Numerical Analysis
This assignment will cover all chapters presented in the course. Treat is as both a refresher and
a way to work on what you might’ve not understood at the beginning.
The purpose of this assignment is to help you go over the previous taught material, go over
concepts in programming, and do one last huzzah for the semester in chapter 7.
For full credit on this assignment (meaning the drop on another assignment), the following is
required in its entirety:
– Create expected structure
– ensure there’s a readme with instructions on how to compile
– every output for each question is correct
Constraints
Standard Structure
For this assignment, you will need the following structure:
src
– main
— __init__.py
— bonus_assignment.py
– test
— __init__.py
— bonus _ assignment.py
requirements.txt
README.md
Compilation Instructions
Keeping true to adding industry likeness to each assignment, it is required that you need to
include a README per repository. A README is a file used to describe a repo’s purpose, include
compilation purposes, or both. A proper README.md is typically filled out with sections, akin to
an essay.
For this assignment, a README needs to be included and filled out. The amount of info you put
into the README is up to you, but you will need the following at least:
● Mention of requirements.txt
o No need to include this UNLESS you plan on using a library other than NumPy
● Mention of running python
o Since we require instructions on to run, you will need to include the command to
run the script from command line.
RESTRICTIONS
Please avoid using the scipy library for this assignment. You will need to be able to do the
decomposition without the use of this external library.
Questions
1. The number of iterations it takes gauss-seidel to converge:
a. Initial guess: [0, 0, 0]
b. Tolerance: 1e-6
c. Iterations: 50
d. 3 1 1 1 1 4 1 3 2 3 7 0
2. The number of iterations it takes jacobi method to converge
a. Initial guess: [0, 0, 0]
b. Tolerance: 1e-6
c. Iterations: 50
d. 3 1 1 1 1 4 1 3 2 3 7 0
3. Determine the number of iterations necessary to solve f(x) = x3 – x2 + 2 = 0 using
newton-raphson from the left side
a. Tolerance: 1e-6
b. Initial guess: 0.5
4. Using the divided difference method, print out the Hermite polynomial approximation
matrix
x f(x) f(x) f’(x)
0 1 1
1 2 1.23
2 4 1.55
5. The final value of the modified eulers method
a. Function: y – t3
b. Initial point: .5
c. Iterations: 100
d. Range: 0 < x < 3
Reason Why Westerners Colonized Indonesia
The colonization of Indonesia by Western powers was driven by several key factors, including economic interests, political ambitions, and a desire for religious conversion. Here are some of the main reasons why Westerners colonized Indonesia:
- Economic interests: Western powers saw Indonesia as a valuable source of natural resources, such as spices, precious metals, and timber. The spice trade, in particular, was highly lucrative and was a major motivator for European powers, such as the Dutch, Portuguese, and British, to establish colonies in Indonesia. These Western powers sought to gain control over the production and trade of valuable spices, such as cloves, nutmeg, and pepper, which were in high demand in Europe during the colonial era. The establishment of colonies in Indonesia provided Western powers with a means to exploit and export these valuable resources, enriching their economies and strengthening their dominance in global trade.
- Political ambitions: Western powers also sought to expand their empires and increase their geopolitical influence in the region by colonizing Indonesia. Competition among European powers for colonial territories was a prominent feature of the colonial era, and Indonesia’s strategic location as a gateway to the lucrative markets of Asia made it a highly desirable target for colonization. Western powers established colonies in Indonesia to extend their political and military control over the region, secure trade routes, and gain an advantage over their rivals.
- Religious conversion: Religion played a significant role in Western colonization of Indonesia, with Christian European powers seeking to spread Christianity in the region. The Dutch, for example, were known for their aggressive promotion of Christianity among the local population through missionary activities. The establishment of colonies provided an opportunity for Western powers to impose their own religious beliefs on the indigenous peoples of Indonesia, often leading to forced conversion and cultural assimilation.
