BCOM102: Introducing Essential Tools for Study Assignment Description This assignment builds on the concepts introduced in Module 1. In this assignment, you should produce an ‘artefact' defining your self-image, accompanied by a written outline of your skills, attributes, and values linked to your artefact. Tasks Task 1 [2 marks] Personal Identity Artefact: Reflect on your own identity as a person and as a student at THWVUW. Produce an artefact reflecting your personal identity, that informs another member of this university community (staff or student) about you, your internal characteristics, social identities, roles and relationships. This could be one of the following: o Apepeha or mihimihi in written or video form. o A Social Identity "Circle of Self” image o Ashort written introduction (max 150 words) o A short video introduction in English (max 1 minute) o A diagram or stylised image that meaningfully and clearly portrays you and your key characteristics Task 2 [6 marks] Written Reflection on Skills, Attributes, and Values: Provide examples of the following A. Skills: Provide 2-3 specific examples of your key skills. For each skill, include a brief description explaining what it is, how you developed it, and/or how you've applied it in real-life cne. B. Attributes: Provide 2-3 personal attributes that describe your character or approach to learning and life. For each, include a short description illustrating how this attribute appears in your behaviour, actions, or decision-making. C. Refer to the Te Herenga Waka values and/or the Wellington School of Business and Government / Orauariki mission. Identify two values or goals that resonate strongly with you, and in two sentences each, explain their importance and how they connect to your personal ethos. Task 3: [2 marks] In 2-3 sentences, outline your personal development and study aspirations (e.g. over the duration of your BCom studies), linking them to your current skills, attributes, values and/or goals. Submission Guidelines o Submit a single document (in doc, docx, or pdf format) with responses in the same order as the questions provided in the tasks above, i.e. 1, 2(a), 2(b), 2(c) and 3 o If your artefact in Task 1 is an image, you may insert the image directly into your Word document (either as an embedded image or on a separate page). o If your artefact for Task 1 is a video, after you've submitted your document, upload or create the video as a comment, click here for instruction on how to do this. In the document, under Task 1, state "See attached video"
FACULTY OF SOCIAL SCIENCES AND LIBERAL ARTS MST1033 CURRICULUM & INSTRUCTION Written Assignment: Critical Analysis of a Successful Educational Model. What are its strengths and areas of improvement? Assignment Overview This assignment requires you (in groups of 2 or 3) to engage in a critical analysis of established curriculum models from a country renowned for its educational success. You will apply your research to a specific educational context, for example, higher education, secondary schools or early childhood education. This task will deepen your understanding of curriculum theory, design, and implementation, fostering your ability to critically evaluate and adapt educational approaches and skills highly valued in educational leadership and reform. Course Learning Objectives Upon successful completion of this assignment, you should be able to: · Critically analyze and synthesize literature on international curriculum models. · Identify key components of effective curriculum design. · Communicate complex educational concepts clearly and analytically. Course Learning Outcome · Discuss the concepts, principles and models in curriculum design, and its interrelationship with instruction. (PLO2, C3); · Evaluate the factors in designing, implementing and evaluating a curriculum. (PLO5, C5) Assignment Task You are to select one country famous for its educational models (e.g., Singapore, Finland, Canada, South Korea, etc.) and conduct a critical analysis of its curriculum model implemented at a particular educational stage and chosen educational context (e.g., higher education, secondary education, vocational training, early childhood education, adult learning, etc.) You have to evaluate its underlying philosophies, strengths, limitations, and transferability. Your analysis and proposed framework must address the following key components of curriculum development: a) Needs Analysis · What to consider: Identify the current educational landscape, societal demands, learner demographics, existing gaps, and future skills required. How does your chosen country's model inform. how needs are identified? What are the specific needs of your chosen educational context that this curriculum aims to address, and how might the international model's principles need adaptation or critical re-evaluation for this context? b) Target Group · What to consider: Define the specific learners for whom this curriculum is designed. Consider their age, prior knowledge, learning styles, cultural background, socio-economic status, and aspirations. How does the chosen country's model cater to its target groups? How successful does this model cater to its target group? c) Aims and Objectives · What to consider: Clearly articulate the overarching goals (aims) and specific, measurable learning outcomes (objectives) of your selected curriculum. These should be informed by the principles observed in the chosen country's model. Differentiate between broad aims and specific, actionable objectives. How successful is this curriculum model in meeting its needs and objectives? d) Content · What to consider: Outline the subject matter, topics, skills, and values that are taught. Justify the selection and sequencing of content based on aims, objectives, and the insights gained from the international curriculum model. How is content structured and delivered in your chosen country's model? and how will this influence your content selection? How successful is the organization of content in meeting its aims and objectives? e) Learning Theories, Approaches, and Methods · What to consider: Discuss the underlying learning theories (e.g., constructivism, cognitivism, behaviorism) that informs your chosen curriculum. Describe the pedagogical approaches (e.g., inquiry-based learning, problem-based learning, collaborative learning) and specific teaching methods (e.g., lectures, group work, practical sessions, flipped classroom) that will be employed. Connect these choices to the strengths of the international model you analyzed. f) Personnel · What to consider: Identify the roles and responsibilities of the personnel involved in delivering and supporting the curriculum (e.g., teachers, administrators, support staff, external experts). Discuss their required qualifications, professional development needs, and how they will be supported. How does the chosen country's model address teacher training and support? g) Material Selection · What to consider: Specify the types of learning materials and resources that are utilized (e.g., textbooks, digital platforms, laboratory equipment, real-world case studies, community resources). Justify their selection based on their alignment with learning objectives, pedagogical approaches, and accessibility for the target group. h) Monitoring and Support · What to consider: Describe the mechanisms for continuously monitoring the curriculum's implementation and providing ongoing support to learners and educators. This might include feedback loops, mentoring programs, academic support services, and progress tracking. How does the international model ensure quality and support? i) Chosen Educational Context You must clearly state your chosen educational context at the beginning of your assignment. Examples include: · Higher Education: A specific undergraduate program (e.g., Bachelor of Science in Environmental Studies). · Secondary Education: A particular subject or stream (e.g., Mathematics curriculum for Grades 9-10). · Vocational Training: A specific skill-based course (e.g., Culinary Arts program). · Early Childhood Education: A curriculum for a specific age group (e.g., 3-5 year olds). · Adult Learning: A professional development course (e.g., Leadership training for mid-career professionals). Structure and Format Your assignment should be presented as a formal report, approximately 2500-3000 words in length (excluding references and appendices).It should include: 1. Title Page: Your name, student ID, course name, assignment title. 2. Table of Contents: 3. Introduction: Briefly introduce the chosen country's educational model, your selected educational context, and the scope of your report. 4. Critical Analysis of Chosen Country's Curriculum Model: Discuss the strengths, weaknesses, and key characteristics of the curriculum model in your selected country, drawing on relevant literature. 5. Dedicate a distinct section to each of the nine points (a-i) outlined above, applying your analysis to your chosen educational context. Ensure clear headings and subheadings. 6. Conclusion: Summarize your key findings and the implications of your findings. 7. References: Use APA 7th Edition. 8. Appendices (Optional): Include any supplementary materials (e.g., sample lesson plans, assessment rubrics) if relevant. Assessment Criteria Your assignment will be assessed based on: · Depth of Critical Analysis: Thoroughness and insight in analyzing the chosen country's curriculum literature. · Application and Justification: Coherence and logical justification of your proposed curriculum framework in relation to the chosen context and the international model. · Adherence to Components: Comprehensive coverage and detailed discussion of all nine required components (a-i). · Clarity and Cohesion: Organization, clarity of expression, and logical flow of arguments. · Academic Rigour: Use of relevant academic literature and proper referencing. Constraints · Word Count: 2500-3000 words excluding references and appendices. · Referencing: All sources must be cited using APA 7th Edition. Dependence on AI-generated summaries and unverified information will be penalized. · Submission Format: Use Microsoft Word document and send to my email account @ [email protected] · Deadline: Written Assignment (30%) 23.7.25. · Please submit your assignment with the UCSI Cover page with your rubrics inserted. · Late submissions and failure to follow the critical analysis guidelines will result in a penalty.
