MATHEMATICS OF SOLVING SYSTEMS OF EQUATIONS : 686615

MATHEMATICS OF SOLVING SYSTEMS OF EQUATIONS : 686615

Question:

Explain and determine the Mathematics of Solving Systems of Equations by mathematical Method.

Answer:

1

Order instructions

For the signature assignment, choose a nonprofit organization that you are familiar with or would like to learn more about. Based on your chosen nonprofit organization, research, explore, and a case study in which you report on the following:

1. Discuss the history of the nonprofit

2. Discuss legal and policy issues that have impacted this nonprofit

3. Discuss how the recent recession impacted the nonprofit and its current state

4. Using one of the social theory models discussed in the text, compare and contrast the nonprofit using the chosen model

5. Research and evaluate the future of the nonprofit organization

Support your paper with a minimum of seven (7) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 10-12 pages not including title and reference pages

For a custom paper on the above or a related topic, place your order now!

What We Offer:

<p><span style=&quot;color: #0000ff;&quot;><strong>• Affordable Rates – (15 – 35% Discount on your first  two orders)</strong></span><br /><span style=&quot;color: #0000ff;&quot;> <strong> • 100% Free from Plagiarism </strong></span><br /><span style=&quot;color: #0000ff;&quot;> <strong> • Masters &amp; Ph.D. Level Writers </strong></span><br /><span style=&quot;color: #0000ff;&quot;> <strong> • Money Back Guarantee </strong></span><br /><span style=&quot;color: #0000ff;&quot;> <strong> • 100% Privacy and Confidentiality</strong></span><br /><span style=&quot;color: #0000ff;&quot;> <strong> • Unlimited Revisions at no Extra Charges</strong></span><br /><span style=&quot;color: #0000ff;&quot;> <strong> • Guaranteed High-Quality Content</strong></span></p>

find the cost of your paper

</div></div>
” data-medium-file=”” data-large-file=”” />2

Christmas is the most magical period of the year, especially if you spend the holiday in Europe. People of all ages are waiting for the warm atmosphere that fills everything and everybody around; streets, buildings and shop windows are full of amazing decorations and Christmas lights. rawpixel-com-445797

In addition to that you can enjoy creations available only in this period and prepared by craftsmen specifically for Christmas holidays. Don’t lose a great opportunity to take a walk around a market and taste hot chocolate, gingerbread, mulled wine and many other goodies. The perfect European markets for doing all these things are described below. So hurry up and discover your own Christmas fairytale!

Prague, Czech Republic is undoubtedly one of the most awesome European cities, and this fact makes the Christmas Market at the Old Town Square#1 in the list. Maybe the market in Prague isn’t so big in contrast to other cities’ markets, but it’s very cozy and homelike. Here you will find a huge amount of traditional Czech food and beverages; besides, you will be able to buy various souvenirs – wood-carved toys, blacksmith´s ware and glassware. The market also offers its own continuous Christmas program to all visitors.

Vienna, Austria is not only the birthplace of the Viennese Waltz, but also a home for several well-known Christmas markets. One of them is called “Vienna Magic of Advent” and takes place in the City Hall Square, there you can find the most stunning decorations, Christmas gifts, drinks and sweets. The place in front of Schönbrunn Palace is another location in Vienna for a wonderful walk and Christmas market, usually converted into a New Year’s market after Christmas. Concerts and programs for children may be experienced there, next to a big number of traditional handicrafts.

marina-khrapova-197934

The Advent Feast at the Basilica in Budapest, Hungary is a perfect place if you want to combine international food with traditional Hungarian cuisine, but you should go there not only to eat. Visitors of all ages have a chance to experience free attractions and behold a wonderful Christmas tree surrounded with a rink. Those who are fond of modern technologies will also not be bored, as the monumental light show with 3D glasses is shown several times a day exactly for them.  This place will definitely enchant you in a few seconds and let you feel the spirit of Christmas.

Colmar, France offers a very special opportunity to visitors; everyone can visit 5 Christmas markets hidden in small city streets and linked with fascinating illuminations. Located in small city squares with marvelous architecture these mini market villages represent unique products of really passion at e craftsmen, the biggest part of which is from Alsace.

Nuremberg, Germany is a venue for a large-scale and pretty old Christmas market. The Nuremberg Christkindlesmarkt is rooted in the early 17th century and associated with the Christmas tradition of giving presents to children. The opening ceremony of the market is a very impressive performance and 100% worth watching with your own eyes. The organizers pay attention not only to preservation of the traditions, but also to environmental, social and economic aspects.

Continuing to talk about the markets with long history we present the oldest European market, and it’s located in Strasbourg, France. The Christkindelsmärik was held for the first time in 1570. Without exaggeration the market is a heart of Alsatian traditions that has been followed for centuries. Don’t miss the brilliant opportunity to enjoy live music and wonderful cultural events.

freestocks-org-172972

Basel, Switzerland is the heart of Christmas celebration in the country. The whole city is full of Christmas warm and shines with festive lights. The Basel Christmas Market is usually held in the center of the Old Town – on Barfüsserplatz and Münsterplatz. Walking between rustic wooden chalets you can find and buy remarkable goods of local artisans and taste Swiss culinary delights such as waffles, raclette, grilled sausages and glühwein.

Brussels, Belgium is famous for its 2-kilometers market called Winter Wonders. The market is a real dream both for children and adults. Going there you will be a witness of unique light and sound shows, eat delicious food, meet people of different cultures and plunge into the spirit of Christmas.  In other words, don’t lose your chance to get to the wonderland.