- Technological superiority: Western powers during the colonial era had advanced technology, military prowess, and superior weaponry compared to the indigenous peoples of Indonesia. This technological advantage allowed them to establish military dominance and subjugate local populations. Western powers used their superior military technology, including firearms and naval power, to defeat and conquer local kingdoms and establish their colonial rule over Indonesia.
- Doctrine of racial superiority: The belief in the racial superiority of Western powers over the indigenous peoples of Indonesia was another factor that drove colonization. The concept of “civilizing missions” was often used as a justification for Western powers to colonize Indonesia and impose their culture, language, and values on the local population. Western powers saw themselves as superior to the indigenous peoples of Indonesia and believed that they were bringing progress and civilization to “inferior” cultures.
In conclusion, the colonization of Indonesia by Western powers was driven by economic interests, political ambitions, religious conversion, technological superiority, and the doctrine of racial superiority. These factors combined to create a complex web of motivations that led to the colonization and exploitation of Indonesia by Western powers during the colonial era. The impacts of colonization continue to be felt in Indonesia to this day, shaping its history, culture, and society.
ARAB WORLD
If you had a chance to visit one ARAB CITY, which one would it be and why? Explain your choice.
2- As you learned it, the most adopted style of communication of the peoples of the Arab World (I don’t mean every single person. There is no doubt that there are exceptions) is the HIGH CONTEXT.
Because of customs, traditions, and training, the peoples of the Arab World use high-context, communication. In your view, is it a positive means of communication?
Now, that many Arab communities are living in the US and will probably adopt it as their home, should they adopt LOW CONTEXT instead? Or not change their style of communication?
3- Write a paragraph about the ARAB WORLD.
4- Write a short paragraph about ALGERIA
5- In the 70’s, Iraq’s many resources contributed to its wealth.
What are some of IRAQ’S RESOURCES? What do you know what them?
6- In your view, what is the most crucial (extremely important) resource of the
Arab World and why Explain.
7- In your opinion, which ARABIAN PENINSULA or GULF STATES country is the best one to live in? And why?
Choose only ONE (1) country and base your choice on specific, economic, and cultural argument
BMGT2700:901 Mng Diversity in the Workplace
Bias Exercise (70 points)
**Your responses should be based on the video’s content. It is necessary to avoid
any deduction of points.
Part A:
If discrimination is against the law, why are some organizations still having
problems with the mistreatment of people based on their physical appearance?
(6 points)
Please watch the short film Bias and respond to the following:
1. As a manager in the workplace, summarize the merits of having your employees
watch this sf. (8 points, one paragraph)
2. What are three conclusions that can be made about the effect bias has on the
people in the short film. (9 points)
Part B:
After viewing the Confirmation Bias video, please answer the following questions:
1. What is confirmation bias? How is it defined in the video? (8 points)
2. Describe how the video illustrates confirmation bias? Be specific. (5 points)
Part C:
After viewing the Understanding Attribution Bias (Error) training video, please
answer the following questions:
1. What is attribution bias? (8 points)
2. Define self–serving error. (6 points)
Is it similar and/or different from attribution error? State how?
Be sure to support your response. (10 points)
3. How can attribution error (if used by a manager or someone with authority)
negatively impact or affect diversity and inclusion in the workplace? (10 points)
MGT322: logistics management
The Answer must follow the outline points below:
- Executive summary (3 Mark, Max word count 450-500)
– Summarize what is logistics performance priorities, and what Logistics and Supply Chain Management concepts/tools applied to achieve the company’s objective.
- Background information (3 Mark, Max word count 450-500)
– Briefly introduce the company background (e.g., name, products, business size, location, internal/external interesting facts, etc).
- Problem Description (3 Mark, Max word count 450-500)
– Describe the objectives clearly and specifically.
– The objective may involve either logistics decision-making or process improvement.
- Application of logistics and SCM concepts/tools that were applied (3 Mark, Max word count 450-500)
– Describe what specific logistics and Supply Chain Management concepts/tools be applied to achieve the objective. This section should make it clear that you understand the concepts/tools you are about to use.
