MATH 2210 Q, Applied Linear Algebra Summer 2025 Lectures: The course lectures will be asynchronous. Lecture videos and lecture slides are posted on Husky CT. Textbook: David C. Lay, Judi J. McDonald, Steven R. Lay : Linear Algebra and Its Applica- tions (6th edition Including MyLab). It’s absolutely necessary to obtain MyLab access, ALL HOMEWORK WILL ONLY BE ASSIGNED ON MYLAB. Course Description: Linear systems of equations and row operations; linear independence, sub- space, and spanning sets; inner products, orthogonality, determinants and inverses; Gram-Schmidt procedure, spectral theorem; least squares approximation and data fitting; eigenvalues and eigen- vectors, diagonalization; vector spaces, linear transforms. Prerequisites: The official prerequisites are MATH 1132, 1152, or 2142. Recommended Prepa- ration: a grade of C- or better in MATH 1132. Not open for credit to students who have passed MATH 3210. In particular, you should be comfortable with trigonometric identities, derivatives and integrals of functions, the chain rule, the product rule, the quotient rule, and solving related rate problems. Exams: There will be two asynchronous online midterm exams. The first midterm will take place on Wednesday July 30 and the second midterm will take place on Friday August 15. The tests will appear on Husky CT on these dates. You will be able to start the exam anytime between 5AM and 10PM. From the moment you open the exam you will have 90 minutes to write down your solutions and upload them on Husky CT on PDF. There will be NO FINAL. If you have a legitimate and documented conflict with the scheduled times for the midterms, you must let me know within the first week of class in order to consider your situation. Homework: Weekly homework will be assigned via MyLabMath. Grading Policy: Grades will be determined as follows: • (H) Homework: 40 % • (M1) Midterm 1: 30% • (M2): Midterm 2: 30%
Organisations and Ethics 2025.02 MGMT321 Assignment Two Individual Ethical Case Analysis Purpose In this assignment, the first skill you’ll practice is the ability to clearly communicate complex ideas in writing, and the ability to make a convincing argument – to persuade a reader by demonstrating that your reasoning is sound. In the workplace, for material that is very complex you’ll often be asked to explain it in writing so that you can include more detail than would fit in a verbal presentation and so that people can read it in their own time. WriBen and verbal communication skills are likely to be foundational in any career, even in very technical roles. In large organisations the reports, policy documents, and analyses you write may be the first impression you make, making these skills highly valuable to you. We’ll use ideas from Module Two to practice these skills. The other skill we want you to practice is, of course, ethical reasoning: being able to work through both sides of an argument, and to use ethical reasoning skills to test that your conclusion is sound. Skills and Knowledge The rubric is designed to give you feedback on where you are at with both your skills and knowledge. These are the skills and knowledge we’re aiming to develop and demonstrate. Skills: - Demonstrate ethical reasoning. It’s tempting to fall back on the more familiar operational or financial considerations but here we want you to grapple with the ethical implications of your case organisation’s decisions. - Communicate an argument in writing, in a manner that’s logical, easy to follow, and convincing. - Support your argument with evidence. The higher the quality evidence, the more convincing your argument. Knowledge: - Understand and apply ethical frameworks to analyse and test ethical decisions. - Identifying stakeholders and why they maBer. - Understand the tensions that organisations face when mee7ng these dilemmas. Instructions Marks: 40% of overall grade (assignment is marked out of 100) Overall length: 1,600-2,400 words (note this is a max word limit, not +/- 10%). Due: Thursday 18th September, 4pm Below is a list of ethical dilemmas faced in modern organisations. Choose one to explore in your assignment. You will research the question and present both sides of the argument. You will conclude by providing your answer to the question posed, incorporating at least one of the ethical theories we have discussed to justify your position. Part 1 – The Dilemma (~300-500 words): Introduce the dilemma to your reader. Explain why it maBers, what it involves, who the stakeholders are, and any other background context you think is useful or necessary. Separate out the ethical issues from the economic or operational issues. Part 2 – Arguments For (~400-600 words): Present arguments in favour of a “yes” answer. Use real world organisations as examples and support your argument with evidence. Incorporate ethical reasoning in your arguments. Part 3 – Arguments Against (~400-600 word): Present arguments in favour of a “no” answer. Use real world organisations as examples and support your argument with evidence. Incorporate ethical reasoning in your arguments. Part 4 – Your Conclusion (~500-700 words): Based on the arguments you have presented, how would you answer the question? Incorporate at least one of the ethical theories we have discussed in class to explain your position. Note: These are not clear-cut questions so you may be tempted to rely on “it depends” answers – try not to. It is reasonable to argue that something is ethical only when certain conditions are met but don’t hedge to avoid answering the question (and do explain why those conditions affect the answer). In the real world, organisations have to make decisions so that they can act, even if the decision is not perfect. Ethical Dilemmas (choose one): 1. Should a tech company develop surveillance tools that improve public safety but could also be misused by authoritarian regimes? 2. Should a company that prides itself on inclusive values withdraw from markets where LGBTQ+ rights are suppressed to distance itself from discriminatory regimes, or stay engaged to protect its local workers and potentially exert quiet influence for change? 3. Should a firm comply with a lawful court order to provide user data that will help catch a violent criminal, knowing it breaks the company’s privacy guarantees and sets a precedent that could be abused later? 4. Should organisations use behavioural nudges (e.g., default options, design cues) to influence employee decisions around wellbeing and productivity, or does this compromise informed consent and individual autonomy? 5. Is it ethically acceptable for a values-driven organisation to fire an employee who publicly expresses views contrary to the company’s mission, such as anti-diversity positions — or should organisations protect pluralism and freedom of thought, even when values clash? 6. Is it unethical for companies to use lobbying and other political activities to resist regulation, or is this a legitimate exercise of their right to free speech and advocacy? 7. Should a company use generative AI tools to increase productivity, even if it results in significant job displacement? 8. If none of the questions above suit your interests, you can choose your own. However, I recommend emailing your question to me ([email protected]) before you start, and I’ll try to help you avoid any pioalls with question choice. Submission Details • Format: Write this as a report, rather than an essay. You should use headings to help structure your report. • Referencing: Use APA 7th referencing (details available on Nuku) • Submission Method: Submit as a Word document or PDF. Upload to Nuku. • Late PenalJes: In fairness to other students, a penalty of 5% of the marks available (marks available means what the assessment is worth i.e. 20% or 20 marks) will be applied for each day or part day late. Assessment received more than 7 days a@er the due date will not be accepted unless an extension has been granted in advance. • AI Use Policy: For this assignment, you can use AI tools to help you understand concepts, to check that your writing is clear and logical, and to check that it meets the requirements of the rubric. Do not use AI to write your answers for you. Notes: - You should use at least 6 references, including evidence and background information. This can include reliable, well-chosen news/media reporting, quotes from involved parties, etc. You should also include references for the ethical theories you use. This can include textbooks and academic journal articles. - Referencing should be in APA 7th format - You must stay within the overall word count for the assignment; however, word counts for each question are just guidelines. You can answer questions in more or fewer words if you prefer so long as you stay within the overall word count. - References and cover page information (e.g., your name and student ID) are not included in the overall word count but headings, subheadings, images, and tables (if you choose to use them) are. - References and cover page information (e.g., your name and student ID) are not included in the overall word count but headings, subheadings, images, and tables (if you choose to use them) are.