Zagreb, Croatia is a bingo for Christmas lovers. If you go to Zagreb, no doubts, your entertainment program will be extremely intensive. Under any circumstances you have to visit Ban Josip Jela?i? Square – the main square of the city with enormous Christmas tree. The next stop is European Square, pretty good place for buying presents and decorations. Zrinjevac Park is a compulsory spot to go, as it unites everything you need for perfect Christmas atmosphere –live music, lights, local food and drinks.

Helsinki, Finland is a pretty cold northern city, but in the period of Christmas holidays you will be warmed by the relaxing atmosphere of Helsinki Christmas Market. Funny and happy vendors in little huts offer visitors various products for every taste. You will not be hungry either, because on the market there is a big number of food courts and restaurants that sell great food and beverages.

” data-medium-file=”” data-large-file=”” />3

Question:

Answer:

1.1    Introduction

 

Wavelength Division Multiplexing (WDM) is a common technique used in optical communication networks to increase the data capacity of a single optical fibre. By using different wavelengths, many optical communication channels can be transmitted simultaneously in an optical fibre.

In a WDM transmission system, a multiplexer is used at the transmitter to combine (multi-plex) several wavelength channels together. At the receiver, different wavelength channels are separated by a WDM demultiplexer.

A WDM demultiplexer can be constructed from cascaded add-drop ring resonators [1, 2] as illustrated in Fig. 1.

Figure 1. WDM demultiplexer based on cascaded add-drop ring resonators

The wavelength response of a WDM demultiplexer is illustrated in Fig. 2

Figure 2. WDM demultiplexer wavelength response

Some important characteristics of a WDM are: – Channel bandwidth(BW): 3 dB bandwidth of

a wavelength channel – Channel spacing (CS): wavelength spacing between adjacent channels –

Insertion loss (IL): IL = 10 log10 Pout  at the center wavelength of a channel – Cross-talk (XT): XT =

Pin

10 log10Pout,j+1  is the difference in the output power of the adjacent channel (channel j+1) and a

Pout,j

channel (channel j). – Free Spectral Range (FSR)

References:

  • Xuezhe Zheng, Ivan Shubin, Guoliang Li, Thierry Pinguet, Attila Mekis, Jin Yao, Hiren Thacker, Ying Luo, Joey Costa, Kannan Raj, John E. Cunningham, and Ashok V. Krishnamoorthy, “A tunable 1×4 silicon CMOS photonic wavelength multiplexer/demultiplexer for dense optical interconnects,” Opt. Express 18, 5151-5160 (2010)
  • Philippe P. Absil, Peter De Heyn, Pieter Dumon, Dries Van Thourhout, Peter Verheyen, Shankar Selvaraja, Guy Lepage, Marianna Pantouvaki, Michal Rakowski, Joris Van Campenhout, “Advances in silicon photonics WDM devices,” Proc. SPIE 9010, Next-Generation Optical Net-works for Data Centers and Short-Reach Links, 90100J (2014/02/19)

1.2    Project

In this project, you will design a WDM demultiplexer based on add-drop ring resonators. The specifications of your demultiplxer depend on your student number.

Run the below code cell and enter your student number to obtain the demultiplexer specifica-tions

In [ ]: student_number = raw_input(“Enter your student number, without s, eg 1234567, then press from eeet2392.wdm_specs import *

wdm_specs(student_number)

The designed WDM demultiplexer must also satisfy the following requirements: – All ring resonators must be critically coupled. – The gap between waveguides in the directional couplers must not be smaller than 200 nm – The FSR range of all ring resonators must be at least four times the channel spacing

 

Design a demultiplxer to meet the above requirements. You need to work out the length of all rings, the gap and length of all directional couplers. For this project, you can assume that the effect of the bend sections on the coupling ratios of the directional couplers is negilible.

You also must use ASP PDK in your design. You will learn about PDK in week 10. To use ASP PDK you need to import asp_silicon_photonics.technology instead to default silicon pho-tonic technology, ie import asp_silicon_photonics.technology instead of from technologies import silicon_photonics

 

Create a PCell for the demultiplexer. The PCell must contain the Layout view and other views required for circuit simulation.

Simulate the designed demultiplexer and plot the wavelength response of all channels and the through port. From the simulation results, determine the bandwidth, insersion loss, cross talk of each channel. Discuss what you can do to increase the bandwidth, reduce the insersion loss and reduce the cross-talk.

 

Attach grating couplers from the PDK to all input and output ports of the demultiplexer to form a completed demultiplexer device ready to be interfaced to optical fibres. All grating cou-plers must be spaced 50 mm apart horizontally. Generate the GDS file for your final device. Simu-late your demultiplexer with grating couplers.

Discuss the effect (if there is any) of the input and output grating couplers on the performance of the designed WDM demultiplexer.

Investigate the effects of the variation in the waveguide width on the performance of the de-signed WDM demultiplexer. Extra marks will be given if you can investigate the effect of silicon core layer thickness variation or temperature variation on the demultiplexer performance.

 

1.3    Project submission

 

You will need to submit: – This notebook – A report summarising your design process, the results and your discussion. Detailed instructions on the structure of the report will be provided later. The report will need to be submitted via the submission link on Blackboard.

The due date for the notebook and report submission is Thursday October 19 at 23:59 (Week 13). Late submission will be penalised at 5% of the total available marks per 6 hours for up to 48 hours. Submission more than 48 hours after the deadline will not be marked.

You are also required to demonstrate your design (ie running the notebook) to your course lecturer on Friday October 20. Time and location for project demonstration will be announced later.

