads. The software is also available on the course website (follow the link References → Tools → Microchip Studio). There are different types of MCUs. As we will use AVR 8-bit MCU (Microcontroller Unit) in our course, make sure you select the AVR 8-bit MCU option during installation. Unfortunately, Microchip Studio only supports Windows. If you want to install Microchip Studio on a non-Windows computer, you need to set up a Windows virtual machine. Obtain necessary software for setting up a Windows virtual machine from the following link: https://taggi.cse.unsw.edu.au/FAQ/Windows/ There are also plenty of resources available online about installing Windows virtual machines. 3. Introduction to Microchip Studio Below is a short tutorial on how to use Microchip Studio (previously called Atmel Studio). 3.1 Start Microchip Studio To start Microchip Studio, double click the Microchip Studio icon, or click on Start → Programs → Microchip Studio 7.0. 3.2 Create a New Project To create a new project, on the Start Page screen, click the “New Project …” link. The dialog box will appear. Figure 1: New Project Among the installed programs, select Assembler and enter a project name (e.g. “lab_0”), as shown in Figure 1. Next, select the project location. This is the location where Microchip Studio will store all files associated with the project. It is good practice to create a separate directory for each lab. After choosing the project software type, name, and location, press “OK” to continue. You will be asked to choose the device for your project. Choose “ATmega2560” from the Device list, as shown in Figure 2. Then press “OK” to continue. Figure 2: Device Selection Now the project window with a file called main.asm appears, as shown in Figure 3. Figure 3: Project Window Replace the sample code (that was automatically generated by the Studio) with your code given in Figure 4. Figure 4: Your assembly code In the assembly code, file m2560def.inc is included. It contains the definitions required by the assembler for the microcontroller. The next step is to build the code (i.e. assemble the assembly program into machine instructions) . This is done by selecting “ Build Solution” from the “Build” menu (or press F7). The Output window (see Figure 5) then displays the information from the assembler. From this window we can see that the assembly process was completed with no errors and the executable file is 12 bytes long. Figure 5: Build Your Program Now we can investigate the code execution in the debug mode by selecting “Start Debugging and Break” under the Debug menu. If you are prompted to select a connected tool, select Simulator and try again. Notice that a yellow arrow is pointing to the first instruction “ldi a, 10” in the assembly code window, as shown in Figure 6. This arrow indicates the next instruction to be executed. Before simulation, we may want to set up the Register View so that we can see the value of each register during the program execution. Select Debug→Windows→Processor Status and drag the created window to the right-side window (see Figure 6). Figure 6: Start Debugging The value of each register is initially 0. These registers will be dynamically updated during the program execution. You can also assign and change values of these registers by clicking on the value of a register and entering a new value at any time during the simulation. You can also change the value display format (binary or hexadecimal or decimal) by right clicking on the value and selecting a format you want to use from the list, as shown in Figure 6. 3.3 Run Simulation There are two commands to single step through the code: “Step Over” F10 and “Step Into” F11. The difference between these two commands is that F10 does not trace into subroutines. Since our example does not contain any subroutines, there is no difference between the two here. Now, single step down to the third line of the code by repeatedly pressing the F11 key (For some computers you may need to use Fn key to active the function key, e.g. Fn+F11). Notice how the color changes from black to red on the registers when their values are just updated (See Figure 7). This makes it easy to identify which register changes its value when an instruction is executed. Figure 7: Single-Step Execution You can also run the code with breakpoints. To add a breakpoint, move the cursor to the instruction you want to stop on, and right click mouse and select Breakpoint→Insert Breakpoint. Figure 8 shows a breakpoint (indicated by the red dot) is added on the mov instruction. Figure 8: Setting Breakpoint Now press the Continue (or F5) button. The simulation will continue and then stop at the → breakpoint, as shown in Figure 9. The breakpoint can be removed/disable by selecting Breakpoint → Delete Breakpoint/Disable Breakpoint. Figure 9: Execution with Breakpoint To end the debugging session, press “Ctrl+Shift+F5” or selecting Debug → Stop Debugging from the menu. 3.4 Status Register Each AVR microcontroller has a Status REGister (named as SREG) that keeps eight flags such as C, S and V. The definitions of these flags can be found in Mega2560 Data Sheet (page 14), which is available on the course website (follow the link References → Documents → Mega2560 Data Sheet. These flags are dynamically updated during the program execution and can also be observed in the Processor Status window. When a flag bit is set, the corresponding bit block is highlighted in red. For example, after instruction “add a, b” is finished, bit 0 (C) and bit 1 (Z), are set, as shown in Figure 9. 3.5 Entry File There is only one assembly file (main.asm) in the project. You can add more files into your project by right-clicking on the project name and clicking Add on the drop-down menu, as shown in Figure 10. You can then add a new or an existing file. Figure 10: Adding More Files to Project By default, main.asm is the entry file and only the entry file will be built and simulated. To set an assembly file as the entry file, right click on the file and select the Set As EntryFile option, as shown in Figure 11. Figure 11: Set Entry File Note that the work of this lab will not be assessed. However, you are strongly recommended to complete it in Week 1 and be ready for the following lab exercises.