1. Assignment guidance The assignment is to deveIop and document a software design brief suitabIe to be given to a software deveIopment team so that they can estabIish technicaI feasibiIity, estimate effort and produce an initiaI quote for the work. 2. Assessment tasks Scenario: SmartandSafe Homecare a new family care service for people with dementia. Many oIder aduIts Iiving at home can begin to suffer from memory Ioss, dementia and iIInesses such as AIzheimer’s disease. Dementia affects one in 11 peopIe over the age of 65 in UK [1] and an estimated 55 miIIion peopIe are Iiving with dementia worIdwide [2]. As they get oIder a person’s dementia often deteriorates and they need increasing support to continue to have a happy and safe Iife in their own homes. There are many opportunities to support them with computer science, smart home technoIogy, smartphones, Internet of Things sensors, ArtificiaI InteIIigence (AI) and weII-designed software engineering soIutions. A software company is interested in deveIoping a new software-as-a-service product caIIed SmartandSafe Homecare to be soId to oIder aduIts and their famiIies to monitor peopIe Iiving at home with dementia. Their proposaI is to instaII a network of motion sensors, smart devices and a smart hub in a person’s home and to gather data on movement, daiIy routines, conversations, and use of home devices such as the TV. This data wouId be streamed back to a database on a cIoud pIatform and used for training AI that wouId detect changes in behaviour that may be signs of worsening dementia. A summary of the data incIuding detected warning signs wouId be avaiIabIe to famiIy members on a smartphone app. The software company pIan to partner with a caII centre speciaIising in supporting eIderIy peopIe at home - if the system detects behaviour that is potentiaIIy unsafe it wiII send a message to the caII centre system and a member of the caII centre team wiII phone the oIder aduIt to check they are OK. The company think that there is a profitabIe market for this noveI appIication by charging an instaIIation fee for the equipment in the home and then a monthIy charge for the service. Users wiII be abIe to review charts and graphs of their data and set their own threshoIds for indicators of deteriorating conditions or unsafe behaviour. By invoIving famiIies, the company think that they can heIp buiId a network of support around the oIder aduIt and invoIve the famiIy in their care. The initiaI pIan is to start with motion sensors in each room Iinked to a smart hub and through that to their SmartandSafe appIication running on a cIoud pIatform. The company are interested in the extent that they can use a much wider range of technoIogies to automaticaIIy monitor oIder aduIts in their own home and are aware that GoogIe Home Hub and other smart home technoIogies can be used and that other organisations are deveIoping simiIar products. The company want to commission a requirements investigation and design brief. They want designs that are creative, ambitious but that aIso foIIow sound software engineering principIes and address any IegaI, ethicaI and socioIogicaI issues. References 1. Marie Curie. Information for HeaIth ProfessionaIs. AvaiIabIe onIine at www.mariecurie.org.uk/professionaIs/paIIiative-care-knowIedge-zone/condition-specific-short- guides/dementia Last accessed 3rd September 2024. 2. AIzheimer’s Society. Facts about dementia. AvaiIabIe onIine at www.aIzheimers.org.uk/about-us/news -and-media/facts-media Accessed 3rd September 2024. Your task Investigate the range of potentiaI requirements that you might seIect for your chosen soIution. You have a wide range of choices avaiIabIe and you onIy need to choose some of those for your soIution. Your approach is up to you but it wouId be sensibIe to do three iterations of investigation and design the first shouId be a broad investigation to heIp you choose a candidate design, the second shouId investigate specific requirements to heIp you“fIesh out”your design and the third shouId be“poIishing”to format your design brief in the required format. Your finaI design brief shouId be in Iine with the cIient’s aims, it shouId address a cIearIy articuIated need, and shouId be technicaIIy and practicaIIy feasibIe. You are expected to draw on and appIy the tooIs, techniques and understanding you have acquired on this moduIe. You may work with other students to discuss the range of issues and options but you must submit an individuaI piece of work. Each report is checked by Turnitin for pIagiarism against current students, previous students and other universities as weII as against onIine sources. Report Structure PIease use the foIIowing report structure: lntroduction (15%) Summarise your understanding of the project’s aim and expIain what you have chosen to focus on and why. Describe the investigation of requirements that you have conducted (interviews, onIine research with references, observation etc) and the key points that have informed your choice of design. Who are the stakehoIders and what interest do they have in the soIution? Summary of the proposed solution (15%) Describe your proposed soIution in non-technicaI terms. State who wiII use your soIution, why and when. Describe what effort is required by the users to use your proposed soIution and what vaIue the users wiII get in return. Describe any other users and uses of the soIution incIuding any systems that you expect your soIution to interface with. Requirements (15%) Draw a use case diagram to show the system, its users and uses. This shouId incIude any system actors. Make sure that aII human users have a cIear vaIue proposaI. Write a short narrative that summarises the use case diagram. List any key non-functionaI requirements. Using the Proposed Solution (15%) Write a user story to iIIustrate how you imagine your proposed system might be used. You shouId incIude some prototypes of proposed screens or an activity diagram or an interaction diagram to suppIement your story. lmplementing the Proposed Solution (15%) Draw an impIementation diagram (depIoyment and component combined) to show the hardware and network infrastructure for your proposed soIution together with the software components that wiII be required. Describe what wiII be required in terms of both new and existing hardware, networking, software and interfaces to impIement the system. What technoIogy pIatforms wiII be used? How wiII the non-functionaI requirements be addressed? Conclusion (15%) Identify any IegaI, ethicaI and socioIogicaI issues and expIain how your soIution wiII address them. Make a concIusion expIaining why your proposaI foIIows sound software engineering principIes and is achievabIe within the budget and timescaIe. What are the Iimitations of your proposed soIution and what outstanding issues have not been addressed? Report Writing and Presentation (10%) Your report shouId be IogicaIIy structured, use good EngIish, use neat diagrams where appropriate, incIude accurate and consistent referencing where appropriate, use correct speIIing and punctuation. 3. General guidance and study support PIease see the ModuIe Handbook avaiIabIe in Minerva for generaI guidance and support. A range of guidance was provided in COMP1911 for technicaI report writing. AIthough this is a different type of document much of the guidance for good technicaI report writing stiII appIies. For exampIe, you shouId stiII give your report a titIe and make sure to reference facts and figures from externaI information sources using Leeds Harvard or Leeds Numeric referencing styIe. 4. Assessment criteria and marking process Your assignment shouId demonstrate that you can: • AppIy a range of tooIs and approaches from the moduIe to design a system. • Understand how to eIicit and deveIop requirements and design noveI and appropriate soIutions. • Structure a report based on your design. • Demonstrate an abiIity to work as a software engineer. Your report shouId: • Be IogicaIIy structured. • Use good EngIish. • Use neat diagrams where appropriate. • IncIude accurate and consistent referencing where appropriate. • Use correct speIIing and punctuation. 5. University presentation and referencing The quaIity of written EngIish wiII be assessed in this work foIIowing the University Pass/ FaiI criteria. As a minimum, you must ensure: • Paragraphs are used. • There are Iinks between and within paragraphs aIthough these may be ineffective at times. • There are (at Ieast) attempts at referencing. • Word choice and grammar do not seriousIy undermine the meaning and comprehensibiIity of the argument. • Word choice and grammar are generaIIy appropriate to an academic text. These are pass/ fail criteria. So irrespective of marks awarded elsewhere, if you do not meet these criteria, you will fail overall. 6. Submission requirements You must submit your assignment as a Word document or pdf via the Turnitin Iink in the Assessment foIder for the moduIe in Minerva. Late submissions without mitigating circumstance wiII incur a 5% penaIty per day.