 

 

1.4    Plagiarism

 

This is an individual project. Each student will have different set of specifications based on your student number. Do not copy designs or reports from other students. If two design notebooks or reports are found to be similar, mark penalty will be applied for both notebooks or reports.

2

Important: Plagiarism is academic misconduct and you will be penalised and reported to RMIT senior officer for academic misconduct

1.5    Your project design starts from here

Add new cells and enter code to work on your design. All of your calculation, design and simu-lation should be contained in this notebook.

Before each code cell you need include some explanation of what are you trying to achieve with that code cell. Use markdown cell to enter your text. You should use headings to organise your notebook into sections

In [ ]:

In [ ]:

By submitting this project I agree that all the work was done by me and that I have not copied anything from anyone else.

EEET2392 – Week 3 Home Exercise

Due date: Sunday August 6 at 23.59. Late submission will be penalized at 5% of the total available marks per 6 hours for up to 48 hours. Submission more than 48 hours after the dealine will not be marked.

In this home exercise you will define and simulate a silicon rib waveguide and layout the waveguide in IPKISS.

Remember to run the next cell first to make all plotting figures appear in this notebook.

In [ ]: # You need to run this cell to make all plotting figures appear in this notebook.

%matplotlib inline

Task 1 (6 points):

A rib waveguide is illustrated in the below picture.

Use the same technique as in the lecture, use REME to define and simulate a rib waveguide with the following parameters: – Silica substrate thickness: t_substrate = 0.5 mm – Silicon core thickness: t_core = 220 nm – Air cladding thickness: t_cladding = 0.5 mm – Etching depth: d_etch

  • 70 nm – Rib core width: w_core = 0.6 mm You need to follow these steps:
  1. Import all required Python modules.
  1. Define five variables t_subtrate, t_core, t_cladding, d_depth and w_core with correct values.
  1. Define silicon, silica and air material variables.
  1. Define two slabs for the cladding and core regions. You need to make sure that two slabs have the same total thickness.
  1. ’Glue’ the slabs together to create an RWG. View the RWG to make sure that it is created correctly.
  1. Find the mode of the waveguide at the operating wavelength of 1.55 mm using FMMStraight mode solver. Use initial guess value for the mode effective index of 2.7.
  1. Print the mode effective index.
  1. Plot Ey, Ex and Ez components of the mode field. For Ez component you need to plot the imaginary part of the complex field (ie, passing data_format=’Imag’ to the plotting function.

Remember to remove all existing code and enter your code into the below cell

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.1    Bonus task:

You will get bonus marks (up to 3 points) if you peform the following tasks.

  • Using FMMBent solver to simulate the bending mode of the rib waveguide with bending radius of 20 mm then calculate the bending loss (in dB/cm) and plot the Ey component of the mode field.

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

  • Simulate the plot the bending loss versus the bending radius for radius from 100 mm to 20 mm

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

  • What should be the minimum bending radius of the rib waveguide to minimise the bending loss?

YOUR ANSWER HERE

Perform the following steps:

  1. Using IPKISS to define a rib waveguide template with 0.5 mm core with and 4 mm cladding width and visualize it.
  1. Using that waveguide template to create a rounded waveguide following the path[[(0, 0), (0, 30), (40, 30), (40, 60)] then visualize that waveguide.

Remember to import silicon_photonics technology and all required modules. Remember to remove all existing code and enter your code into the below cell

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

Do you have any feedbacks/comments for this week class?

YOUR ANSWER HERE

In this home exercise you will define and simulate a directional coupler based on silicon rib waveguides as illustrated in the below picture

Remember to run the next cell first to setup your simulation environment

In [ ]: # You need to run this cell first to setup the simulation environment

%matplotlib inline

import matplotlib.pyplot as plt

import numpy as np

import reme

wavelength = 1.55e-6

reme.set_wavelength(wavelength)

reme.set_max_waveguide_modes(2)

Define a waveguide with two rib cores with the following parameters:

  • Silica substrate thickness: t_substrate = 0.5 mm
  • Silicon core thickness: t_core = 220 nm
  • Air cladding thickness: t_cladding = 0.5 mm
  • Etching depth: d_etch = 70 nm
  • Rib core width: w_core = 0.6 mm
  • Gap between two cores: w_gap = 0.4 mm
  • Cladding width: w_clad = 1 mm

Then visualise the waveguide.

The waveguide needs to be enclosed within PEC boundaries (ie use set_left_boundary(rem.PEC)

and set_right_boundary(rem.PEC) methods, see the lecture notebook)

Remember to remove all existing code and enter your code into the below cell

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.1    Task 2 (2 points)

Simulate the even and odd super modes of the coupler waveguide and plot the mode fields of the two supermodes.

 

Remember to remove all existing code and enter your code into the below cell

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.2    Task 3 (2 points)

Calculate the coupling length of the coupler

Remember to remove all existing code and enter your code into the below cell

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.3    Task 4 (4 points)

Define and simulate a coupler with the length of the coupler equal to half of the coupling length. The coupler device need to have two ports at the right to monitor the output power in each

waveguide. NOTE: Use 2.7 as the initial guess value when finding the mode of the port waveguide. The coupler is excited with the even and odd supermode equally, half power in each mode. At the end of the simulation:

  • Print the output power in each monitor ports.
  • Plot the field on the YZ plane at the middle of the silicon core layer
  • Plot the field on the XY plane at the end of the coupler

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.4    Bonus task:

You will get bonus marks (up to 3 points) if you peform the following tasks.

In the below example you will see how a directional coupler with two parallel straight waveg-uides are defined in IPKISS.