ECE2191 Probability Models in Engineering Tutorial 5: Continuous Random Variables Second semester 2021 1. Trains headed for destination A arrive at the train station at 15-minute intervals starting at 7 A.M., whereas trains headed for destination B arrive at 15-minute intervals starting at 7:05 A.M. (a) If a certain passenger arrives at the station at a time uniformly distributed between 7 and 8 A.M. and then gets on the first train that arrives, what proportion of time does he or she go to destination A? (b) What if the passenger arrives at a time uniformly distributed between 7:10 and 8:10 A.M.? 2. A point is chosen uniformly at random on a line segment of length L. (a) What is the PDF of the position of the point. Take the left endpoint of the line as the origin. (b) Find the probability that the ratio of the shorter to the longer segment is less than 1/4. 3. The probability density function of X, the lifetime of a certain type of electronic device (measured in hours), is given by (a) What is P(X > 15)? (b) What is the CDF of X? (c) What is the probability that, of 6 such types of devices, at least 3 will function for at least 15 hours? What assumptions are you making? 4. You arrive at a bus stop at 10 o’clock, knowing that the bus will arrive at some time uniformly distributed between 10 and 10:30. (a) What is the probability that you will have to wait longer than 10 minutes? (b) If, at 10:15, the bus has not yet arrived, what is the probability that you will have to wait at least an additional 10 minutes? 5. Calamity Jane goes to the bank to make a withdrawal, and is equally likely to find 0 or 1 customers ahead of her. The service time of the customer ahead, if present, is exponentially distributed with parameter λ . What is the CDF of Jane’s waiting time? 6. Let X be a continuous random variable with PDF Find E[Xn], where n ∈ N. 7. Let X be a continuous random variable with PDF Find the mean and variance of X . 8. Let X be a continuous uniform random variable on [0, 10]. (a) Find the mean and variance of X (b) Calculate the probabilities P(X - 5 ≥ 4) and P(jX - 5j ≥ 4). 9. The time, T , that is spent on a key step in a manufacturing process follows an exponential distribution with mean 65 hours. The cost of completing this key step is X = 1000 + 500T dollars. Determine the mean and the standard deviation of X . 10. The alpha decay of Actinium-220 atoms to Francium-216 is a random process with a half life, γ1/2, of 26 ms. The time taken for any individual atom to decay can be modelled using an exponentially distributed random variable, T. Give an expression for the cumulative probability distribution function for this variable and find the parameter, λ, that appears in this function. (Note: half life is the time taken for the number of Actinium-220 atoms in the sample to halve. 11. [Optional] Suppose that an average of 30 customers per hour arrive at a store and the time between arrivals is exponentially distributed. (a) On average, how many minutes elapse between two successive arrivals? (b) When the store first opens, how long on average does it take for three customers to arrive? (c) After a customer arrives, find the probability that it takes less than one minute for the next customer to arrive. (d) After a customer arrives, find the probability that it takes more than five minutes for the next customer to arrive. (e) Find the time (minutes) such that the probability of the next customer arriving within that time is 0.7? (f) Is an exponential distribution reasonable for this situation?