Collaborative Museum or Robot Telepresence Coursework COMP3010 Overview • Coursework specification • Prototyping • The museum/cultural domain • Robot Telepresence for healthcare and visiting Individual Coursework Collaborative Museum Visiting or Robot Telepresence • Design a concepts for either: • Option 1 Collaborative museum visiting system - Support a group visiting the UoN Archaeology museum - Visit to the Archaeology Museum • Option 2 Collaborative robot telepresence system - Support groups in social settings, such as museums and healthcare facilities - Visit to CoBot Maker space • Can target one or more quadrants of the Space/Time matrix • STSP (e.g. group of friends visiting the museum together) • STDP (e.g. group splitting up, a friend joins remotely from home, remote human guide) • DTSP (e.g. location based messages/media left by previous visitors) • Create a prototype for your system - using prototyping tools, PowerPoint, or creating a web application interface • Write a report ( 2000 +/- 10% words) Your Report should • Describe the functionality of the proposed system focusing on the collaborative tasks for visiting the museum/robot telepresence • Convey the design decisions • Demonstrate your knowledge and understanding of the collaboration and communication technologies and how the theory is applied to prototype design • Discuss your design in terms of related work on - CCT theory and guidelines - and other collaborative systems with references • Be well presented with evidence of critical thinking and reflection Your Prototype should • Convey how your designed system should work • Clearly shows the interactive elements of the design i.e. how the system responds to input(s) • It doesn’t matter whether its hi-fi or lo-fi - as long as it clearly conveys your design and is interactive • A single sketch will obviously not be enough - it has to be interactive in some form. • Developing a fully working video chat communication channel is probably a bit overboard Submission • Deadline : Wednesday 11 December by 3pm • Two things through Moodle • Materials relating to your prototype: - prototype file and/or link - or a PowerPoint file - or code for your website - Can add videos and/or photos if useful - etc. whatever you are building • A report ( 2000 +/- 10% words) Assessment Your prototype and report will be marked using the following criteria: • 60% - Quality of the prototype • 20% Extent to which key functionality is illustrated • 20% Level of interactivity • 20% How well it matches the design decisions presented in the report • 40% - Quality of the report • 10% presentation of the design concept • 20% - Design Rationale based on literature - the reasoning of the design decisions, according to literature on CCT such as awareness, communication, coordination, and other existing systems • 10% - report’s presentation style. (structure, clarity, good choice of academic references, coherent content)
Communicating Knowledge: Possibilities and Opportunities Autumn 2024-2025 (Term 1) Introduction Welcome to Communicating Knowledge: Possibilities and Opportunities. This handbook has been written to help you prepare for your studies on this module. You should use it as a reference whenever you need specific information or advice. It should be read in conjunction with the handbook for your MA Programme. This handbook provides information on the module Communicating Knowledge, and the assessment. Additional information will be provided through Moodle – which you should treat as part of this handbook - which will be frequently updated during the course. If you have any questions for which you cannot find answers in this handbook or on Moodle, please ask the Module Administrators ([email protected]) or the module leader Yashpia Salema ([email protected]). In this module we look at how we communicate specialist knowledge to non-expert audiences. Drawing theory from linguistics, multimodal communication, semiotics, sociology and philosophy, we attend to possibilities and opportunities arising in the sociocultural contexts of communication. We will examine a range of multimodal texts, such as blogs, videos, and museum and art exhibitions, in order to reflect on the communication strategies used across modes, such as writing, image, video and sound. This module will support students in developing resources for communicating meaning effectively when adopting the role of mediators of specialist knowledge. How do you explain something intrinsically complicated to people who are not trained specialists? Overview – Communicating Knowledge: Possibilities and opportunities A key focus is on the presentation of knowledge to the general public – examples include an educationalist explaining matters of policy, a scientist explaining scientific concepts to non-expert audiences, and the effective curation of an art exhibition for public consumption. The module will contrast the communication of knowledge from STEM areas with those in the arts and humanities. How can we and should we transform. specialist knowledge in order to communicate it to non-experts? What is the role of the mediators of knowledge and the possibilities available to them to make meanings and engage with audiences? The module will incorporate a critical consideration of the concept of expertise and provide an opportunity for students to produce and have discussed their own communicative artefacts in the form. of videos/blogs or other creative pieces. Assessment for this module has two parts. Part A, the submission on Moodle of an artefact (e.g. poster, video, blog) that communicates knowledge about any topic chosen by the student and agreed with the seminar tutor. Part B, an essay which critically discusses the student's reflection on their use of the communication strategies learned in the module in the making of the artefact. Both parts must be submitted as they will receive one overall grade. Please refer to the Moodle site for ongoing developments of course content, which will adapt to reflect the interests of the students on the programme. General Aims and Learning Outcomes This module aims: · To prepare students who are in the process of becoming experts/developing their specialisms to be able to research the possibilities and opportunities of communicating specialist knowledge to non-specialist audiences. · To enhance students’ critical awareness of the issues surrounding the role of experts in society. · For students to critically consider the necessary transformation(s) of expertise when it is communicated to non-expert audiences and what is at stake in such transformation in terms of the validity/communicability of such knowledge. · To learn to be able to critically assess, and thus learn from, the communication of specialist knowledge in different disciplines (including STEM areas, Arts and the Humanities). · To become aware of the metaphorical and semiotic content of expert knowledge and the significance of this for its communication to non-expert audiences. · To critically consider the notion of ‘knowledge’ itself in the context of its reception. · To consider the nature of recontextualising strategies in the communication of expertise and to become critically aware of the challenges as well as the opportunities this may involve. · To develop a critical perspective on, and be in a position to begin to research, the communication of knowledge that is aligned with the particular issues surrounding the dissemination of fake-news and fake- claims to knowledge. Intended Learning Outcomes A graduate of this module is expected: · To become confident in their ability to write and to speak their own expertise to non-expert audiences. · To acquire some advanced expertise in the social-semiotics of the communication of knowledge, and to be able to critically consider and research the power-relations involved in the relations of experts and non- experts. · To gain a sense that expertise is rooted in specialist practice rather than in knowledge of the lifeworld of the non-expert. To research past events where experts have ignored that gap and insisted on an expertise that now seems false (for example, some uses of the normal distribution by psychiatrists). · To raise students’ awareness of opportunities to immerse themselves in the research culture of the IOE. For example, students will be invited to attend a post-graduate seminar that runs independent of the course and which studies the social-semiotics of the recontextualisation of expertise. · To be able to critically examine and research how different bodies mediate the communication of expert knowledge (for example, professional bodies, the field of education, the journalistic field, documentaries on television, museums and zoos). · To be able to critically consider at an advanced level the role of the state in the recontextualisation of knowledge-claims. · Students develop their academic writing, and presentation skills both by working in the seminars and the assignments. Course Structure The module is delivered through face-to-face lectures and seminars based at the IOE/UCL and lasts for 10 weeks – with a one-week break for reading week. You will be allocated to a seminar group at the start of the module. You will be asked to visit museums independently during the reading week and reflect on the content of the lectures. Lectures will usually comprise 1 hr 20 min talk including question time and might include tasks. The seminars also lasting 1 hr 20 min are focused on the discussion of the essential readings and involve practical tasks. All students are expected to have read and critically engaged with the readings in advance of the seminars as well as to actively participate in all seminar activities. The content of this module entails six main topics delivered over ten weeks. Below is the break-out of the sessions: TOPIC 1| INTRODUCTION TO COMMUNICATION Introduction to models of communication Week 1 TOPIC 2 | SEMIOTICS AND MULTIMODALITY Introduction to semiotics Week 2 Semiotics of metaphor and multimodality Week 3 TOPIC 3 | MAPPING MEANINGS Jakobson and Eco Week 4 Embodied communication Week 5 READING WEEK TOPIC 4 | PEDAGOGIC EXAMPLES OF COMMUNICATION Communicating knowledge in museums Week 6 Communicating knowledge in pedagogic settings Week 7 TOPIC 5 | COMMUNICATION IN THE ARTS Arts and cognition Week 8 TOPIC 6 | SCIENCE COMMUNICATION Communicating science Week 9 REVISION SESSION Theorising communication and knowledge production Week 10 The Learning Materials The learning materials for this module are the various resources and readings available on Moodle. The essential readings are listed on the main Moodle for each week, and available as digitised readings or available electronically via the UCL IOE library. Please use the Moodle link to the Library resources, which you will find on our module Moodle. Please ensure you make time to do these readings to be able to fully participate in the activities. The key pages of each reading for the discussions are indicated on Moodle, together with some questions to think about as you do the readings. There may also be video resources and tasks to engage with on each topic. The seminars will involve activities and discussions that focus on the week’s readings and lecture. Please note that the material for each week of the module is released on a weekly basis and updated regularly. We will aim to release lecture slides ahead of Monday lectures and recordings of lectures will be made available on Moodle. Seminar slides will be made