In [ ]: # Import technology and required modules

import technologies.silicon_photonics

import ipkiss3.all as i3

from picazzo3.traces.rib_wg import RibWaveguideTemplate

  • Length of coupler is 20 um length = 20
  • Define and visualize rib waveguide template rib_wg_t = RibWaveguideTemplate()

rib_wg_t_layout = rib_wg_t.Layout(core_width=w_core*1e6, cladding_width=4.0)

rib_wg_t_layout.cross_section().visualize()

# 2. Define two straight waveguides

rib_wg1 = i3.Waveguide(trace_template=rib_wg_t)

rib_wg1_layout = rib_wg1.Layout(shape=[(0, 0), (length, 0)])

rib_wg2 = i3.Waveguide(trace_template=rib_wg_t)

rib_wg2_layout = rib_wg2.Layout(shape=[(0, 0), (length, 0)])

  • Put two waveguide together into a PCell (You will learn about PCell in week 6) coupler = i3.LayoutCell()

coupler_layout = coupler.Layout(elements=[i3.SRef(rib_wg1, position=(0, 0)),

i3.SRef(rib_wg2, position=(0, w_core*1e6 + w_g

coupler_layout.visualize_2d()

2.4.1   Your bonus task:

Can you define a coupler with input and output bend sections in IPKISS? Assuming that the separations between input and output waveguides are 3 mm and the lengths of the bend sections are 5 mm.

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

Do you have any feedbacks/comments for this week class?

YOUR ANSWER HERE

In this home exercise you will create a PCell for 2×2 MMI couplers with taperred input and output waveguides as illustrated below

Remember to run the next cell first to setup your simulation environment

Remember to delete “raise NotImplementedError()” in answering code cell before entering your code

In [ ]: # You need to run this cell first to setup the simulation environment

%matplotlib inline

%matplotlib inline

import matplotlib.pyplot as plt

# Increase the figure size

plt.rcParams[“figure.figsize”] = (12, 9)

from technologies import silicon_photonics import ipkiss3.all as i3 import reme

wavelength = 1.55e-6

reme.set_wavelength(wavelength)

reme.set_max_waveguide_index(2.9)

2.1    1. Create a PCell for the 2×2 MMI (5 points)

The PCell must have Layout View with the following properties: – width: Width of the MMI sec-

tion – length: Length of the MMI secion – waveguide_spacing: Spacing between the input/output

waveguides – taper_length: Length of the input/output tapers – taper_width: Width of the in-put/output tapers at the intefaces with the MMI – waveguide_width: Width of the input/output access waveguides

Use geometrical elements to define the layout

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.2    2. Create an instance of the 2×2 MMI PCell, visualize it with annotate set to True and virtually fabricate it (ie use visualize_2d method) to verify that the PCell has been created correctly (2 points)

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

  • Task 2 (3 points):Simulate the 2×2 MMI device created in the previous step with REME. Excite the bottom input (in1), plot the field and check the output power on each output waveguide.

In order to excite the bottom waveguide and monitor the output waveguides, you need to add REME ports to the left and right of the REME device.

Hint: Refer to week 5 lecture to select device dimensions to give you good splitting ratio and low loss.

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

  • Bonus task (max 3 points)

Can you define a 2×2 MMI with taperred input/output waveguides PCell using waveguide tem-plates?

Hint: To define a taper you can use i3.LinearWindowWaveguideTransition to create a linear taper between two waveguide templates. See IPKISS online manual for more information on LinearWindowWaveguideTransition:

http://docs.lucedaphotonics.com/3.1/reference/traces/transition.html?highlight=linearwindowwaveguide

 

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

4.1    Feedback

Do you have any comment/feedback for this week class?

1.1 Create a 2×2 MMI PCell [2 points]

The PCell must have the following views: – Layout view – Netlist view – CapheModel view You can copy the Layout view from week 6 home exercise solution

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

1.2 Create an instance of the 2×2 MMI PCell, visualize it with annotate set to True and sim-ulate using CapheModel to verify that the PCell has been created correctly [2 points]

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.1 Using PlaceAndAutoRoute to create a circuit to connect the inputs and outputs of the 2×2 MMI PCell defined in Task 1 to grating couplers as illustrated below. Visualise the Layout view of the circuit [3 points]

You should use the predefined grating coupler in IPKISS.

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.2 Simulate the circuit using CapheModel, plot the transmission from each input grating coupler to two output grating couplers and the reflection back into the input grating coupler [2 points]

Modify the CapheModel of the grating coupler to have: – Center wavelength: 1.55 mm – 3dB

bandwidth: 0.08 mm – Peak power transmission: 50% – Power reflection: 1%

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

2.3 Manually overwrite the waveguide routes of the two waveguides connecting the outout grating couplers so that the circuit look like the below picture [2 points]

 Task 1 (3 points)

Write a function to calculate the refractive index of Silicon. Wavelength in mm is the function

argument.

Write a statement to print the refractive index of Silicon at 1.55 mm wavelength using the previously

define function

0.3 Task 2 (3 marks)

Write code to perform the followings:

  • Create a Numpy array with 101 elements to store wavelength in mm from 1.4 m to 1.6 mm
  • Create a Numpy empty array with 101 elements then use for loop to fill up this array with

refractive index of Silicon in the range 1.4 m to 1.6 mm. You need to use the function defined

in Task 1

  • Plot the refractive index of Silicon versus wavelength for wavelength in the range 1.4 mm to

1.6 mm. Include labels for x and y axes.