ECE2191 Probability Models in Engineering Tutorial 4: Discrete Random Variables Second semester 2021 1. Let X be a discrete random variable with range RX = {1, 2, 3, ...}. Suppose the PMF of X is given by (a) Find and plot the CDF of X, FX(x). (b) Find P (2 < X ≤ 5). (c) Find P (X > 4). 2. Let X be a random variable with PMF (a) Find the a and E[X]. (b) What is the PMF of the random variable Z = (X - E[X])2? (c) Using part b, compute the variance of X. (d) Compute the variance of X using the formula VAR[X] = Σx(X - E[X])2 PX(x). 3. You just rented a large house and the realtor gave you 5 keys, one for each of the 5 doors of the house. Unfortunately, all keys look identical, so to open the front door, you try them at random. (a) Find the PMF of the number of trials you will need to open the door, under the following alternative assumptions: (1) after an unsuccessful trial, you mark the cor- responding key, so that you never try it again, and (2) at each trial you are equally likely to choose any key. (b) Repeat part 3a for the case where the realtor gave you an extra duplicate key for each of the 5 doors. 4. A family has 5 natural children and has adopted 2 girls. Each natural child has equal probability of being a girl or a boy, independently of the other children. Find the PMF of the number of girls out of the 7 children. 5. Let X be a random variable that takes values from 0 to 9 with equal probability 1/10. (a) Find the PMF of the random variable Y = X mod (3). (b) Find the PMF of the random variable Y = 5 mod ( X + 1) 6. Fischer and Spassky play a chess match in which the first player to win a game wins the match. After 10 successive draws, the match is declared drawn. Each game is won by Fischer with probability 0.4, is won by Spassky with probability 0.3, and is a draw with probability 0.3, independently of previous games. (a) What is the probability that Fischer wins the match? (b) What is the PMF of the duration of the match? 7. Suppose that a batch of 100 items contains 6 that are defective and 94 that are not defective. If X is the number of defective items in a randomly drawn sample of 10 items from the batch, find (a) P (X = 0) and (b) P (X > 2) 8. When coin 1 is flipped, it lands on heads with probability 0.4; when coin 2 is flipped, it lands on heads with probability 0.7. One of these coins is randomly chosen and flipped 10 times. (a) What is the probability that the coin lands on heads on exactly 7 of the 10 flips? (b) Given that the first of these ten flips lands heads, what is the conditional probability that exactly 7 of the 10 flips land on heads? 9. A city’s temperature is modeled as a random variable with mean and standard deviation both equal to 10 degrees Celsius. A day is described as normal if the temperature dur- ing that day ranges within one standard deviation from the mean. What would be the temperature range for a normal day if temperature were expressed in degrees Fahrenheit? 10. As an advertising campaign, a chocolate factory places golden tickets in some of its candy bars, with the promise that a golden ticket is worth a trip through the chocolate factory, and all the chocolate you can eat for life. If the probability of finding a golden ticket is p, find the mean and the variance of the number of candy bars you need to eat in order to find a ticket. 11. [Optional] The number of customers arriving at Mr. Kim’s convenience store is a Poisson random variable. On average 10 customers arrive per hour. Let X be the number of customers arriving from 10am to 11:30am. What is P (10 < X ≤ 15)? 12. [Optional] You go to a party with 500 guests. What is the probability that exactly one other guest has the same birthday as you? Calculate this exactly and also approximately by using the Poisson PMF. (For simplicity, exclude birthdays on February 29.) 13. [Optional] Let K be a random variable that takes, with equal probability 1/(2n + 1), the integer values in the interval [-n, n]. Find the PMF of the random variable Y = ln X , where X = a|K|, and a is a positive number