ECON 2331 • ECONOMICS AND BUSINESS STATISTICS 2 PRACTICE EXAMINATION PART A—Multiple-Choice Questions (30 marks total) Please circle the letter of the correct answer directly on this exam paper. (1 mark each) 1. The critical value of t for a two-tailed test with 6 degrees of freedom using α = .05 is: a. 2.447. b. 1.943. c. 2.365. d. 1.985. 2. The sum of the values of α and β: a. is always 1. b. is always .5. c. gives the probability of taking the correct decision. d. is not needed in hypothesis testing. 3. What type of error occurs if you fail to reject H0 when, in fact, it is not true? a. Type II b. Type I c. either Type I or Type II, depending on the level of significance d. either Type I or Type II, depending on whether the test is one-tailed or two- tailed 4. For a given sample size in hypothesis testing: a. The smaller the Type I error, the smaller the Type II error will be. b. The smaller the Type I error, the larger the Type II error will be. c. Type II error will not be effected by Type I error. d. The sum of Type I and Type II errors must equal to 1. 5. If the null hypothesis is rejected in hypothesis testing: a. No conclusions can be drawn from the test. b. The alternative hypothesis is true. c. The data must have been accumulated incorrectly. d. The sample size has been too small. 6. When the following hypotheses are being tested at a level of significance of α H0: μ 500 Ha: μ α . c. = α/2. d. 1 - α/2. 7. A machine is designed to fill toothpaste tubes, on an average, with 5.8 ounces of toothpaste. The manufacturer does not want any underfilling or overfilling. The correct hypotheses to be tested are: a. H0: μ ≠ 5.8 Ha: μ = 5.8. b. H0: μ = 5.8 Ha: μ ≠ 5.8. c. H0: μ > 5.8 Ha: μ ≤ 5.8. d. H0: μ ≥ 5.8 Ha: μ
BIOL 100 Writing Assignment: Scientific Method Writing Assignment: Scientific Method Before beginning this short writing exercise, please read the tutorial provided to you titled Experimental Design Basics and refer to the Grading Rubric for Writing Assignment. In a brief essay style. document (one page is preferable) describe an example of how you could use the scientific method to create a small fictional or real experiment. State a good hypothesis, how you are testing the hypothesis (the experiment), the results of the experiment, your overall conclusion, and an analysis of your hypothesis. Describe the control and treatment groups in your experiment. What are the dependent and independent variables in your experiment? Name at least one controlled variable. As an example, you may want to test a certain fertilizer to see if it will improve the growth of tomato plants in your backyard. You could have two planters with 6 plants each that will have the same soil, water, and exposure to sunlight. One planter will have added fertilizer, and the other will not. You will need to define your experimental and control groups along with the variables, etc. You can make up a data table and offer your analysis and conclusions based on that data. You can use subheadings such as “Groups”, “Variables”, “Data” and “Conclusions” to organize your write up.
BIOL 100 Experimental Design Basics Experimental Design: Hypothesis, Variables, and Groups When using the scientific method, we get to a point where we formulate a hypothesis and then design an experiment to test that hypothesis. Here are some pointers on this process. The hypothesis states a special relationship between an independent variable (X) and a dependent variable (Y). A generic hypothesis is a statement that looks like "If I do X, I will see a measurable change in Y." Basically, the hypothesis looks like a statement of “cause” and “effect”. Your hypothesis is a direct statement and is not written in the form. of a question. Remember that the independent variable is "what you do", the dependent variable is "what you measure". Let’s use a drug study to create a specific example of what a hypothesis should look like, and to see good examples of independent and dependent variables. Drug studies are usually straightforward. A pharmaceutical company designed a drug (drug X) to treat migraine headaches (MH). For this experiment, the hypothesis is “If I give drug X, patients will experience a reduction in migraine headaches (Y= # of migraine headaches/month)." Drug X is the independent variable (what you do or give in the experiment), and the number of MH’s/month is the dependent variable (what you measure, where you see the result in the experiment). Subjects (participants) in experiments are organized into either a “control” or an “experimental” group. The subjects should be randomly assigned to one or the other. First, we need a large pool of people who suffer with MH, and we randomly assign these people into two groups. These groups should be IDENTICAL in every way- average age, same number of male and female, same average number of MH's per month, same exercise levels, etc. All these variables that are equal – age, health, diet, are called “controlled variables”. One group will remain the same throughout the experiment - the control group. They get placebo pills. The other group will get drug X, and they become the experimental group. Drug X is the ONLY variable that now makes the 2 groups different. This is important, for when we measure the average number of MH's per month in both groups, and we see a difference in the experimental group, only one variable, (X), can be associated with that difference. That leads us back to the hypothesis, "If we introduce X, we will see a change in Y."