0.4 Task 3 (4 points)

Write a class Material (ie the name of the class is Material) that has: – Two data members: name

and refractive_index – One method to print the material name and refractive index – One method to

calculate the propgation constant inside the material at a given wavelength (ie wavelength is the

argument of the method).

Then: – Create an object of the Material class. The name and refractive index are Silica and

1.44, respectively. – Print the material name, refractive index and propagation constant at 1.55 mm

wavelength using the member methods defined in the class.

Do you have any comment/feedback about the course so far?

In this home exercise you will create a PCell for 2×2 MMI couplers with taperred input and output waveguides as illustrated below

Remember to run the next cell first to setup your simulation environment

Remember to delete “raise NotImplementedError()” in answering code cell before entering your code

In [ ]: # You need to run this cell first to setup the simulation environment

%matplotlib inline

%matplotlib inline

import matplotlib.pyplot as plt

# Increase the figure size

plt.rcParams[“figure.figsize”] = (12, 9)

from technologies import silicon_photonics import ipkiss3.all as i3 import reme

wavelength = 1.55e-6

 

reme.set_wavelength(wavelength)

 

reme.set_max_waveguide_index(2.9)

 

 

2.1       1. Create a PCell for the 2×2 MMI (5 points)

The PCell must have Layout View with the following properties: – width: Width of the MMI sec-

tion – length: Length of the MMI secion – waveguide_spacing: Spacing between the input/output

waveguides – taper_length: Length of the input/output tapers – taper_width: Width of the in-put/output tapers at the intefaces with the MMI – waveguide_width: Width of the input/output access waveguides

Use geometrical elements to define the layout

()

2.2       2. Create an instance of the 2×2 MMI PCell, visualize it with annotate set to True and virtually fabricate it (ie use visualize_2d method) to verify that the PCell has been created correctly (2 points)

Simulate the 2×2 MMI device created in the previous step with REME. Excite the bottom input (in1), plot the field and check the output power on each output waveguide.

In order to excite the bottom waveguide and monitor the output waveguides, you need to add REME ports to the left and right of the REME device.

Hint: Refer to week 5 lecture to select device dimensions to give you good splitting ratio and low loss.

Bonus task (max 3 points)

Can you define a 2×2 MMI with taperred input/output waveguides PCell using waveguide tem-plates?

Hint: To define a taper you can use i3.LinearWindowWaveguideTransition to create a linear taper between two waveguide templates. See IPKISS online manual for more information on LinearWindowWaveguideTransition:

http://docs.lucedaphotonics.com/3.1/reference/traces/transition.html?highlight=linearwindowwaveguide

In [ ]: # YOUR CODE HERE

raise NotImplementedError()

4.1       Feedback

Do you have any comment/feedback for this week class?

Related Assignment Samples

  • April 25, 2017 Project Scope Statement
  • April 28, 2017 Creating Safe Spaces
  • May 29, 2017 Dictionary of Construction:575105
  • March 4, 2017 Business Communication: 207136
  • May 27, 2017 Human Rights Analysis:554620
  • October 13, 2017 The Journal of Neuroscience: 616047
  • June 12, 2017 Oil and Gas Drilling:553889
  • November 3, 2017 Sleep Loss Hypothesis : 617713
  • November 22, 2017 Management Of Financial Resources And Performance : 630913
  • May 15, 2017 ISOL 533 – Information Security and Risk Management:553270
  • August 31, 2017 Computer Information System:588870
  • April 4, 2017 Education & Training: 533109
  • October 11, 2017 Current Developments in Accounting: 631799
  • July 17, 2017 Annotated Bibliography of Allyn and Bacon:590271
  • May 30, 2017 Human Body Height Measurement:560989
  • May 27, 2017 LST2BSL Introduction to Business Law and Ethics:553857
  • March 9, 2017 Criminal Justice
  • April 18, 2017 Advance Pulmonary Tests
  • May 29, 2017 Bachelor of early learning-children:556401
  • September 19, 2017 Research Into Issues Relating To Elderly Website Users:598208

” data-medium-file=”” data-large-file=”” class=”aligncenter size-full wp-image-17061″ src=”https://termpapertutors.com/myassignmenthelp.info/assignments/wp-content/uploads/2018/02/4-4.png?resize=4%2C554″ alt=”4″ width=”4″ height=”554″ style=”box-sizing: inherit; border: 0px; vertical-align: middle; height: auto; max-width: 100%; clear: both; display: block; margin: 0px auto;”>5

 

Answer 1.

y= -2x+1 …………………. (1)

2x-2y=4 ………………….. (2)

Putting the value of y from equation (1) to equation (2), we get-

2x – 2(-2x +1) = 4

→ 2x +4x-2 = 4

→ 6x = (4+2)

→ x=  = 1

Putting the value of x in equation (2), we get-

y= -2*1+1 = (-2+1) = (-1).

The solution of system of equations by solution method is (x, y) = (1, -1).

Answer 2.

y= 2x +4 ………………… (1)

(-5x -5y) = -5 …………… (2)

From equation (1), we put the value of y in equation (2). Hence, we get-

(-5x – 5*(2x+4)) = -5

→ -5x -10x -20 = -5

→ -15x = 20-5

→ x =  = (-1)

Putting the value of x in equation (2), we get-

y= 2*(-1) +4 = (-2+4) = 2.

The solution of system of equations by solution method is (x, y) = (-1, 2).

Answer 3.

y= 4x -11 ……………… (1)

4x – y = 11 …………….. (2)

From equation (1), we put the value of y in equation (2). Hence, we get-

4x – (4x-11) = 11

→ 11 = 11

No specific set of value is found for both x and y. Hence, the solution of system of equations is not definite and specific. It has the solution (x, y) = (a, b), where, “a” and “b” could be any positive or negative, equal or unequal real numbers.