available on Moodle after each seminar. You are encouraged to fully engage with the material of the current week, before moving on to the next one. Module Assessment Assessment for this module has two parts. Part A, the submission on Moodle of an artefact (e.g. poster, video, blog) that communicates knowledge about any topic chosen by the student and agreed with the seminar tutor. Part B, an essay which critically discusses the student's reflection on their use of the communication strategies learned in the module in the making of the artefact. Both parts must be submitted as they will receive one overall grade. Artefact The artefact must be deliverable online – for example, a video, audio presentation, blog or podcast. The maximum length of the artefact is described under the Assessment tab on Moodle. Summative feedback on your artefact without a grade will be given before you submit your final reflective essay. The form of the artefact must be agreed with your seminar leader. Essay The length of the final essay should be 3000 words (the final version MUST be no more than 3300 words or your grade for the whole module will be penalised). This essay will be a critical engagement with the issues you encountered producing the artefact and should clearly demonstrate your learning in the module. The grade-related assessment criteria for Masters Degrees will be used to assess the artifact and the essay holistically (that is, you will be awarded a single mark covering your achievement in both). You should develop your own essay title. You may choose a title based on what you find interesting or is most directly relevant to your experience. Outline of the essay You may submit a draft outline of your essay (of no more than 900 words) for comments/advice to the module tutor (for a template of the outline and deadlines see Moodle). Feedback on the draft outline will be formative only, it should not be read as indicating a likely grade. Further guidance on the assessment will be provided on Moodle and in the module sessions. Your final essay submission will be marked by a tutor from the programme. Your essay may form. part of a sample that is marked by another tutor. In this case, your assessment will be double marked by two tutors on the course. The overall grade/mark is determined holistically across the artefact and the essay. Grades are not final until they have been approved at the MA in Education programme Examination Board. Your official results will be sent to you as soon as possible after the Board of Examiners meeting. Grade-related Criteria for Masters Degrees The current UCL scheme for grading work at PGT level appears as a separate document on the Moodle assessment page for this module. The work which you submit for assessment should be presented with focus, it should be well- organised and the meaning should be clear. You may lose marks if your work does not meet these criteria. We will discuss what is meant by ‘critical engagement’ in these criteria during the course. We will also explain which elements of the criteria are most easily and usually achievable in the presentation of the artefact and the essay respectively. Essential Readings (TBC) An up to date reading list of compulsory and suggested readings has been provided on Moodle. If you become interested in a particular direction of the course the following readings might provide resources for taking that further. You certainly do not have to engage with all of them – but be selective to deepen your work. Extensive Reading List Specialised/Non-Specialised Understanding of Science Ashley, M. (2008) Here’s what you must think about nuclear power: grappling with the spiritual ground of children’s judgement inside and outside Steiner Waldorf education, International Journal of Children's Spirituality, Vol. 13, No. 1, pp. 65-74 Bachelard, G. (2002) The Formation of the Scientific Mind Manchester: Clinamen Press Bourdieu, P, Chamboredon, J-C, Passeron, J-C (1991) The Craft of Sociology: Epistemological Preliminaries translated by Richard Nice, New York: Walter de Gruyter Dreyfus, H. & Dreyfus, S. (1986) Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer New York: The Free Press Diemberger, H., Hastrup, K., Shaffer, et al. (20) Communicating Climate Knowledge: Proxies, Processes, Politics Current Anthropology, Vol. 53, No. 2 (April 2012), pp. 226-244 Goldacre, B. (2011) Ted Talk: Battling Bad Science available at https://www.ted.com/talks/ben_goldacre_battling_bad_science?language=en Husserl, E. (1970[1936]) The Crisis of European Sciences and Transcendental Phenomenology translated by David Carr, Evanston: Northwestern University Press Koyré, A. (1957). From the closed world to the open universe. Baltimore: Johns Hopkins UP. Hesse, M. (1966) Models and Analogies in Science Indiana: University of Notre Dame Press Johnson, M. (1987) The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason Chicago: University of Chicago Press Collins, H. and Pinch, T. (1998) The Golem: What you should know about science Cambridge: Cambridge University Press Knorr-Cetina, K. (1999) Epistemic Cultures: How the Sciences Make Knowledge Cambridge, Massachusetts: Harvard University Press Polyani, M. (1966) The Tacit Dimension Chicago: University of Chicago Press Stocklmayer, S.M. and Bryant, C. (2012). Science and the Public—What should people know?. International Journal of Science Education, Part B, 2(1), pp.81-101. Turnbull, D. (2000) Masons, Tricksters and Cartographers: Comparative Studies in the Sociology of Scientific and Indigenous Knowledge London: Routledge Wynne, B. (2010) Rationality and Ritual: Participation and Exclusion in Nuclear Decision-making Specialised/Non-Specialised Understanding of Humanities Brook, T. (2009) Vermeer’s Hat: The Seventeenth Century and the Dawn of the Global World London: Profile Books Danto, A. C. What Art Is New Haven: Yale University Press Eco, U. (1995) Faith in Fakes: Travels in Hyper-reality London: Random House, Vintage Falk, J. H., & Dierking, L. D. (2000). Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, Lanham, New York, Oxford: AltaMira Press. Friedberg, A. (2006) The Virtual Window: From Alberti to Microsoft Cambridge, Massachusetts: The MIT Press Gombrich, E.H. (1960) Art and Illusion: A study in the psychology of pictorial representation Oxford: The Phaidon Press Smith, D.R., Nixon, G. and Pearce, J. (2018) Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers’ Essentialist Religious Discourse, Religions, 9. Sova, R. B. (2015) Art appreciation as a Learned Competence: A Museum-based Qualitative Study of Adult Art Specialist and Art Non-Specialist Visitors CEPS Journal: Center for Educational Policy Studies Journal: Ljubljana Vol 5, (4): 141-157 Trofanenko, B. (ed.). (2014). Beyond pedagogy: Reconsidering the public purpose of museums. Springer. Critical Considerations on the Role of Expertise Abbott, A. (1988) The System of Professions: An Essay on the Division of Expert Labour Chicago: Chicago University Press Atkinson, P. (2013) Blowing hot: The ethnography of craft and the craft of ethnography. Qualitative Inquiry Vol 19, (5): 397-404. Collins, H. (2014) Are we all scientific experts now? John Wiley & Sons Collins, H. & Evans, R. (2007) Rethinking Expertise Chicago: University of Chicago Press Eraut, M. (2004) Transfer of knowledge between education and workplace settings, In H. Rainbird, A. Fuller and A. Munro (Eds.), Workplace Learning in Context. London: Routledge. Mitchell, T. (2002) Rule of Experts: Egypt, Techno-Politics, Modernity Berkeley: University of California Press Nonaka, I. (2008). The knowledge-creating company. Harvard Business Review Press. Rose, N. (1999) Governing the Soul: The Shaping of the Private Self. London: Free Association Books Theorising Communication and Recontextualisation Bachelard, G. (1968) The Philosophy of No New York: The Orion Press Bloor, D. (1982) Durkheim and Mauss Revisited: Classification and the Sociology of Knowledge Stud. Hist. Phil. Sci., Vol. 13, No. 4, pp 267 – 297 Bourdieu, P. (1996a) On Television and Journalism London: The Pluto Press Cobley, P. & Jansz, L. (1999) Introducing Semiotics Cambridge: Icon Books Dowling, P. (2013) Social Activity Method (SAM): A fractal language for mathematics Math Ed Res Number 1 March 2013 Vol. 25: 317-340 Eco U. (1979) The Role of the Reader: Explorations in the Semiotics of Texts. Indiana: Indiana University Press Grace, G. (2014) Professions, sacred and profane: Reflections upon the changing nature of professionalism in Young, M. & Muller, J. (eds) Knowledge, Expertise and the Professions. London: Routledge Habermas, J. (2018) Philosophical Introductions: Five Approaches to CommunicativeReason Cambridge: Polity Habermas, J. (1998) Communicative Rationality and the Theories of Meaning and Action. Chapter in On the Pragmatics of Communication Cambridge: Polity Kress, G. (2010) Multimodality: A Social Semiotic Approach to Contemporary Communication London: Routledge Lombrozo, T. (2007) Simplicity and probability in causal explanation Cognitive Psychology Vol 55: 232-257. Maturana, H. R., & Varela, F. J. (1991) Autopoiesis and cognition: The realization of the living (Vol. 42). Springer Science & Business Media. Volosinov, V. (1986) Marxism and the Philosophy of Language Harvard: Harvard University Press We hope you enjoy this module, and we very much look forward to working with you.
Project Title: Skin Lesion Classification Using Deep Learning Area of Research: Computer Vision (CV) Problem Statement: The project aims to develop a deep learning model for accuratelv classifving skin lesions into distinct categories. including melanoma, nevi, and benign lesions, Skin lesion classification is a critical task in dermatology, and automatinn thie nrocoee ueinn deen learninn tochniauee can aid in oarlv dotection and imnroved nationt outcomoe Unlike standard datasets such as MNIST or CIFAR-10, which are limited in diversity, skin lesion classification presents challenges due to the variability and complexity of skin conditions. Dataset: Figure 1: example images of ISIC dataset. The project utilizes the International Skin Imaging Collaboration (ISIC) dataset, which contains a diverse collection ofl dermatoscopic images encompassing various skin lesion tvpes. The dataset is annotated with ground truth labels for lesion categories, providing a valuable resource for supervised learning tasks in skin lesion classification. Dataset URL: https://challenge.isic-archive.com/data/ Task: The task involves training a deep neural network to accurately classify skin lesions into predefined categories.l including melanoma (malignant), nevi, and benign lesions, Students will explore architectures such as ResNet, VGG, or custom networks suitable for handling complex image features specific to dermatoscopic images. Data augmentation techniques such as rotation, flipping, scaling, and color jittering will be employed to improve model generalization and robustness. Relevant Papers: 1. Kassem, Mohamed A., et al. "Machine learning and deep learning methods for skin lesion classification andl diagnosis: a systematic review." Diagnostics 11.8 (2021): 1390. 2. Lopez. Adria Romero, et al. "Skin lesion classification from dermoscopic images using deep learning techniques." 2017 13th IASTED international conference on biomedical engineering (BioMed). IEEE, 2017. 3. Benyahia, Samia, Boudjelal Meftah, and Olivier Lézoray. "Multi-features extraction based on deep learning for skinl lesion classification."Tissue and Cell 74 (2022): 101701.