ΑΝΤΗ 102 Social and Cultural Diversity This course introduces students to the study of social and cultural diversity by exploring culture and its role in our lives. Topics include ritual, symbolism, the body, exchange, belief, inequality, globalisation, kinship, gender and class. Case studies are drawn from New Zealand, the Pacific, Asia, Africa and the Americas. Course learning objectives Students who pass this course should be able to: 1. Have a functional understanding of key concepts in anthropology. 2. Have a knowledge of a range of ethnographic material illustrating social and cultural diversity. 3. Have the ability to draw connections between ethnography and theoretical concepts and among ethnographic cases. 4. Have the skills in critical reading, bibliographic research and citation, and the clear presentation of ideas, in oral and written form. How this course is taught CRN 37323 is for students who will be completing the course completely online, CRN 267 is for students who will be coming to campus for all or some of the course but who may occasionally make use of the online components. Lectures are recorded, there are Zoom tutorial options and assessments can be submitted online. The following activities require online attendance at set times: Zoom tutorials and the online test Lectures are in-person, on campus. They are also recorded and will be available on Nuku. Lecture recordings have no restrictions and will be available for the duration of the term. Note that lecture recordings should only be considered a supplement to in-person attendance. They should not be considered a substitute for lecture attendance. Teaching consists of two one hour lectures a week and 9 one hour tutorial sessions, which start in week 2. Tutorials have both on campus and Zoom options. Participation in tutorials is an essential part of this course and students must participate in a minimum 7 of the 9 tutorials in order to pass the course. Tutorials will not be a summary of reading or review of the lectures, but discussions and activities intended to help you: learn to use the concepts presented to analyse both ethnographic materials and your own experience; understand the principals of holism and comparison and apply these to understanding social and cultural diversity; develop skills in analysing and synthesising data and concepts from various sources; and improve your critical reading and your ability to put your ideas into words. To gain full value from the course you should attend all lectures and tutorials. The course assessment does not require on-campus attendance. Assessment Article Review Type: Individual Mark: 35% Culture and Ethnography Essay Type: Individual Mark: 35% Online Test Type: Individual Mark: 30%
MGMT 321 Organisations and Ethics Organisations, leaders, and employees can face complex ethical decisions in the workplace. This course critically examines the role of ethics in developing successful organisations (and successful individuals). We explore how to identify ethical dilemmas, different approaches for resolving them, and debate competing ethical perspectives using real world case studies. Students will come away with a deeper understanding of the complexity and and causes of ethical dilemmas, unethical behaviour, and and tools for guiding their own and others' ethical behaviour at work. About this course The course is very discussion-based and so benefits from in-person attendance whenever possible. In the first part of the course, we introduce key concepts, debate the relationship between business and ethics, and explore different understandings of what is ethical. In the second part of the course we use recent, real-world cases to test our thinking. As a class, we examine, discuss, and debate which course of action is ethical and why, aiming to draw out the complexities and nuance of organisational ethical dilemmas. In the last part of the course, we draw these ideas together with a deeper examination of the reasons why even good people might succumb to unethical actions and what organisations can do to help create a more ethical world. Course learning objectives Students who pass this course should be able to: 1. Identify and analyse reciprocal relationships between organisational behaviour and wider social issues 2. Identify, debate and apply ethical concepts in organisational behaviour 3. Identify, describe and defend their own ethical frameworks 4. Engage creatively with social and ethical aspects of organisational behaviour and generate a range of options for addressing them. How this course is taught In 2025 this course is delivered on campus. Lectures are in person, on campus. Lectures are recorded and have no restrictions on recording availability. Lecture recordings are intended as a useful supplement to learning but not as a full substitute for lecture attendance. Tutorials have both on campus and Zoom options. The lectures will not be live streamed The course assessment does not require on-campus attendance. Assessment Assignment One: Ethics Presentation Mark: 25% Assignment Two: Ethical Case Analysis Mark: 40% Assignment Three: Individual Reflection Mark: 35%
SPG 8012/CME8019 Energy Management Assignment 2024 Assignment: Case Study Analysis on Energy Management This is an individual assignment so please ensure that your work is your own. Your analysis should reflect your own opinions based on the case study data and the materials provided on Canvas. For each question, provide detailed explanations and calculations where required. Ensure that your calculations are clear, and include any formulas or steps taken. If you refer to external sources, provide appropriate references or links. If you make any assumptions please state them. Answer all four questions. Assignment Format This is not a formal report just answer the questions. To help with clarity please put each question as a section heading and answer it below that heading. Word count Try and keep this to under 2000 words and around 10 pages (approximately) IMPORTANT Any questions or queries please check Assignment Help / Frequently Asked Questions on Canvas first, and only then email me. Question 1: Carbon Footprint Calculation a. Calculate the company’s carbon footprint for one year. Using the data provided in the case study and the table below, calculate the company’s carbon footprint following standard carbon accounting practices. Vehicles Consumption / Distance travelled Diesel vehicles: MITSUBISHI BARBARIAN DCB 2.2L 30,000 miles per annum FORD TRANSIT CUSTOM 320 L 27,000 miles per annum FORD TRANSIT CUSTOM 320 L 18,000 miles per annum Table 1: Case study company’s owned transport b. What additional data would you need to give a more comprehensive carbon footprint analysis? Discuss any missing data or additional information that would enhance the accuracy of the carbon footprint. Question 2: Energy Efficiency Improvements Identify two energy efficiency improvements for the company and complete the table (2) below based on your calculations for each improvement. Provide any assumptions or sources used in the estimates and all calculations. Item Estimated Capital (£) Estimated Annual Savings Payback Period (Years) Energy (kWh/yr) Cost (£/yr) Emissions (tCO2/yr) Table 2: Example of the information required. Question 3: Building Prioritization a. How would the Energy Manager prioritize which building to start with? Discuss the criteria that an Energy Manager would use to determine which building to focus on first. b. Which building should the Energy Manager start with? Using the case study data, justify your choice of building with necessary calculations and a clear rationale. Provide supporting data to back up your recommendation. Question 4: Key Actions for the Energy Manager a. Design an energy management strategy for the company. Propose a high-level energy management strategy that could be implemented over the next 3–5 years. Keep this brief, bullet points will be acceptable. b. What argument can the Energy Manager use to promote the need for a strategy? Give a brief overview of the reasons the company should invest their time and effort into this.
MCD6160 Communicating in the Digital Era Due: Week 4, Friday 11:59pm (AEST) Value: 20% Purpose: The purpose of this assignment is to effectively communicate a story or message from a current media case study in a visual format. This will require that principles of effective visual storytelling and media concepts are considered and creatively expressed in an infographic format. Task: This task requires you to produce an infographic for a public space to inform. citizens about one of the following social movements or current issues (or any other issue you wish to discuss in consultation with your tutor): Black Lives Matter #MeToo LGBTIQ+ movement Climate change Australian Indigenous land rights movement Girls' rights to education (Afghanistan) Anti-war movement (Russia-Ukraine, Israel-Hamas) The story/message you communicate is your choice but must integrate relevant concepts and themes from our Unit. Your infographic should be: A4 OR A3 in size Incorporate research with at least 2 scholarly AND 2 other resources List references in Monash Harvard Style. (minimum 4) Limited to 200 words (excluding references) Created by hand OR with software Photographed or scanned for submission to Moodle Your infographic will be graded on the following criteria: 1. Message/story is clear and appropriate for a general audience; 2. Visual format is effective and creative; 3. Content demonstrates understanding of unit concepts/themes and the chosen social movement; 4. Research is integrated with references and citations provided.