5- Conclusion and results (2 Mark, Max word count 300-400
ECOM 201: introduction to e -management
Write a reflection on your group work process in creating the team, choosing the tools, working on the tasks and reporting the strategy to the client.
Reflection (due by Week 10) [20 marks]
The reflection should be written after you establish a successful virtual team. The reflection should describe the process of 4 main components of virtual management: team building, tools, procedures, and task management. Please use these guidelines on how to do so:
- Virtual Team: (5 marks)
In this section, you need to describe the workings of your virtual team.
- Name your team.
- Who are your team members, and what are their roles?
- What are the personal objectives for each member?
- What is the collective goal for your team?
- Refer to the four different stages of team building? Have you experienced these stages (discuss)
- Virtual Tool (5 marks)
In this section, you describe the process of choosing a tool for your virtual team.
- What virtual tool did you use to manage the tasks? (provide pictures)
- Describe the features this tool has (provide pictures).
- Why did you choose these tools? What are the other options?
- Suppose your budget was SAR 10k; how did you use that budget to get the best possible tool?
- How frequently does the team meet? How long is each meeting? (provide photos of the team meetings at different times)
- What are the meeting minutes? How have they been used effectively? (provide an example of your team meeting minutes).
- Virtual work dynamics (5 marks)
- How did you create a virtual office?
- What are the challenges that you faced in your work? (discuss from different roles’ perspectives).
- How did you utilize vacation time, holiday times?
- How did you divide the workload?
- What are the challenges that your team faced in communication? (discuss from different roles’ perspectives).
- Reports and presentations (5 marks)
- Provide an example of a proposed strategy that your team worked on to make the marketing campaign successful for the international company.
- The report should be 300 words that describe the best practices of doing virtual marketing in Saudi Arabia.
- The report should have an introduction, brief strategy, and conclusion.
- Include graphs and statistics to support your report.
- The international company representative in your team should provide his/her feedback on the report (one or two comments)
- The rest of the team should address those comments.
- Conclude your reflection.
.
cultural evolution
What are some of the key explanations offered by others for why agriculture emerged in different places around the world as reviewed by Richerson et al. (2001)?
What why Richerson et al. think agriculture emerged when it did? (Hint: see their two propositions
Why do Richerson et al. think that agriculture was inevitable around the world? (Hint: see their two propositions)
Do you agree with Richerson’s et al’s idea that a diet based entirely on plant foods is not ideal?
What processes might interrupt their model for plant intensification? (Hint: see table 2).
Complete/answer the following questions in your reading comment:
Provide a brief 1-2 sentence summary of the reading.
How do Richerson’s et al. (2001) ideas about population and food supply compare to those of Malthus?
How does Richerson et al’s point of view differ from Cohen who they mention in the text. Look up what Cohen thought about this online.
What, specifically, is important about the behavior of climate in the Pleistocene as opposed to the Holocene that Richerson et al. think encouraged agriculture?
How do they think innovation plays a role in altering the carrying capacity of the land?
Don’t forget to end by asking bringing up questions you have about the readings. Was there anything you did not understand?
human rights and social justice
- Identify 5 evidence-based interventions or strategies for addressing your client’s family’s needs and advancing human rights and social justice.
- Analyze the interventions or strategies and select 3 to implement with your client’s family.
- Explain how these interventions or strategies will meet your client’s family’s needs.
- Explain how these interventions or strategies will help advance human rights and social justice.
- Explain how you will implement these interventions or strategies with your client’s family.
Vector and Rodents Control (EVRC 1602)
PREVENTION AND CONTROL OF PLAGUE
Answer the following questions
- Define plague [2]
- Identify the vector and causative agent of plague [2]
- Name the vector for the plaque [1]
- How is plague transmitted? [3]
- Describe the three types of plague including their signs and symptoms [9]
- Identify the control and preventive measures for the plague infection. [8]