Answer 4.

2x + y =7 ………………… (1)

-2x – y =6 ………………… (2)

From equation (1), we get the value of y = (7-2x).

Now we put the value of y in equation (2). Hence, we get-

-2x – (7-2x) = 6

→ -2x -7+2x = 6

→ -7 = 6

However, (-7) = 6 is false and absurd.

Hence, we can say that the system of equations has no solution.

Answer 5.

(-2x – 5y) = 17 ……………… (1)

y = -4x + 11 ……………….. (2)

We put the value of y given in equation (2) in the equation (1). Then we get,

-2x – 5*(-4x+11) = 17

→ -2x +20x -55 = 17

→ 18x = 55+17

→ x =  = 4

Putting the value of x in equation (2), we get –

y = -4*4 + 11 = (-16+11) = (-5).

The solution of system of equations by solution method is (x, y) = (4, -5).

Answer 6.

(-3x + 2y) = 17 ……………….. (1)

x – 5y = -10 …………………… (2)

In equation (2), x = (5y – 10)

The value of x received from equation (2), we put it in equation (1). Hence, we get-

(-3*(5y – 10) +2y) = 17

→ (-15y +30 +2y) = 17

→ (-13y) = 17-30

→ y =  = 1

Putting the value of y in equation (2), we get-

x – 5*1 = -10

→ x = (-10 + 5) = (-5).

The solution of system of equations by solution method is (x, y) = (-5, 1).

Answer 7.

2x + 4y = 7 ……………. (1)

x + 2y = 3 ……………… (2)

From equation (2), we get the value of y as – x = (3-2y)

Putting the value of x in equation (1), we get-

2*(3-2y) + 4y = 7

→ 6 – 4y + 4y = 7

→ 6 = 7

However, 6 =7 is false and absurd.

Hence, we can say that the system of equations has no solution.

Answer 8.

2x – y = 16 ……………… (1)

(-6x – 3y) = -24 …………… (2)

From equation (1), we get the value of y as –

2x – y = 16

→ -y = 16-2x

→ y = 2x-16

Putting the value of y achieved from equation (1) in equation (2), we get –

-6x -3*(2x-16) = -24

→ -6x -6x +48 = -24

→ -12x = -48-24

→ -12x = -72

→ x =  = 6.

Putting the value of x in equation (1), we get-

2*6 – y = 16

→ 12 – y = 16

→ -y = 16 -12

→ -y = 4

→ y = (-4)

Hence, the solution of the system of equations is (x, y) = (6, -4).

Personal Reflection Assignment Help

Social work theory consists of facts and evidences that are supported by scientific analysis in which a theory describes any established phenomenon and practice is such an act where social workers have to implement the described theory into practice. Likewise, domestic violence and child protection issues is an example for a social worker to understand the case and develop strategies. In a particular study, any theory or practice is vital to be analysed initially and then later on, a thorough reflection can be done.

I along with my other three friends were asked to choose a topic for our group presentation in Social work theory and practice (Individuals and families) unit. ‘Domestic violence and child protection issues’ was our topic where each individual was assigned a different sub-topic to explain in the class. We were given a responsibility by our teacher Allison to complete the presentation within twenty minutes keeping in consideration about every important details to cover. The significant matters to present were overview of the historical, social, cultural and political issues regarding the topic that were briefly explained by me. The current issues and social policy directives or challenges were explained by Jake. A discussion of direct practice issues and strategies were explained by Melissa where she took an example of a case study signifying gender, cultural and ethnic meaning. Lastly, AASW Standards of Practice and AASW Code of Ethics were further described by Janet to link them with the topic. Certain values and moral principles are acknowledged bycode of ethics supporting social work practice.

As a group, we four of us worked as a strong team in order to bring the best outcome of our collaborated hard work. According to my knowledge, I came to know that children are found in the history of domestic violence and intervention for more than 20 years and their harsh situation has been regarded unimportant as stated by researchers, women and advocates. It was observed at charitable organizations from 1880 to 1960, women’s lives even though at risk were ignored and ironically, vehement men were unnoticed. Women who were not able to defend their children from danger were regarded to be laughable in the society and unfortunately, ‘child rescue’ was the program designed only for defenseless children (Humphreys and Absler, 2011). On the other hand, domestic violence is such an act when one of the partners challenges physical or psychological domination and control to the other partner. There are various forms of domestic violence but the common ones are physical and sexual violence, threats and intimidation, emotional and social abuse. Domestic violence is regarded as family violence by most of the aboriginals of Australia as it addresses every vehemence in closefamily as well as other kind of relationships that relates to shared commitment and support (Humphreys, 2007).