BCOM 102 Introducing Essential Tools for Study and Work in Business and Government A focus on developing tools for success, including: working effectively individually and in teams, understanding tikanga, workplace te reo, how to present yourself in a professional way, self-management, note-taking, information seeking and appraisal; communicating in different forms and cultural contexts; developing your ability with analytical tools: data literacy and technological agility (for example, spreadsheet skills, algorithms, and Al); appreciating the role of Te Tiriti o Waitangi and its implications for business and government; and understanding expectations and standards, and the role of ethical practice in study and work. Course learning objectives Students who pass this course should be able to: 1. Demonstrate how to use key tools that are relevant to government and business in addressing grand challenges. 2. Appreciate the role of te ao Mäori and observe tikanga in a professional context. 3. Communicate effectively in oral and written forms for academic, business and government contexts. 4. Self-manage and work effectively with others. 5. Demonstrate effective and ethical sourcing and use of information. 6. Show university-level critical thinking, literacy and numeracy skills. 7. Reflect on the skills and capabilities needed to succeed academically and in work. How this course is taught The teaching and learning activities will be structured in modules with a mix of online and face-to-face interactions to suit the diverse range of tools and knowledge in the course. Classes will include: traditional lecture material, with small group activities, and independent learning inviting guest speakers to demonstrate how key tools are relevant to professional practice. using technology to start gaining experience-based and work-oriented education in order to link your knowledge to the tools you need to succeed. Classes will build community, support students to study, and to get experience in trying and refining your skills and abilities with tools. Assessment Short biography (due week 3) Type: Individual Mark: 10% Using GenAl to summarise a journal article (due week 5) Type: Individual Mark: 25% Test (50 minutes online, during week 9) Type: Individual Mark: 30% Skeleton Report (due week 11) Type: Individual Mark: 10% Personal Career Development report (due in the final assessment period) Type: Individual Mark: 25%
CS 6043 – Fall 2024 Homework 2 solutions 1 Problem 1 1.1 Part 1 Consider the input sequence x, x, x, z, z, y, y, y. At the end, we have Cur1 = x, Cur2 = z, and C1 = C2 = 1. 1.2 Part 2a Say that fy > n/3. Then, Φ will increase by > 2n/3 as a result of all the σi = y (property 4). Since there are < 2n/3 elements other than y, Φ will decrease by at most 2n/3 due to all σi ≠ y (Property 3). Since Φ start at 0, it will thus be positive at the end, so by Property 2, y will indeed be in either Cur1 or Cur2. 1.3 Part 2b Recall that we are trying to prove the claim about element y with fy > n/3. Define Φ1: Φ1 = 2C1 if Cur1 = y and Φ1 = −C1 if Cur1 ≠ y. Define Φ2: Φ2 = 2C2 if Cur1 = y and Φ2 = −C2 if Cur1 ≠ y. Define Φ = Φ1 + Φ2. By considering all the cases, it is easy to check that Φ satisfies the desired properties. The most interesting case is when σi ≠ y and one of the Cur contain y; for example, say that Cur1 = y. In this case, Φ1 decreases by 2 but Φ2 increases by 1 (because cur2 ≠ cur1 and so cur2 ≠ y), so overall Φ decreases by 1. 2 Problem 2 no solutions; come to office hours if you want to work it out together. 3 Problem 3 The potential function is as follows. First, for every node v define ϕ(v) = log(n) − log(# elements in tree containing v) Then define the potential to be We clearly have ϕ(v) ≥ 0 for all v, so at all times Φ ≥ 0. We also have Φinit = 0 because at the beginning there are no elements and hence no nodes v. We can thus apply Corollary 1.5 from the lecture notes on amortized analysis. All that remains is to show that ˆci = O(log(n)) for all operations. ❼ MakeSet(v): here we have ci = 1. Since v enters as a tree of size 1, we have ϕ(v) = log(n), so ∆Φ = log(n), so ˆci = log(n) + 1 = O(log(n)). ❼ Find(v): since we are dealing with the list version, ci = 1, and Φ does not change at all, so ˆci = ci = O(1) ❼ Union(x,y). Say that x ∈ S, y ∈ S ′ , and assume that |S| ≤ |S ′ |. In this case ci = |S|. Note that because |S| ≤ |S ′ | we have |S ∪S ′ | ≥ 2|S|, so for every v ∈ S ϕ(v) decreases by at least 1. Thus ∆Φ ≤ −|S|, so cˆi = ci + ∆Φ ≤ |S| − |S| = 0 4 Problem 4 4.1 Part 1 We will show that ∆ϕ(v) ≤ 0 for every node v, and so ∆Φ < 0. This in turn implies ˆci < ci = 1, which is clearly O(log log(n)). Let Ty be the tree rooted at ry before the union and let Tx be the tree rooted at rx. Recall that ry becomes the child of rx. It is easy to see that ϕ(v) remains unchanged for v /∈ Tx ∪ Ty. For v ∈ Tx, the depth of v remains the same while − log(# of elements in tree containing v) decreases, so ∆ϕ(v) < 0. Finally, consider v ∈ Ty. Every node in Ty increases its depth by 1, which means that ϕ(v) increases by 1/√log(n). On the other hand, all the nodes in Ty join a new tree which is at least twice as large, so − log(# of elements in tree containing v) decreases by at least 1 (decreases because of the minus sign). So overall ϕ(v) changes by ≤ 1/√log(n) − 1/√log(n) = 0 for every v ∈ Ty. 4.2 Part 2 Say that there k nodes on the path from x to the root, so ci = k. As suggested in the hint, if k < 4√log(n) then ˆci ≤ ci = k = O(√log(n)), so we are done. So let’s assume that k ≥ 4√log(n). Pet P be path from x to the root (this is the path we do path compression on), and let z be midway note on P; so note that before the Find operation, z has depth k/2 and height ≥ k/2. Thus there are at least k/2 nodes below z on path P, and the depth of each of these nodes decreases by at least k/2 as a result of path compression (for each of these nodes, the depth was > k/2 before path compression and 1 after path compression). Thus, the total decrease in depth of all the nodes below z is ≥ (k/2) · (k/2) = k /4 and so the potential Φ decreases by at least Thus we have cˆi = ci + ∆Φ ≤ ci − k = k − k = 0. 5 Problem 5 5.1 Part 1 Note that bucket the bucket boundaries are 20, 21, 22, 24, 28, 216, 232. In other words, bucket i has upper boundary 22i−1. Thus the last boundary Bi is the highest i for which 22i−1 ≤ n Which happens when 2i−1 ≤ log(n) Which happens when i ≤ log log(n) + 1 So the total # bucket is O(log log(n)), so just as in class, the # of special edges on a path is O(log log(n) + 1) = O(log log(n)). EDIT: The analysis above can be improved. Since the maximum rank is actually log(n), the equation we should be using is 22i−1 = log(n), which is true at i = log log log(n). So the number of buckets is actually log log log(n). I am still giving full credit for a log log(n) solution. 5.2 Part 2 Consider the bucket [B, B2 ]. For exactly the same reason as shown in class (and lecture notes), this bucket has at most 2n/2 B elements. Now consider any node x in this bucket. Since rank(parent(x)) everytime x participates in a path compression, in total over all find operations we encounter at most B2 non-special edges from x to parent(x). So the total contribution of this bucket to the total # non-special edges is at most (Here we are using the fact that for B ≥ 1 we always have 2B ≥ 2B2). Since there are O(log log(n)) buckets, the total contribution of all of them is O(n log log(n)) NOTE: one can actually show that under this bucketing scheme the total # non-special edges encountered is O(n). But O(n log log(n)) is good enough, since that’s what we pay in Part 1. 5.3 Part 3 The amortized update time is O(log log(n)).