Introduction (½ – 1 page) · Define “automation,” “AI,” and “the end of work.” · Explain why this issue matters to Canada and global labour markets. · Introduce the debate: o Optimists → technology creates new jobs, raises efficiency. o Pessimists → machines replace human labour, exacerbate inequality. · State goal: to objectively present both sides and policy implications for lawmakers. Background and Context (1 page) · Trace technological change from industrial revolution to AI era. · Summarize evidence from readings: o UN (2017): most automation is task-specific, not full job replacement o Johal (U of T Mowat Centre): focus on social policy and training needs o OECD / McKinsey data on rising inequality and polarization · Clarify that “automation vs jobs” is not new but accelerated by digitalization. Arguments Supporting(1 page) · Rising automation risk: routine jobs (mfg., retail, transport) most affected. · Economic polarization: high-skill jobs grow; middle declines 【GGR209 Class 3 L18-L19】. · Social inequality: wage stagnation and job insecurity. · Technological speed: AI advances faster than policy adaptation. · Brief examples (e.g., self-driving trucks, automated cashiers). Arguments Against (1 page) · Job creation effect: tech generates new industries and roles (AI maintenance, data analysis) 【GGR209 Class 3 L14-L15】. · Task redistribution: humans handle creative / relational aspects while machines do repetitive tasks 【GGR209 Class 3 L16-L17】. · Historical pattern: previous waves (agricultural, industrial) also caused temporary displacement but eventual growth. · Limits to automation: cost, regulation, and social acceptance slow adoption. Policy Responses and Future Outlook (1 – 1.5 pages) · Education & Retraining: align skills with emerging industries. · Social protection: enhance employment insurance, minimum wage, UBI debate 【GGR209 Class 3 L18-L19】. · Corporate responsibility: ethical AI and workforce transition plans. · International dimension: global North-South inequality and technology access gap. · Present both supporting and opposing opinions objectively (using bullet points if needed). Conclusion (½ page)
MATH 2130 Further Linear Algebra and Discrete Mathematics: Homework 1 Submit via Gradescope by 14:00 on Friday 31 October 2025 Answer to the following questions, always justifying your answers. Each of the eight questions is worth 10 marks, for a total maximum of 80 marks. This homework as a whole is worth 10% of your module mark. Linear algebra 1. In the field F7 with 7 elements (see Workshop 1), find the following. (a) The element —3. (b) The element 4-1. (c) Two elements x such that x2 + 4x + 3 = 0. 2. Let M2×2(F) be the set of all 2 × 2 matrices with entries in a field F with addition and scalar multiplication defined as follows: Prove that this is a vector space over F by checking that all of the axioms from Definition 1.6 hold. In your calculations, indicate which properties of the field F you are using, whether it be one of the field axioms, or Proposition 1.5 from the notes. 3. Determine each of the following, justifying your answers. (a) Is {(x, y, z) ∈ R3 : x + 14y + 4z = 0} a subspace of R3? (b) Is {(x, y, z) ∈ R3 : x + 14y + 4z = 28} a subspace of R3? (c) Is {(x, y) ∈ R2 : x2 = y2 } a subspace of R2? (d) Is {(a, b) ∈ F2(2) : a · a + b = 0-} a subspace of F2(2)? 4. Let U and W be subspaces of a vector space V over a field F. Prove that U ∪ W is a subspace of V if and only if U ⊆ W or W ⊆ U. Discrete mathematics 5. You roll a standard 6-sided die 7 times. What is the probability of getting an odd number at least three times and an even number at least twice? 6. You roll a die 7 times and tabulate the results, counting the total number of 1s, 2s, 3s, 4s, 5s, and 6s rolled. For example the table indicates that three 2s, one 3, one 5 and two 6s were rolled. (a) How many tables are possible? (b) How many possible tables contain zero 7s as totals? How many contain zero 6s as totals (I’m not counting the 6 in the top right of the table representing the side of the die!)? How many contain zero 0s? 7. How many passwords are there of length 10, consisting of three upper case letters, three lower case letters (letters being chosen from the 26 letters in the alphabet) and four numerical digits (from {0, 1, 2, 3, 4, 5, 6, 7, 8, 9})? 8. How many integers are there in the range between 1 and 10, 000 which are not divisible by any of the numbers 2, 3, 5? (HINT: You may assume that if p1 , . . . , pk are distinct prime numbers, then n is divisible by each of p1 , . . . , pk if and only if it is divisible by the product p1 · ... · pk.)