Similarly, examples like Australian bureau of statistics 2017 safety report states about the experience of men and women in regards to physical and verbal violence that had affected children and youths. The other issue that relates domestic violence against children is becoming common in the Australian society and has been avoided as a problem due to its complexity for an open discussion. According to the finding of Australian Bureau of Statistics’ (ABS) 2016 Personal Safety Survey (PSS) stated experiences of men and women about their emotional violence from 15 years of age along with stalking, sexual abuse and harassment. White Ribbon Day was clarified by Jake to provide information about the services that helped to avoid violence against women. Moreover, an excellent example of an Australian woman Rosie Batty was awarded for the efforts she had shown for stopping family violence. Here, she had presented about her personal life’s story of losing her 11-year-old son which was a murder committed by his father. Therefore, Batty concluded that family violence can occur anytime, anywhere and to anyone. As a result, she gave voices to the unheard victims (Williams, 2015). In addition, Melissa presented a case study about a 32-year-old woman who had experienced domestic violence from her husband and also admits that one of her children was also physically affected but still calls her husband to be a good father. Gender, ethnic and cultural factors have played an important role in this case that has created a hindrance towards solving the issue. Therefore, code of ethics has been regarded vital in social work practice that gives rise to ethical responsibility such as respect for persons, social justice and professional integrity. It has been evident from media and books that every year in NSW, a husband, partner, family member or relative commit violence and this is destroying people’s lives in our cities and rural areas as a result of domestic and family violence (DFV). That is why, a program named ‘It Stops Here’a strategical activity that has been successful in prioritizing victim’s problem and delivering the appropriate services they need. It is a safer pathway for prevention of violence and to ensure victim’s safety. The NSW Government is kept at the front foot by ‘It Stops Here’ while responding to violence.

Group work is an association of members who work together to achieve certain goals. It is the step of using one’s ideas as well as others methodology for a task. My personal experience working in a group of four was an opportunity for me to cultivate new ideas and also, it made me focused in the presentation as a whole. I developed communication skills, critical thinking approach, problem solving skills through group-led discussion. Moreover, I learned benefits of working in a group rather than facing its disadvantages. Some of the positive aspects of working in a group were knowing opinion and facts about the subject matter that I never knew or had little knowledge about. I faced some challenges such as pressure for the presentation and assignment, lack of self confidence to present my ideas in front of my group initially but by the end, I developed skills of self-confidence and I assume this progressive factor will help me in the future as well.

My contribution towards my team was about the research of historical, social, cultural and political aspects regarding domestic violence and child protection issues. When I knew about the phenomenon that hitting a child was not regarded as a big issue in previous times, I was stunned. ‘Research on children who witness family violence is a special case of counting the hard-to-count and measuring the hard-to measure…’ (Fantuzzo, Boruch, Beriana, Atkins & Marcus, 1997; p.121) so exact number of families being negatively affected is hard to know. However, several studies have found that 85-90% of the time when a violent incident took place in a domestic situation, children were present and children were also abused during the violent incident in about 50% of those cases (Queensland Domestic Taskforce, 1998; Cleaver et al, 1999, cited in Fleischer, 2000).In contrast, in a domestic environment, former studies have made clear that 85-90 percentage of the time children faced abuse in a range of 50 percent (Queensland Domestic Taskforce, 1998; Cleaver et al, 1999, cited in Fleischer, 2000).

I have learnt throughout my 22 years of life that childhood is such a period where each child is supposed to be specially protected and given rights according to western culture. Thus, their development must be taken place in a secure atmosphere. One of the interesting findings was that parents witnessed adverse effect on their adjustment when parent-child violence was low and ironically, when the level of parent-child violence was high, vehemence between parents was considered to be unimportant (O’Keefe, 1995).Therefore, hierarchy of needs is idealized that puts necessity of safety and security of children first and ‘love and belonginess’ second.

Social work practice possesses different forms of values, principles, critical reflection, code of ethics, skills, strength-based activity and variouscategory of disciplines. Through this team work, I learnt importance of patience, collaboration, non-judgmental values which are important in a professional social work practice. Similarly, adult education brings critical analysis as a process which particularly concentrates on practitioner’s personal experience. In addition, this process is a continuous method in social work that has been well-versed by critical social theory (Agger 1991, 1998) which has been connected with social work theory and practice (Hick et al. 2005; Fook 2002; Healey 2001; Fawcett et al. 2000; Healey 2000; Ife 1997; Rossiter 1996).

I was able to apply some principles like acceptance, self-determination, confidentiality and coordination while carrying out group discussion.Social work practice is underpinned by values and moral principles derived from code of ethics as well as frameworks ethical social work’s conduct and accountability. According to code of ethics (2010), social work practice is dedicated to 3 core values and this gives rise to general and specific ethical responsibility. Values like respect for persons, social justice and professional integrity were learned by me. In regards to child abuse and neglect, social work recognizes the core aspects and values of social work in child protection areas. Values of social work is directly linked to the practice and social workers maintain their ethical responsibilities during moral dilemmas. Furthermore, my learning outcome has opened a clear path towards understanding AASW standards of practice and AASW code of ethics. Certain standards such as professionalism, cultural response and inclusive practice, communication and inter-personal skills, information reading and sharing along with professional development was well understood by me as a part of learning. Therefore, case study in the group discussion made me able to understand stages of anti-oppressive theory, solution-focused approaches, importance of group work, community development research and policy responses.

References:

Australian Bureau of Statistics. (2017). Personal Safety Survey: 2016 Australia. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/mf/4906.0

O’Brien, S. (2017, May 4). Smacking your child is unacceptable. The Herald Sun. Retrieved from:

http://www.heraldsun.com.au/news/opinion/susie-obrien/susie-obrien-smacking-your-child-is-unacceptable/news-story/f139857354019f0aa1f651fe8efc1595 

Community services. (2017). Family and community services. Retrieved 5 December 2017, from http://www.community.nsw.gov.au/parents,-carers-and-families/domestic-and-family-violence/effects-of-domestic-violence

Healey, K. (2001). Social work practices: Contemporary perspectives on change. London: Sage.

Hick, S., Fook, J. & Pozzuto, R. (eds) (2005). Social Work: A Critical Turn. Toronto: Thompson Educational.