Scenario ABC Pte Ltd is a one-stop provider of IT solutions and services,offering a comprehensive range of support including tender management,solution identification,and project implementation.The company's main office, located in the western region of Singapore,houses the Administration department and core server systems. Connectivity to external networks is established via an ISP leased line,with a firewall implemented on router R2 to monitor and control inbound and outbound traffic.Additionally,the main office is linked to two remote branch offices,which host the Engineering and Sales departments. The company is in the process of deploying a wired network infrastructure designed to support up to 100% growth over the next 5 to 10 years.A logical network diagram has been provided for reference.Your task is to design and implement the network for ABC Pte Ltd based on the given specifications.Additionally,they have specified that the proposed network must be fully implemented using Cisco Packet Tracer. Phase 1: Requirements Logical diagram Requirements The company has requested that the project proposal be prepared for presentation,with the additional requirement that the proposed network be fully implemented using Cisco Packet Tracer. Company's Requirements (Task 1-addressing) employees (Refer to Appendix 1)in the Administration department employees (Refer to Appendix 1)in the remote Sale Office employees in the remote Engineering Office Lifetime maximum of servers(Refer to Appendix 1)on a separate subnet,regardless of company growth Use subnet address(Refer to Appendix 1)for connection to the Internet router Use given address range(Refer to Appendix 1)for internal addressing Use VLSM for IP addressing Expect 100%growth of current IP requirements when determining the size of subnets The company expects a VLSM design to be used in order to optimize IP address allocation.A table should be created to display all possible subnets that meet the company's requirements using the VLSM approach. Any subnets that are not utilized should be clearly marked within the table.The following is the header of a sample table layout designed for documenting the VLSM addressing scheme: For each location,an additional set of tables is required.These tables assist with design and development activities and are used when configuring the routers.Create a separate table for each router at each location. Below is a sample table header layout for documenting router parameters: Location: Router Name: Company's Requirements(Task 2-Router Configuration) Apply appropriate hostnames/passwords to all router Apply clock rate 128000 for serial interface where applicable. Ensure appropriate static/default route is applied to R1 and R2 Disable routing updates to appropriate devices Company would like to use OSPF for their network. OSPF Process ID_(Refer to Appendix 1) DR/BDR to be applied for multi-access network - R2 to be designated as DR - R5 to be designated as BDR Multi area OSPF to be used - R2,R3 and R5(Backbone area 0) - R4(ABR-Area 0,1 and 2) Use appropriate loopback address for router ID Ensure network redundancy for ISP given an additional Router R7 and another ISP link. Hello and Dead time interval for Serial interface to be updated to 20 seconds and 80 seconds respectively. Testing of Network(Task 3) The company specifies the following network testing and is receptive to suggestions or recommendations about other testing,as well as future network improvements. Testing and Verifying Strategy To provide printout of routing table(text files) for each router To provide evidences of connectivity across different routers using "Ping"test Recommendations for future network improvements. Recommendation 1 Recommendation 2:
IBUS 312 Managing and Communicating Across Cultures Working with people from diverse cultural backgrounds is a common occurrence in local and international organisations. Students will explore how cultural values influence workplace behaviours of individuals in different nations. The course focuses on managing people and diverse teams, negotiating, and communicating effectively across cultures. About this course This course explores how cultural values influence the workplace behaviours of individuals in different nations. The course provides an understanding of managing people and diverse teams, negotiating, and communicating effectively across cultures. Course learning objectives Students who pass this course should be able to: 1. Demonstrate an understanding of the applicability and limitations of cultural value theory to business behaviours including communication, negotiation and team dynamics; 2. Adapt their culturally determined behaviour across these business processes to enhance the effectiveness of their influencing skills in different cultures; 3. Create ways to solve international business challenges caused by cultural differences.
HSE309 Study Guide Overview Here you will find outlines of the three modules for this unit. The trimester lasts for 11 academic weeks and each week has associated online lecture content, an online activity, and a seminar. The titles introduce the topics being covered for the week. The dot points give a brief summary of the content covered and should be the key to your study. The detailed content is provided in the specific references from the prescribed textbook and recommended readings. All of which is examinable content. Module 1: Understanding participants Module 2: Sport and performance (Psychological skills training and Group processes) Module 3: Exercise, health and well-being (+ Special Topics) Textbook: Weinberg, R. S., & Gould, D. (2024). Foundations of sport and exercise psychology (8th ed.). Champaign, IL: Human Kinetics. Alternatively, the e-book version can be purchased from: https://us.humankinetics.com/products/foundations-of-sport-and-exercise-psychology-8th-edition-with-hkpropel-access-loose-leaf-edition?_pos=3&_sid=7fe713cda&_ss=r Several copies of the book are also held at the Burwood and Waurn Ponds libraries. Earlier editions of this textbook are also suitable for use, although you may need to cross-reference page numbers. MODULE 1: Understanding participants Week 1 Lecture content: Introduction to Sport and Exercise Psychology • What is Sport and exercise psychology • What do they do (and what training is required) • Theory v. practice Lecture content: Motivation • What is Motivation? • Main Areas of Study of Motivation • Enhancing Motivation • Feedback and Reinforcement Online activity: Sport Motivation Scale Seminar: Motivational interviewing Readings 1. Weinberg & Gould (2024). Chapter 1 Welcome to Sport and Exercise Psychology 2. Weinberg & Gould (2024). Chapter 4 Motivation Week 2 Lecture content: Personality and Sport • What is personality • Understanding the 3 main approaches in sport • Describe how these things can be measured • Understand key principles when using psychological measures Lecture content: Arousal, anxiety and stress • What is arousal, anxiety and stress • Understand the main approaches to measuring arousal/anxiety, and the strengths and limitations of these approaches • Understand the key theoretical perspectives on the relationship between arousal/anxiety states and performance • Explain how arousal/anxiety affects performance • Understanding the main considerations when advising on arousal/anxiety regulation Online activity: Trait based personality testing Seminar: Personality Testing Readings 1. Weinberg & Gould (2024). Chapter 3 Personality and Sport 2. Weinberg & Gould (2024). Chapter 5 Arousal, Stress, and Anxiety MODULE 2: Sport and Performance Week 3 Lecture content: Psychological skills training • Psychological skills • The mental skills family • Self-regulation • The three phases of a PST program • Developing a PST program i.e. needs assessment and performance profiling. Guiding principles. Lecture content: Imagery • Distinguish the terms mental practice, mental imagery, visualisation, and motor imagery • Understand how different factors influence the effectiveness of mental imagery • Be able to describe the main approaches used to measure mental imagery • Understand the key theoretical perspectives on how/why mental imagery ‘works’ • Understand when/how to use mental imagery as well as the guidelines for effective imagery use Online activity: Mental imagery in sport Seminar: Performance profiling and goal setting Readings 1. Weinberg & Gould (2024). Chapter 12 Introduction to Psychological skills training 2. Weinberg & Gould (2024). Chapter 14 Imagery Week 4 Lecture content: Arousal regulation • Understand how to increase self-awareness of arousal states • Understand how and when to use cognitive, somatic, and multimodal