Report Requirements I. The report should be a maximum of 20 pages in length. This should include all appendices (e.g. models, DCF). II. The report should be free of spelling and grammar errors. III. Cite all sources IV. Summary of Recommendation-The report should have a professional looking cover sheet. The cover sheet should include the following: · Fisher College of Business logo · Your name/email/phone · Stock being followed · Date of report · Current Stock price, Target price, and total projected return (includes div yield) · BUY, SELL or HOLD recommendation. These ratings may differ from your group’s presentation recommendation. This rating should reflect your individual opinion. · Brief company description · Investment Thesis: The investment merits of the company or why do you want to sell the stock. · Risks to your recommendation. · 12-month graph of the stock price. · 52 week price range · Market capitalization · Diluted shares outstanding · Dividend Yield. · Anything else you think is pertinent. V. Company Overview/Description · Discussion of business segments. · Identify the firm’s sustained competitive advantages. · Market share, addressable market, growth drivers. · Any issues that have been influencing the stock price (e.g why has the stock become attractive, or what has been hurting the stock price). · Recent important events/news/etc. VI. Investment Thesis: Why do we want to buy/own/sell the stock? · Fundamental drivers · Economic/macro/sector · Briefly mention economic (or macro) conditions that could help/hurt your stock’s performance (e.g. business spending, government spending, consumer spending, secular trends, demographics, etc). ONLY USE DATA PERTINENT TO YOUR STOCK THAT ARGUES FOR YOUR INVESTMENT THESIS. For example, if you are following Energy, oil/natural gas/etc prices are important…not CPI. · Financials · Discuss your income statement projections and how your projections differ from consensus. Include your income statement forecast in the paper. · Discuss balance sheet items, especially focusing on inventories and upcoming debt maturities. · Compare pertinent financial ratios, margins, growth, etc. to peers and to past history of the company. · Valuation and Price target · Analysis and discussion using valuation multiples. Include Assignment #2 data in the paper. You may want to compare to peers/competitors. · Analysis and discussion using DCF (Include DCF in the paper). You may also want to talk about what the current stock price is implying. · DCF sensitivity analysis using different growth and discount rates. · Sum-of parts analysis if pertinent. · Use any other valuation technique you think is appropriate. · Technical Analysis. VII. Risks/Concerns to recommendation VIII. Conclusion · BUY, SELL, or HOLD · Target price Total return vs. current price. · Summarize the investment thesis. Helpful Tip: Review the prior quarter reports on the web site for help with format and ideas.
Organisations and Ethics 2025.02 MGMT321 Assignment One Video Presenta:on Purpose Assignments serve two purposes. They give you an opportunity to prac6ce skills that can only be developed through prac6ce, and an opportunity for you to demonstrate your knowledge. In this case, the skill you’ll prac6ce is clearly communica6ng complex ideas verbally, using visual support e.g., PowerPoint slides. Why is this a useful skill? Because in the workplace, giving a presenta6on is an opportunity for you to shine. It’s an opportunity to demonstrate your competence, to impress and to convince people – oEen people outside your immediate team – thereby increasing your influence and opportuni6es. The knowledge we’ll use to prac6ce this skill is from Module One. There are some complex ideas in the course so it’s a good opportunity for you to prac6ce thinking about how you can convey these ideas clearly. Skills and Knowledge These are the skills and knowledge we’re aiming to develop and demonstrate. They’re reflected in the marking rubric. Skills: - Clearly communica6ng complex ideas: think about how to structure your presenta6on to help your audience follow along - Designing clear and helpful visuals: think about how to make the slides as easy to read as possible, and how the slides can support what you’re saying verbally - Logic and reasoning: explain your reasoning and make a convincing argument to sway your audience - Persuasive presenta6on skills: try to speak clearly and engage your audience Knowledge: - What ethics is and how it differs from e.g., opera6onal or financial considera6ons in an organisa6onal context - What defines an ethical dilemma, even when ethical dilemmas are not always obviously so or labelled as such - Knowledge of the ways in which the rela6onship between business and ethics is contested or open to debate - Has developed, and can jus6fy, a personal stance on the rela6onship between business and ethics Brief Format: Upload a recorded video with slides. As the presenter, you can be on-screen or off- screen if you prefer. The images and audio must be clear though (please check this prior to submission). Length: 6-8 minutes. Nothing beyond 8 minutes will be marked. Marks: 25% of overall grade (marked out of 100) Due: Thursday 31st July, 4pm Create a video presenta6on answering these three ques6ons in your own words: 1. What is ethics? 2. What is an ethical dilemma? You may find it helpful to use real world examples in your explana6ons. 3. Tell your audience whether you believe ethics is relevant to organisa6onal decision- making. Explain your reasoning – tell us why we should agree with you. Note: I would encourage you to use the textbooks and other resources provided on Talis. Remember to reference your sources – use in-text cita6ons to cite your sources. Full references in APA 7th format can be included on a final slide. There is a page in the Assignment Support module on Nuku with technical :ps for recording videos. Submission Details • Your video should be uploaded to Nuku. Please download/export/save-as your presenta6on as movie file and upload the file rather than sharing a link. We oEen run into access problems with links. o If for some reason you choose to share a link rather than uploading a file, you are responsible for ensuring the link is accessible for marking. If we are unable to access your video during the marking period, it will not be marked. • Accepted formats: movie files [e.g., .mp4, .mov]. • Ensure your presenta6on is original and authen:c. Submissions will be reviewed for plagiarism and inappropriate use of genera6ve AI. • AI Use Policy: for this assignment, it is acceptable to use AI tools to help you understand course content, and to generate images or music for the slides. Do not use AI tools to write the script. for you or generate the voice-over. We want to hear your thoughts and your voice. • Ensure your submission is a video file that includes slides and narra6on in your own voice. You may appear on screen if desired, but this is op6onal. • Do not speed up or slow down the audio to fit the 6me limits (yes, we can tell). Presen6ng within a 6me limit is a necessary skill.
Summer Reading Assignment “Never judge a person until you've walked a mile in their shoes.” In life, it is often difficult to truly understand another person’s perspective on life. Choose a book that you would like to read or another from the list on the back (which you can borrow from Ms. Byrne) for your summer reading – either way, it must be at a grade 12 level. Approval of any books not on this list is at Ms. Byrne’s discretion. Once you have selected a book, it is your task to keep a reading journal. Ten journal entries must be completed of an approximate length of one page double-spaced. · A diary entry should be in first person (I or We) as they should be from your point of view. · Choose three different quotations to respond to · One that was a plot point that surprised you · One that you think is amazing language · One that made you think – whatever it brought up, explain Collection: As this is something you will be doing throughout the class, I will collect this journal on July 18 (four entries) and August 2 (six entries). ASSESSMENT Your diary will be marked based on its accuracy, as well as your ability to explore the point of view of your character. Content and Writing Style. /7 (Was the message clear and intelligent? Were your quotations relevant?) Conventions /3 (Grammar and spelling) 10 * 10 journals = 100 marks. Any entries not handed in will be given a 0. The following must be filled out and approved by Ms. Byrne by Thursday, July 4th . My novel is: __________________________________________________ In order to have four journals done by July 16th, I will read _____ pages every day. This means that I will have finished _______ pages by the 16th. I will write a journal entry after every _____ pages. I will have finished the novel by _______________________. I will have finished all of my journals by ___________________________________. Canadian Fiction Fall on Your Knees Ann-Marie Macdonald Through Black Spruce Joseph Boyden Alone in the Classroom Elizabeth Hay The Wonder Emma Donoghue Son of a Trickster Eden Robinson HappinessTM Will Ferguson New(er) Fiction The Little Giant of Aberdeen County Tiffany Baker The Tiger’s Wife Tea Obreht The Weird Sisters Eleanor Brown White Tiger Aravind Adiga The Golem and the Jinni Helene Wecker No One Can Pronounce My Name Rakesh Satyal Where the Crawdads Sing Delia Owens Classic Fiction Madame Bovary Gustave Flaubert The Princess Bride William Goldman 20,000 Leagues Under the Sea Jules Verne Jane Eyre Charlotte Bronte Nearly True Fiction Things that must not be Forgotten Michael David Kwan When Heaven and Earth Changed Places Le Ly Hayslip The Kite Runner Khaled Hosseini Infidel Ayaan Hirsi Ali Historical Fiction The Song of the Jade Lily Kirsty Manning The Book of Negroes Lawrence Hill Learned by Heart Emma Donoghue The Princes of Ireland Edward Rutherford Frog Music Emma Donoghue Where the Light Enters Sarah Donati The Golden Mean Annabel Lyon Dystopian Fiction This Little Light Lori Lansens Oryx and Crake Margaret Atwood Moon of the Crusted Snow Waubgeshig Rice The Handmaid’s Tale Margaret Atwood When She Woke Hillary Jordan Iron Widow Xiran Jay Zhao Fiction about Fiction I, Iago Nicole Galland Lost Gregory Maguire Wicked Gregory Maguire Mirror, Mirror Gregory Maguire Looking Glass Wars Frank Beddor