ItStops Here. (2017) (pp. 1-42). NSW. Retrieved from

http://www.women.nsw.gov.au/__data/assets/file/0003/289461/It_stops_Here_final_Feb2014.pdf

Wemer, M. (2013). Five Things Students Can Learn through Group Work. Faculty Focus.

Williams, P. (2015, Jan 26). Australian of the Year: Rosie Batty awarded top honour for efforts to stop family violence. ABC News. Retrieved from:

http://www.abc.net.au/news/2015-01-25/rosie-batty-named-australian-of-the-year-2015/6045290

” data-medium-file=”” data-large-file=”” class=”aligncenter size-full wp-image-17063″ src=”https://i0.wp.com/myassignmenthelp.info/assignments/wp-content/uploads/2018/02/6-3.png?resize=730%2C405″ alt=”6″ width=”730″ height=”405″ style=”box-sizing: inherit; border: 0px; vertical-align: middle; height: auto; max-width: 100%; clear: both; display: block; margin: 0px auto;”>7

8911

Compare and contrast key economic goals of public and private health insurance plans
Due Week 8 and worth 100 points

Note: Use the textbook, course readings, Strayer online library, and other reputable online sources to complete this assignment.

Prepare a fifteen to twenty (15 to 20) slide Microsoft® PowerPoint® presentation with detailed scholarly speaker notes in which you:

Compare the three (3) current health care financing and funding models (i.e., employee based, government based, and individual based) used with the healthcare delivery system of the United States.
Compare and contrast key economic goals of public and private health insurance plans. Evaluate the success potential of key economic goals in terms of populations covered, services included, financing arrangements, reimbursement strategies, and economic competition policies.
Analyze the key effects of labor market, insurance market, and competitive market factors on health care delivery requirements at your current or previous organization of employment.
Determine what changes are occurring in the economy or concerning labor and regulatory factors that must be considered in the future.
Suggest the key national trends that you believe currently affect competition and pricing initiatives. Justify your response.
Suggest the main quality indicators that typically affect health insurance pricing at the local level. Justify your response.
Use a minimum of six (6) reputable references sources including three (3) sources from peer reviewed journals.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.


 

smilesmile. WITH EssayPaper.org TODAY AND GET AN AMAZING DISCOUNT

get-your-custom-paper



” data-medium-file=”” data-large-file=”” />12

Violence In Video Gaming

Tutor

Institution

Course

Date

Violence in Video Gaming

Introduction.

Violence In Video Gaming  What has our society been of lately?The world news has been the reporting of crimes after the crime. The drugs, violence, rape and much more. Any crime or offense committed in the society is believed to be undertaken by individuals who at one point of their life have come in contact with violent video gaming. The psychologist has researched that there is a connection between the two and they have come up with a conclusion that bloody gaming cause violence in our society (Bushman, J 2014).

Video games also play a big role on promoting violence. Even though most adults don’t play video games, our children do. And if we let our children play violent video games, wouldn’t you say that they are going to become violent? Kids learn by their surroundings. So playing a video game that teaches them about punching and kicking others they will do the same with their friends at school. And then we ask ourselves why the kid next door took a gun to school and shot his best friends?

Kids that grow in an environment surrounded by violence also become violent. If a kid sees his dad hitting his mom he/ she will thing that it is ok to hit others. And they will imitate that behavior. Parents who punch and yelled at their children are only setting up a pattern. And violence only brings more violence. Kids should grow in an environment where they are treated with respect and with love.

In conclusion, television and video games should be banned! Our form of entertainment should be a good table game, or playing a sport like soccer, basketball and so on. Cooking also relieves stress in some people, so we should all learn how to bake cakes and cookies. Sugar makes our souls feel better too. And for people who are violent and are not willing to change we got a great solution! Military camps!!!

Reference

Anderson, C. A., & Bushman, B. J. (2014). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological science12(5), 353-359.

Wolock, E. (2004). Violence in video games. Young Consumers5(3), 53-58.

Kopec, W. (2012) Violence in Video Games.

” data-medium-file=”” data-large-file=”” />

&nbsp;

nkdsnvlkdsnv

Related Assignment Samples

  • December 22, 2017 Mechanics of Structure : 632589
  • December 26, 2017 Matlab Program : 660540
  • March 24, 2017 Cost Management Process: 513239
  • August 31, 2017 Transformations Functions:606235
  • November 17, 2017 Methodologies and Technical Solution for Bazaar Ceramics : 648293
  • November 3, 2017 Organisational Businesss Performances Context : 628234
  • December 11, 2017 MIPS Program Sequence : 662388
  • October 11, 2017 Current Developments in Accounting: 631799
  • June 3, 2017 Business Analytics:580609
  • April 17, 2017 Alcohol Drinking in Australia: 540942
  • March 28, 2017 Elsevier Health Sciences
  • November 2, 2017 Data Representation and Digital Logic : 628424
  • October 7, 2017 Project Report-Corporate Finance :635963
  • August 21, 2017 Integrated Marketing Communication:602469
  • February 13, 2018 Business management (Project Report: Financial Accounting ) : 157734
  • October 13, 2017 Statistics and Introduction to Programming in MATLAB: 536102
  • February 19, 2018 Wide Area Networks : 166707
  • December 26, 2017 Fundamentals of Computing : 654986
  • December 22, 2017 Fatigue In Aviation Industry : 634064
  • December 26, 2017 Residential Low Rise Construction : 637693

 

. TODAY AND GET AN AMAZING DISCOUNT

get-your-custom-paper

The post MATHEMATICS OF SOLVING SYSTEMS OF EQUATIONS : 686615 appeared first on Term Paper Tutors.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
"FIRST15"

Order Now