anxiety reducing techniques • Be able to identify appropriate problem-focused coping strategies for dealing with stress when the situation can be changed • Be able to identify appropriate emotion-focused coping strategies for dealing with stress when the situation can’t be changed • Describe on-the-spot techniques for reducing anxiety • Understand how and when to use cognitive, somatic, and multimodal techniques to increase arousal Lecture content: Concentration • Understand how the terms attention and concentration are defined within sport • Distinguish the information processing, neuroscientific and individual difference perspectives of attention • Describe key internal and external distractors that may disrupt attention and to understand the process of choking • Describe several of the key sport-based and generic techniques/skills that can be used to improve attention and concentration Online activity: Athlete examples from the media, concentration techniques Seminar: Arousal and anxiety regulation techniques Readings 1. Weinberg & Gould (2024). Chapter 13 Arousal regulation 2. Weinberg & Gould (2024). Chapter 17 Concentration Assessment task AT1 Part A: Media examples due 29th July 2025 Week 5 Lecture content: Self-confidence • Define and understand the benefits of self-confidence • Identify sources of sport self-confidence • Understand how expectations affect performance and behaviour • Explain the theory of self-efficacy • Know how to assess self-confidence • Strategies for building self-confidence. Lecture content: PST applications and implementation strategies review • Review of psychological skills and self-regulation • Developing a PST Online activity: AT1 support available, sport confidence Seminar: Imagery techniques Readings 1. Weinberg & Gould (2024). Chapter 15 Self-Confidence 2. Weinberg & Gould (2024). Chapter 13 Arousal Regulation Week 6 Lecture content: Group and team dynamics • Discuss how a group becomes a team • Understand how groups are structured • Be able to describe how to create an effective team climate • Describe how to maximize individual performance in team sports • Understand the concept of social loafing and discuss the conditions under which social loafing is more likely to occur. Lecture content: Team cohesion • Define cohesion and distinguish between task and social cohesion • Be able to describe Carron’s conceptual model of cohesion • Describe key approaches to measuring cohesion • Understand the relationship between cohesion and performance • Be able to describe the key principals/ guidelines for building team cohesion Online activity: Team cohesion examples from the media Seminar: Attention control techniques Readings 1. Weinberg & Gould (2024). Chapter 9 Team Dynamics and Cohesion Assessment task AT1 Part B: PST program due 19th August 2025 Week 7 Lecture content: Leadership • Define leadership and describe the difference between leaders and managers. • Understand trait, behavioural, situational, and interactional approaches to studying leadership. • Explain the cognitive-mediational model of leadership • Explain the multi-dimensional model of sport leadership • Discuss the four components of effective leadership Lecture content – Team Building • Understand the different approaches and purposes to team building • Recognise the benefits of team building for sports teams and exercise settings • Examine how team building impacts team cohesion Online activity: Motivational interviewing, team building Seminar: Team cohesion/ Dynamics Readings 1. Weinberg & Gould (2024). Chapter 10 Leadership MODULE 3: Exercise, Health and Well-being Week 8 Lecture content: Exercise psychology • Discuss the reasons why people do / don’t exercise. • Explain the different theories / frameworks of exercise behavior. Including from an ecological perspective. • Describe the key individual and environmental determinants for exercise adoption and adherence. • Describe the different strategies used to enhance exercise adherence. • Discuss the characteristics (i.e. levels/ settings) and effectiveness of different exercise interventions. Lecture content: Counselling and communication • Define the differences between the prescription approach and holistic approach within the exercise profession • Describe the process of counselling; including formal and informal counselling • Discuss the four dimensions of counselling • Describe the integrated problem solving model and activity counselling model • Discuss the principals of coaching • Describe the GROW model of coaching Online content: Counselling and coaching skills Seminar: AT2 Exercise behaviour change client session #1 Q&A Readings 1. Weinberg & Gould (2024). Chapter 19 Exercise behaviour and adherence 2. Murphy & Murphy (2023) ‘Chapter 2 Attending and listening’ in Hanrahan, S.J., and Andersen, M.B. (Eds.) Routledge Handbook of Applied Sport Psychology 2nd edition, Routledge, New York. Week 9 Lecture content: Psychological effects of exercise • Describe the relationship between exercise and depression and anxiety. • Understand the effect of exercise as a treatment for diagnosed depression. • Describe the relationship between exercise, wellbeing, QoL, life stress, and mood. • Understand how exercise effects sleep and personality and other benefits. • Describe the main mechanisms proposed to explain psychological effects of exercise. Lecture content – Psychological aspects of injuries • Discuss the role of psychological factors in injuries Identify some of the psychological antecedents that predispose athletes/exercisers to injuries • Describe the Andersen and Williams model of stress and injury • Describe typical psychological reactions and adjustments to injuries • Discuss how psychological factors play a role in adherence to rehabilitation programs and assist the process of rehabilitation Online activity: Placebo effects in sport and exercise Seminar: Stress and Injuries Readings 1. Weinberg & Gould (2024). Chapter 18 Exercise and Psychological Wellbeing 2. Weinberg & Gould (2024). Chapter 20 Athletic Injuries and Psychology Assessment task AT2.1: Case study client plan due 9th September 2025 Week 10 Lecture content: Unhealthy behaviours • Introduce the concept of unhealthy behaviours. • Eating disorders and disordered eating in sport: Describe the predisposing factors for developing an eating disorder • Understand exercise dependence/ compulsive exercise and discuss positive and negative exercise addiction. • Discuss the issue of bigorexia • Substance misuse in sport • Compulsive gambling discussed within the context of sport Lecture content: Burnout and Overtraining • Define overtraining, staleness and burnout • Describe four models proposed to explain burnout • Discuss the main factors proposed to cause burnout • Identify the symptoms of overtraining and burnout • Discuss the phenomenon of burnout among other professionals / practitioners working in sport • Describe strategies to prevent / treat burnout Online activity: AT2 support available, Unhealthy athlete behaviour Seminar: AT2 Exercise behaviour change client session #2 Q&A10 Readings 1. Weinberg & Gould (2024). Chapter 21 Addictive and Unhealthy Behaviours 2. Weinberg & Gould (2024). Chapter 22 Burnout and Overtraining Week 11 Lecture content: Transitions in Sport • Define a career and describe the different types of sport and non-sport transitions • Understand voluntary and involuntary career transitions on sport and the potential impact of each on an athlete. • Explain the four different theoretical perspectives of transitions • Explain the three different theoretical perspectives in the context of athlete retirement • Discuss the general goals / objectives of career transition programs for athletes Lecture content – Unit Review Seminar – Sport and Exercise psychology case studies Readings 1. Gordan & Lavellee (2004) Career transitions in competitive sport. (e-reading available on CloudDeakin) 2. Lavellee, Park & Tod (2023) ‘Chapter 26 Career termination’, in Hanrahan, S.J., and Andersen, M.B. (Eds.) Routledge Handbook of Applied Sport Psychology 2nd edition, Routledge, New York. Assessment task AT2.1: Case study video & reflection due 30thSeptember 2025 Assessment task AT3: Final exam
In a brief essay style. document (one page is preferable) describe an example of how you could use the scientific method to create a small fictional or real experiment. State a good hypothesis, how you are testing the hypothesis (the experiment), the results of the experiment, your overall conclusion, and an analysis of your hypothesis. Describe the control and treatment groups in your experiment. What are the dependent and independent variables in your experiment Name at least one controlled variable.