Change Management Simulation: Power and Influence Foreground Reading Overview You operate within Spectrum Sunglass Company, a 10-year-old, privately held company that designs, manufactures, and sells sunglasses. Spectrum is headquartered in Tremont, California, and all design and production capabilities are in southern California. A few years ago, a relatively short, mild recession caused revenues to fall nearly seven percent, to $91 million, and profitability to fall to essentially breakeven. As a result, the company initiated significant cost cutting. Last year, sales rose to $101 million after the economy emerged from the recession, and the company returned to normal profitability. The company currently employs 580 employees. Eight people are members of the top management team, and 20 individuals help lead the overall organization. The organizational chart for Spectrum is depicted in the Prepare tab of the simulation. In recent years, the retail value of the domestic sunglass industry has been approximately $3.4 billion. Analysts normally divide the US market for nonprescription sunglasses into three price segments: low-end, moderate, and high-end. Low-end sunglasses are priced at less than $25 retail, and sold primarily through mass merchandisers, drugstores, grocery stores, and department stores. This segment represents roughly 50% of the industry dollars and 85% of the industry units sold. Moderately priced sunglasses range between $25 and $100 per pair. These glasses are sold through warehouses and sporting-goods stores, but they represent only eight percent of the industry dollars and five percent of the industry units sold. High-end sunglasses are priced above $100 per pair. These are sold through sunglass specialty outlets and optical stores. These glasses represent 42% of industry dollars and 11% of industry units. Sunglasses address two basic functions in the marketplace. The first function is to protect the wearer’s eyes from harmful ultraviolet light. This is particularly important because of the earth’s thinning ozone layer, and it requires special expertise in eyewear manufacturing and sales. The second function focuses on fashion and aesthetics, and design expertise and celebrity endorsements help drive industry sales. Spectrum offers a moderately priced brand of prescription and nonprescription sunglasses that are sold primarily in the United States. Originally targeted to swimmers and surfers, its products are expanding into other outdoor users. All sets of sunglasses feature UV-ray blocking scratch-resistant polarized lenses and lightweight frames, and all lines are marketed with an oceanic, sporty theme. Retail price points for its nonprescription products range from $59 to $99 per pair, both online and in sporting goods stores. Prescription sunglasses are sold through optical stores for $75 to $100 per pair. Spectrum’s polycarbonate lenses require highly specialized resins, and the company has only one vendor that has been able to consistently deliver to its manufacturing specifications. As a result, the vendor has been able to pass through 100% of the incremental costs associated with rising oil prices. The rising oil prices, combined with Spectrum’s inability to effectively hedge against the resulting increases in raw material costs, accounted for approximately 3.25% of the erosion in its earnings before interest and taxes (EBIT) margin in the past fiscal year. This year, as oil prices have moderated, the company’s margins have rebounded. The recent volatility in Spectrum profitability resulting from softening demand has alarmed both management and the company’s bank. Spectrum has a $10 million term loan and a revolving credit facility available for working capital with a maximum draw equal to another $10 million. Loan covenants associated with the borrowings require the company to maintain an interest coverage ratio of 3x. In the event that Spectrum is out of covenant for more than two consecutive quarters, the bank can require the firm either to pay down the loan immediately or raise additional equity capital. The company’s business is very seasonal, with peaks occurring in late May and December. During both of those periods in the past fiscal year, Spectrum was at risk of being out of covenant with its loan agreements. As Spectrum enters its second decade of operations, its immediate future is looking bright. Externally, the consumer sunglass market is growing again, and competitive pricing pressures have subsided. Spectrum recently rehired some of the workers laid off during the last recession, and many departmental budgets have been restored to well-funded, pre-recession levels. A potential new product design has received positive focus group feedback after the first phase of development; furthermore, some exciting branding deals with Hollywood celebrities are under negotiation. Everyone at Spectrum is looking forward to growth and enhanced earnings.
CPT206 Computer Programming for Financial Mathematics: Resit Task Specification Set: Monday 14 July, 2025 Due date: Sunday 27 July, 2025, 23:59 This is the specification task sheet for the resit assessment of your CPT206 module. The task covers all Learning Outcomes, and accounts for 100% of the final mark for this module. This assignment has two parts: a coding part described in Section 1, and a report described in Section 2. The submission deadline for this assignment is Sunday 27 July, at 23:59 (China-time). Detailed submission instructions are provided in Section 3. 1 Program description (70 marks) The aim of this coursework is to build a loan calculator system. All the work should be coded into a single Java NetBeans project, with the class structure and different functionalities of the program described below. All classes should be properly encapsulated, as seen in the Lectures and Labs throughout the semester. Your project should also contain a main class for running the application. 1.1 (VariableInterest)Loan class (15 marks) The Loan class will be a base class representing a loan. Each loan stores a principal (the amount of the loan), an annual interest rate, and a term (the duration of the loan, in years). Loans should be ordered as follows: • If the terms differ, they should be ordered by term; • If the terms are the same, they should be ordered by principal; • If the terns and principals are both the same, they should be ordered by interest rate. There will be a subclass VariableInterestLoan which allows for adjustment of the annual interest rate. The interest rate must remain between 1% and 20%. Adjustments are handled via a method adjustInterestRate(double ratio) which multiplies the interest rate by the specified ratio. If this would cause the rate to fall below 1%, it is simply adjusted to 1% instead. Similarly, if this would cause it to exceed 20%, it is adjusted to 20%. 1.2 PaymentEntry class (9 marks) Loans need to be repaid. This process will normally follow a amortised payment schedule (see Section 1.3 where a certain amount of the loan is repaid every month for the duration of the loan. Each monthly payment will be an instance of the PaymentEntry class. A payment entry object will store the following information: • the month number of the payment (i.e., a number between 1 and 12 times the term of the loan); • the remaining balance on the loan prior to the payment; • the payment amount, which will be broken down into principal paid and interest paid in that month. 1.3 AmortisationSchedule class (8 marks) The AmortisationSchedule represents the entire payment schedule for a given loan. It simply stores a collection of PaymentEntry objects. When an AmortisationSchedule object is created, this collection is empty. The most frequent operation on this collection will be adding the latest payment. This should be done via an addPaymentEntry(PaymentEntry entry) method, and payment entries in the schedule should always be ordered from least recent to most recent (here, “recent” refers to the order in which entries are added to the schedule). You should choose an appropriate object of the Java collection framework to store the collection of payment entries in the schedule, and leave a comment in your code clearly detailing and explaining your choice. 1.4 LoanCalculator class (18 marks) This class will store a Loan instance, and be responsible for various calculations related to this loan. • The class should have a calculateMonthlyPayment() method. This calculates the regular monthly payment amount over the duration of the loan, when the interest rate is taken into account. You may apply the following formula: (1) where: – M is the monthly payment amount (the quantity to calculate); – P is the loan principal (the initial loan amount); – r is the monthly interest rate (the annual interest rate divided by 12); – n is the total number of payments (the loan term in years multiplied by 12). • The class should have a method to generate the full amortisation schedule for repayment of this loan. The method should return an AmortisationSchedule as defined in Section 1.3 above. In this schedule, the successive monthly PaymentEntry objects are generated as follows: – Before each monthly payment is made, there is a remaining balance on the loan, which will be the remaining balance for the payment entry. – The interest paid in the entry is this remaining balance multiplied by the montly interest rate r from Equation (1) above. – The principal paid in the entry is the difference between the total monthly payment amount given by M in Equation (1) and this interest paid. – The first payment entry occurs in month number 1, the second in month number 2, and so on. • The class should have methods to calculate the total payment amount and total interest paid over the course of the entire schedule. 1.5 File I/O (10 marks) In order to create a more useful application that allows data to persist when the program stops running, you should add File I/O (Input/Output) elements to your program. File I/O refers to the process of reading data from and writing data to files on a storage medium (such as a hard drive). Since this not been taught in this course this semester, you will have to learn how to write suitable methods, and integrate them into your loan calculator project. To do this, you should enlist the help of XipuAI (for more details, see Section 2.3). Your File I/O elements should allow data from your various classes to be stored in files in your computer system. You should select appropriate file types to do this (for example, a simple CSV file may not be appropriate for more complex data types). You should also include methods to load data from files into local memory when starting the program, and ensure this data is stored in appropriate data structures. In addition, your File I/O elements should incorporate exception handling according to best practices. Finally, you may wish to add more complex File I/O elements of your choosing to the program. 1.6 Code quality (10 marks) The remaining marks (10) will be awarded for the quality of your code and documentation, as covered throughout the semester in the Lectures and Labs. • Keep your code neat and tidy; make sure it is properly indented throughout. • Choose suitable names for variables and methods, respecting standard Java naming conventions. • Comment your code as needed. • Split your code into separate methods as appropriate; methods should not be too long. You should also write Javadoc comments for the entire API of the LoanCalculator class from Section 1.4, and submit the corresponding generated Javadoc file “LoanCalculator.html” (see detailed submission instructions in Section 3). You do not need to write Javadoc comments for the other classes. 2 Report (30 marks) For this part of the assignment, you should write a report detailing how you designed, implemented, and tested the program described in Section 1. The report should be typed into e.g. a Word document, and submitted as a PDF (see Section 3 for more details). Where appropriate in the report, you should refer to specific lecture slides (or parts of Lab worksheets), e.g. “as seen in Lecture 10, slides 32-34”. 2.1 OOP features (10 marks) Over the course of the semester, you have learned a number of OOP features (e.g encapsulation) and principles (e.g. single responsibility principle). In your report, you should explain where you have incorporated these in your design and how you have done so; include a brief definition of the features/principles in question. Be as precise as possible, illustrating with small portions of code if necessary. Note that not all the features and principles we saw in the lectures need to be incorporated into your design; your report should only discuss those that are. This section should be one-and-a-half to two pages in length. Good example: The Single Responsibility Principle states that every class in the program should have responsibility over a single functionality of the program; a class should do one thing. This principle is incorporated into our class design: all the classes have their own, separate, purpose. For instance, the Loan class... Bad example: Encapsulation and inheritance are two core features of OOP; they are used in many parts in my program. 2.2 Testing description (10 marks) As covered throughout the Lectures and Lab sessions in this module, testing is an essential part of writing computer programs. In your report, you should include a description of how you tested the various parts of the program described in Section 1. Your testing may use the JUnit framework, or simply manually check cases in the main class. Your report should state clearly what functionalities you tested, and describe how you tested them, thinking carefully about possible corner cases. You may include some sample code if you wish. This section should be one-and-a-half to two pages in length (screenshots excluded). 2.3 AI-assisted File I/O (10 marks) As stated above, you should use XipuAI to teach you how to incorporate File I/O elements into program. You may use AI in any part of this process. For example, you may wish learning about basic concepts of File I/O, exception handling, etc., or you might use AI for assistance in code-writing, and so on. In your report, you should explain which File I/O elements you have inclued in your program, and how they are implemented. This may include a discussion of the different file types for storing different data types, your exception handling mechanisms, any additional elements you chose to include, and so on. You should explain your use of XipuAI by detailing clearly how it helped you write and incorporate these elements, which aspects you used it for, and so on. Remember that you do not have to blindly accept all AI output as inherently correct: critical reflection on AI’s answers and suggestions will be welcome. The marking for this section of the report will be broken down into 5 marks for the explanation of the File I/O elements and 5 marks for your use of AI tools. This section should be no more than two pages in length, screenshots excluded. You should attach the entire transcript. of your conversation(s) with XipuAI in an appendix to the report (you can save the entire conversation for example by clicking the “Export” button in the interface below). 3 Submission instructions In the dedicated “Coursework 3 submission” Assignment activity on the Learning Mall Online, you will need to submit the following two (2) documents. • A single ZIP archive of your entire NetBeans project. Include all the resources your project needs to run (including files that you wish to read from and/or write to). This file should be named “CPT206 Resit studentId.zip”. • The online Javadoc API documentation file of your LoanCalculator class, as specified in Section 1.6. This is the “LoanCalculator.html” file generated by your project. You do not need to rename this file. • Your report from Section 2, including the appendix of your conversation(s) with XipuAI, typed into e.g. a Word document, and converted into a PDF file. This file should be named “CPT206 Resit studentId.pdf”. The submission deadline is: Sunday 27 July, 2025, at 23:59 (China-time). This assignment is individual work. Plagiarism (e.g. copying materials from other sources without proper acknowledgement) is a serious academic offence. Plagiarism and collusion will not be tolerated and will be dealt with in accordance with the University Code of Practice on Academic Integrity. Submitting work created by others, whether paid for or not, is a serious offence, and will be prosecuted vigorously. The use of generative AI for content generation is permitted only in the design and implementation of your application’s file I/O elements, as detailed in Sections 1.5 and 2.3. No other use of generative AI for content generation is permitted on this assignment. Such a use would be considered in breach of the University Code of Practice on Academic Integrity, and dealt with accordingly. Individual students may be invited to explain parts of their code in person during a dedicated interview session, and if they fail to demonstrate an understanding of the code, no credit will be given for that part of the code. Late submissions. The standard University policy on late submissions will apply: 5% of the total marks available for the component shall be deducted from the assessment mark for each working day after the submission deadline, up to a maximum of five working days, so long as this does not reduce the mark below the pass mark (40%); submissions more than five working days late will not be accepted.
STAT 3025Q Statistical Methods Department of Statistics Syllabus - Summer 2025 Syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT. Course Title: Statistical Methods Credits: Three Format: Online, Asynchronous Prerequisites: MATH 1132Q, MATH 1152Q, or department consent Course Materials Required course materials should be obtained before the first day of class. Required textbook is available for purchase through the UConn Bookstore (or use the Purchase Textbooks tool in HuskyCT). Textbooks can be shipped (fees apply). Required Materials: ● Textbook: Probability and Statistics for Engineering and the Sciences, Ninth Edition. Jay L. Devore, Cengage Learning. Course Description This course covers descriptive statistics, random variables, and statistical inference. Topics include descriptive statistics, probability, discrete and continuous random variables, point estimate, confidence intervals and tests of hypotheses based on one sample and two samples. Course Objectives By the end of the semester, students should be able to: 1. Apply descriptive statistics. 2. Compute probability. 3. Describe probability distributions for discrete random variables. 4. Describe probability distributions for continuous random variables. 5. Calculate point estimate. 6. Construct confidence intervals based on one and two samples. 7. Perform hypothesis tests based on one and two samples. Course Outline Module 1: Descriptive Statistics (3 days) Module 2: Probability (3 days) Module 3: Discrete Random Variables (3 days) Module 4: Continuous Random Variables (6 days) Module 5: Statistical Inference (18 days) Course Requirements and Grading Grades for the course are assigned at the instructor’s discretion. Final scores will be curved if deemed necessary. Grade Distribution by Component: Problem Sets (25%) ● Due dates are outlined in the course calendar in HuskyCT. ● There are nine problem sets. ● The lowest one problem set grade will be dropped. ● Problem sets must be submitted through HuskyCT. Email submissions will not be accepted. ● Problem sets must be completed independently. While students are permitted to discuss general concepts and problem-solving strategies, all submitted work must be their own and not the result of copying or collaboration on specific answers. Quizzes (10%) ● Due dates are outlined in the course calendar in HuskyCT. ● There are four quizzes. ● Quizzes must be submitted through HuskyCT. Email submissions will not be accepted. Exams (60%) Midterm Exam (25%): It will be held online on Monday, July 28, 2025. It covers Chapter one to Chapter four. Final Exam (35%): It will be held online on Friday, August 15, 2025. It is comprehensive and includes all materials covered in this course. ● A calculator will be needed for both exams. ● For authentication and verification purposes, Respondus Lockdown Browser with Monitor to record your display of ID and assessment session is required for both exams. ● Your notes and/or the textbook may be used during the exams. ● No makeup exams will be given without proper documents , and the decision will be made by the instructor on a case-by-case basis. Group Assignments (5%) ● Collaborate on solving training sets before each exam. ● Only one member of the group should submit the final work on HuskyCT, after the group has compared answers. Grading Scheme As a rough guide: Letter Grade Percentage GPA A 92+ 4 A- 90-