Sample Questions I 1. Give the performance equation (ignoring memory system effects) discussed in the class and explain its components. 2. The following measurements have been made using a simulator for a design that is projected to have a clock rate of 1GHz. What is the design’s CPI? 3. What happens to CPI if we shave one cycle off the branch time? 4. Assume that an optimized version of the design above has been implemented which doubles the projected clock rate to 2 GHz but also doubles the CPI of each instruction class except stores. Which design is faster, the 1GHz version or the 2 GHz version, and by how much (the 1 GHz version is the one in question B, not the one in C)? 5. Consider the following loop instruction sequence: Loop: add $3, $3, $2 lw $4, -100($3) beq $3, $4, Loop Suppose this loop executes exactly 3 times (iterations). Further assume that we have 5 execution stages, Instruction fetch, reading resource from register file, performance and ALU computation, reading or writing memory, storing data back to the register file and that the clock times for these stages are 4ns, 1ns, 2ns, 4ns, 1ns, in that order. What is the CPI and CCT of the 3-iteration loop in a single-cycle machine? 6. For the same scenario in the above question, what is the CPI and CCT in 3 iterations in a multi-cycle machine? 7. Recall the MIPS instructions type (R, I, J) we discussed. The 32-bit formats are shown here: Indicate the bits for each part and explain the functionalities of op, funct, and immediate fields. 8. The individual stages ofa pipelined datapath have the latencies and the instruction percentage has the mix as shown in the tables below. BEQLWST45%20%25%10%
Visual Analytics Referred Lab Class Specification Summer June 2025 1. Overview This worksheet is the referred assessment for the lab class quizzes earlier in the year. I expect it to take about 10 hours to complete this worksheet. The output from this work should be 1. a Jupyter notebook containing your code and descriptive text. The submission deadline is 13:00 on Monday 21st July: create a single zip file for all the files in your submission and submit on Blackboard. 2. Task Details Download the UCI breast cancer diagnosis dataset from this link https://archive.ics.uci.edu/ml/datasets/Breast+Cancer+Wisconsin+%28Diagnostic%29 Apply PCA, t-SNE, UMAP, and GTM to this dataset and for each method generate a two-dimensional graph with the diagnosis as a classification label used to colour the projected data points. You may use code from the lab classes 7-10 to help write your own solution to this task. You should put your code and supporting text in a Jupyter notebook. For each visualization, you should write one paragraph explaining what the graph tells the viewer about the data and one paragraph that explains how you chose the projection algorithm parameters (e.g. by systematically varying them). 25 marks will be allocated to each technique and the work will be assessed on the systematic application of the algorithm (15 marks each) and the analysis and discussion of the results (10 marks each).
1. Design and construct Java programs according to standard object-oriented principles 2. Apply and demonstrate debugging processes to Java applications 3. Develop strategies for efficient and effective program testing 4. Document code according to specific programming standards 5. Identify and apply the "object-oriented" concepts of encapsulation, abstraction and polymorphism 6. Explain and apply software engineering principles of maintainability, readability and modularisation Specification Overview and background For this assignment you will write a simulation of an Australian Rules Football game. Australian Rules Football (AFL) is a ball game played between two teams of 18 players on an oval-shaped field. At each end of the field are two tall central goalposts and two shorter outer posts. The aim of the game is for a player to kick the ball between the opponent’s posts. If the ball is kicked between the large goalposts then a goal is scored: if it is kicked between a central and an outer post then a behind is scored. A goal is worth 6 points and a behind is worth 1 point. Players take positions in different sections of the field. The players near the opponent’s goalposts are called forwards. The players in the middle of the field are called midfielders. The players who defend the goals are called defenders. Figure 1 below shows a field with the different positions and the goalposts for the team who are defending the goalposts on the lower right of the diagram. This team will try to kick goals through the goalposts on the opposite side of the ground. The opposition team will defend these goalposts and their forward and defender positions will be reversed. An AFL football game is played in four quarters of 20 minutes. The game begins in the centre circle in the middle of the ground. The players in each team try to move the ball towards their opponent's goals by kicking the ball to a teammate closer to the goals. When a player within goal kicking distance (usually a forward player) gains possession of the ball, they can attempt to kick a goal. If a goal is kicked then the team scores 6 points and the ball is returned to the centre of the ground. If a behind is kicked then the team scores one point and one of the defenders in the other team takes possession of the ball and the game continues. Special Note: Before week 11 there may be a small enhancement to the specification, so good design for your program will be important to allow easy modification to incorporate this change. The Australian Rules Football game simulation The Australian Rules Football game you will write will simulate one game of football between two teams, each with 18 players. Each team will have five forwards, eight midfielders and five defenders. In addition, each team has four reserve players who can replace players who become injured. A number of players in each team will be star players who are more skilled at the game. The simulated game will be played in four 20 minute quarters, with each quarter involving a series of 80 random events where the player with the ball will try to kick the ball to another teammate or through the goalposts to gain points. At times the kick will result in a turnover where a player from the opposite team gains possession of the ball. After each quarter the current score will be displayed. After the 4th quarter the game result is displayed. The team with the most points wins the game. Note: A goal is worth 6 points and a behind is worth 1 point. Program design The core components of your program will be Team, Player and AFLGame classes but a good design will incorporate more classes. The program design will be discussed in your classes. Program start up The details of the teams are read from two files: teamA.txt and teamB.txt. These files will have the same format. The first line on the file is the team name. This is followed by 22 lines, with each line giving the details for one player as three comma （，）separated values: player name (String) field position (String) - forward, midfielder, defender, reserve total goals kicked for the season (int) From this data two Team objects are created. Each Team object will have team name and a collection of Player objects stored as an ArrayList. Each player object will have a player name, field position, seasons goals as fields. You will likely decide to have other fields in these classes. The user running the simulation will be invited to nominate the number of star players in each team. Players in each team will be randomly picked to be a star player. Each team will have from 0 (zero) to 8 star players. Game Play The game begins with the first quarter and play starts in the centre circle in the middle of the field. The teams have an equal chance of having first possession of the ball. The first player will be a midfielder, randomly chosen from the midfielders in the team. The quarter consists of a series of events where the player in possession of the ball player kicks the ball. The outcome of the event is determined by the player's position and star status. The probability of each outcome for a normal (non-star) player is shown in Table 1 and for a star player is shown in Table 2. For example, an ordinary midfielder has a 5% chance of kicking a goal, a 10% chance of kicking a behind, 30% chance of passing to a forward in the same team, 30% pass to another midfield in the same team, 25% turnover to a midfield in the other team. Actions following each outcome: 1. If a goal or behind is kicked， then the scores for the player and team are updated and the result is displayed. 2. After a goal the ball is returned to the centre circle. The teams have an equal chance of having possession of the ball and player who takes possession will be a midfielder, randomly chosen from the midfielders in the team. 3. After a behind, a defender of the other team takes the ball, and play continues. The defender who takes the ball is randomly chosen from the team's defenders. 4. If the ball is passed to another teammate in a specified position, a player in that position is randomly chosen from the team. 5. If there is a turnover and the ball passes to an opposition player in a specified position, then a player from the team is randomly chosen. 6. At each event there is a 2% chance of a player becoming injured and needing to leave the field. When this happens a reserve player is brought onto the field and takes the position of the injured player, and the game continues. If more than four players in a team become injured then the team must forfeit the match. In this case, the match ends and the other team is the winner. 7. After 80 events the quarter ends and the current scores for each team are displayed. If one, two or three quarters have been played then the next quarter is played. 8. Occasionally a player will violate the rules of the game and is reported by the umpire. Each player has a 1% chance of being reported during a game. If a player is reported they continue playing. End of the game If four quarters have been played then the game ends and the final result is determined. The winner is the team with the highest number of points. If both teams have the same number of points then the game is a draw. The following final game statistics are displayed: l Game result l Total goals, behinds, and points for each team l Name of the player in each team who has the greatest number of kicks. l Name of the highest goal scorer in each team l Individual player statistics for each team: l player name and indication of whether the player is injured and/or reported l kicks l goals l behinds l percentage of effective disposals calculated as: number of kicks with a positive outcome (goal, behind, successful pass to a teammate) * 100 / number of kicks l List of injured players l List of reported players The player information is written to two separate files - teamAUpdated.txt and teamBUpdated.txt. Program and Class Design The design of the program will be discussed in your Applied Class in Week 9. It is important that you attend this class. Important Notes: Your program must demonstrate your understanding of the object-oriented concepts and general programming constructs presented in FIT9131. Consider carefully your choice of classes, how they interact and the fields and methods of each class. You must use appropriate data structures to store the various objects in the program. You must make use of both Arrays and ArrayLists in your program. Make sure that you discuss your design with your tutor. You must document any additional assumptions you made. You will be required to justify your design and the choice of any data structures used at the interview. Validation of values for fields and local variables should be implemented where appropriate. You should not allow an object of a class to be set to an invalid state (i.e., put some simple validations in your mutator methods). Your program should handle incorrect or invalid input and present the user with relevant error messages. No invalid input should crash the program. Exception handling should be used where appropriate. Assessment Assessment for this assignment will be done via an interview with your tutor. The marks will be allocated as follows: 10% - Progress of test strategy and code development, as shown via Ed workspace environment. Your tutor will assess your work during your applied session in weeks 10 and 11. 5% in week 10 for the Player class and its test plan (i.e., a list of tests) 5% in week 11 for a draft o f the class diagram and two further classes, which must be a FileIO class and another class which is a client class (please see Lesson 8.1.2 for an explanation of client class). Note that the class diagram should show the individual classes and the interactions between the classes but does not need to include the details within the classes. 10% - Test strategy for the Player class, the class which holds the details of a cave. For the test strategy you are only required to provide details of tests for the constructors, the toString/display method, and one get and one set method. Also, for the non-default (parameterised) constructor and the get and set methods just one positive and one negative test are required. 10% - Class diagram, Java code quality and object-oriented design quality. This will be assessed on code quality (e.g., compliance with coding standards, including JavaDoc) appropriate design and implementation of classes, fields, constructors, methods, and validation of the object’s state. 10% - Program functionality in accordance to the requirements. 60% - Oral assessment. Note that it is not a requirement that you use polymorphism and inheritance concepts in this assignment, but incorporating these concepts will enhance your chances of achieving a high distinction (HD) grade. A reminder that you must use the workspace environment in the Ed platform. (opposite this assignment specification) to code all parts of your program. You must not copy and paste large sections of code from other sources, and you must acknowledge any code in your assignment that has been taken from other sources. Marks will be deducted for untidy/incomplete submissions. You must submit your work by the submission deadline on the due date (a late penalty of 5% per day, inclusive of weekends, of the possible marks will apply). There will be no extensions - so start working on it early. All submitted source code must compile. Any submission that does not compile, as submitted, will receive a grade of ‘N’. Oral assessment As part of the assessment you will attend an interview following the submission date. At the interview, you will be asked questions about your code. You will asked to explain your code/design, modify your code, and discuss your design decisions and alternatives. Marks will be awarded for your answers (the marker may also delete excessive in-code comments before you are asked to explain that code). In other words, you will be assessed on your understanding of the code, and not on the actual code itself. Interview times will be arranged in the applied classes in Week 12 and will take place on campus during the following week. It is your responsibility to make yourself available for an interview time. Any student who does not attend an interview will not receive a pass grade for the assignment. Submission Requirements The assignment must be submitted by 11:55pm Friday of Week 12 (Friday 18 October). The submission requirements for Assignment B are as follows: The main class in your program MUST be called AFLGame.java and it should contain the main() method to start the program. Class diagram submitted as a pdf file. Test strategy for Player class submitted as a pdf file. Submit all your work (coding, class diagram and test strategy) via the Ed platform. Re-submissions are allowed (and encouraged) before the submission deadline. Please ensure however that you do not click on the submit button after the due date. Your final submission will be used for grading purposes, and any submission made after the deadline will incur a late penalty. A signed Assignment Cover Sheet. [Note: You are required to download the Assignment Coversheet, sign the document and upload the pdf file in the Ed platform. (you may drag and drop to the Toggle Pane)] Marks will be deducted for any of these requirements that are not complied with. Warning: there will be no extensions to the due date. Any late submission will incur a 5% per day penalty. It is strongly suggested that you submit the assignment well before the deadline, in case there are some unexpected complications on the day (e.g. interruptions to your home internet connection).