18-698 / 42-632 Neural Signal Processing Spring 2025 Problem Set 2 This problem set is due on Tuesday, February 25, 11:59pm. Be sure to show your work and include all Matlab code and plots. Also, please carefully label the plot axes with units. If you have questions, please post them on the Piazza Q&A webpage, rather than emailing the course staff. This will allow other students with the same question to see the response and any ensuing discussion. Please submit your work as a single PDF file on Gradescope, which is linked from Canvas. When preparing your solutions, please complete each problem on a separate page. Grade-scope will ask you select the pages that contain the solution to each problem. Submissions can be written in LaTeX or they can be handwritten and scanned. Handwritten work should be clearly labeled and legible. 1. Please justify each answer below with a short mathematical explanation. (a) (5 points) For a homogeneous Poisson process, i. Are the inter-spike intervals (t1, t2, . . .) independent? ii. Are the spike times (T1, T2, . . .) independent? iii. Are the inter-spike intervals (t1, t2, . . .) independent given that N spikes were observed in [0, T ]? iv. Are the spike times (T1, T2, . . .) independent given that N spikes were ob-served in [0, T ]? (b) (10 points) For an inhomogeneous Poisson process, i. Are the inter-spike intervals (t1, t2, . . .) independent? ii. Are the spike times (T1, T2, . . .) independent? iii. Are the inter-spike intervals (t1, t2, . . .) independent given that N spikes were observed in [0, T ]? iv. Are the spike times (T1, T2, . . .) independent given that N spikes were ob-served in [0, T ]? 2. Homogeneous Poisson process We will consider a simulated neuron that has a cosine tuning curve described in equa-tion (1.15) in TN: (1) where λ is the firing rate (in spikes per second), s is the reaching angle of the arm, smax is the reaching angle associated with the maximum response rmax, and r0 is an offset that shifts the tuning curve up from the zero axis. Let r0 = 30, rmax = 50, and smax = π/2. (a) (5 points) Spike trains For each of the following reaching angles (s = k ∗ π/4, where k = 0, 1, . . . , 7), generate 100 spike trains according to a homogeneous Poisson process. Each spike train should have a duration of 1 second. Plot 5 spike trains for each reaching angle in the same format as shown in Figure 1.6(A) in TN. (b) (5 points) Spike histogram For each reaching angle, find the spike histogram by taking spike counts in non-overlapping 20 ms bins, then averaging across the 100 trials. Plot the 8 resulting spike histograms around a circle, as in part (a). The spike histograms should have firing rate (in spikes / second) as the vertical axis and time (in msec, not time bin index) as the horizontal axis. The bar command in Matlab can be used to plot histograms. (c) (5 points) Tuning curve For each trial, count the number of spikes across the entire trial. Plots these points on the axes shown in Figure 1.6(B) in TN. There should be 800 points in the plot (but some points may be on top of each other due to the discrete nature of spike counts). For each reaching angle, find the mean firing rate across the 100 trials, and plot the mean firing rate using a red point on the same plot. Now, plot the tuning curve (defined in (1)) of this neuron in green on the same plot. Do the mean firing rates lie near the tuning curve? (d) (5 points) Count distribution For each reaching angle, plot the normalized distribution (i.e., normalized so that the area under the distribution equals one) of spike counts (using the same counts from part (c)). Plot the 8 distributions around a circle, as in part (a). Fit a Poisson distribution to each empirical distribution and plot it on top of the corresponding empirical distribution. Are the empirical distributions well-fit by Poisson distributions? (e) (5 points) Fano factor For each reaching angle, find the mean and variance of the spike counts across the 100 trials (using the same spike counts from part (c)). Plot the obtained mean and variance on the axes shown in Figure 1.14(A) in TN. There should be 8 points in this plot – one per reaching angle. Do these points lie near the 45 deg diagonal, as would be expected of a Poisson distribution? (f) (5 points) Interspike interval (ISI) distribution For each reaching angle, plot the normalized distribution of ISIs. Plot the 8 distributions around a circle, as in part (a). Fit an exponential distribution to each empirical distribution and plot it on top of the corresponding empirical distribution. Are the empirical distributions well-fit by exponential distributions? (g) (5 points) Coefficient of variation (CV) For each reaching angle, find the average ISI and CV of the ISIs. Plot the resulting values on the axes shown in Figure 1.16 in TN. There should be 8 points in this plot. Do the CV values lie near unity, as would be expected of a Poisson process? 3. Inhomogeneous Poisson process In this problem, we will use the same simulated neuron as in Problem 2, but now the reaching angle s will be time-dependent with the following form. (2) where t ranges between 0 and 1 second. (a) (5 points) Spike trains Generate 100 spike trains, each 1 second in duration, according to an inhomoge-neous Poisson process with a firing rate profile defined by (1) and (2). Plot 5 of the generated spike trains. (b) (5 points) Spike histogram Plot the spike histogram by taking spike counts in non-overlapping 20 ms bins, then averaging across the 100 trials. The spike histogram should have firing rate (in spikes / second) as the vertical axis and time (in msec, not time bin index) as the horizontal axis. Plot the expected firing rate profile defined by (1) and (2) on the same plot. Does the spike histogram agree with the expected firing rate profile? (c) (5 points) Count distribution For each trial, count the number of spikes across the entire trial. Plot the nor-malized distribution of spike counts. Fit a Poisson distribution to this empirical distribution and plot it on top of the empirical distribution. Should we expect the spike counts to be Poisson-distributed? (d) (5 points) ISI distribution Plot the normalized distribution of ISIs. Fit an exponential distribution to the empirical distribution and plot it on top of the empirical distribution. Should we expect the ISIs to be exponentially-distributed? 4. Real neural data We will analyze real neural data recorded using a 100-electrode array in premotor cortex of a macaque monkey. The dataset can be found on Canvas under “Files → Data sets → ps2 data.mat”. The following describes the data format. The .mat file has a single variable named trial, which is a structure of dimensions (182 trials) × (8 reaching angles). The structure contains spike trains recorded from a single neuron while the monkey reached 182 times along each of 8 different reaching angles (where the trials of different reaching angles were interleaved). The spike train for the nth trial of the kth reaching angle is contained in trial(n,k).spikes, where n = 1, . . . , 182 and k = 1, . . . , 8. The indices k = 1, . . . , 8 correspond to reaching angles respectively. The reaching angles are not evenly spaced around the circle due to experimental constraints that are beyond the scope of this problem set. A spike train is represented as a sequence of zeros and ones, where time is discretized in 1 ms steps. A zero indicates that the neuron did not spike in the 1 ms bin, whereas a one indicates that the neuron spiked once in the 1 ms bin. Due to the refractory period, it is not possible for a neuron to spike more than once within a 1 ms bin. Each spike train is 500 ms long and is, thus, represented by a 1 × 500 vector. (a) (5 points) Spike trains Plot 5 spike trains for each reaching angle in the same format as shown in Fig-ure 1.6(A) in TN. (b) (5 points) Spike histogram For each reaching angle, find the spike histogram by taking spike counts in non-overlapping 20 ms bins, then averaging across the 182 trials. The spike histograms should have firing rate (in spikes / second) as the vertical axis and time (in msec, not time bin index) as the horizontal axis. Plot the 8 resulting spike histograms around a circle, as in part (a). (c) (5 points) Tuning curve For each trial, count the number of spikes across the entire trial. Plots these points on the axes shown in Figure 1.6(B) in TN. There should be 182 ∗ 8 points in the plot (but some points may be on top of each other due to the discrete nature of spike counts). For each reaching angle, find the mean firing rate across the 182 trials, and plot the mean firing rate using a red point on the same plot. Then, fit the cosine tuning curve (1) to the 8 red points by minimizing the sum of squared errors with respect to the parameters r0, rmax, and smax. (Hint: this can be done using linear regression.) Plot the resulting tuning curve of this neuron in green on the same plot. (d) (5 points) Count distribution For each reaching angle, plot the normalized distribution of spike counts (using the same counts from part (c)). Plot the 8 distributions around a circle, as in part (a). Fit a Poisson distribution to each empirical distribution and plot it on top of the corresponding empirical distribution. Why might the empirical distributions differ from the idealized Poisson distributions? (e) (5 points) Fano factor For each reaching angle, find the mean and variance of the spike counts across the 182 trials (using the same spike counts from part (c)). Plot the obtained mean and variance on the axes shown in Figure 1.14(A) in TN. There should be 8 points in this plot – one per reaching angle. Do these points lie near the 45 deg diagonal, as would be expected of a Poisson distribution? (f) (5 points) Interspike interval (ISI) distribution For each reaching angle, plot the normalized distribution of ISIs. Plot the 8 distributions around a circle, as in part (a). Fit an exponential distribution to each empirical distribution and plot it on top of the corresponding empirical distribution. Why might the empirical distributions differ from the idealized exponential distributions?
Computer Fundamentals / COMP1027 (CSF) / Semester 1 Module Assessment Sheet for 2024-2025 Assessment Name Coursework 1 Weight 40% Description and Deliverable(s) This coursework has THREE parts, as detailed below: Part 1 focuses on Elementary Logic Gates Part 2 focuses on Combinatorial & Sequential Circuits Part 3 focuses on The Hack Computer Important Notes 1. For this coursework, all tasks are made as a MINI GROUP WORK. You are encouraged to divide the different tasks among yourselves, within the group. You should finish your tasks faster this way. However, you must maintain a healthy communication between yourselves to avoid conflict and delay in completing this coursework by the stipulated deadline. The effectiveness of your group will be assessed via the peer assessment. 2. You MUST maintain the provided folder structures. All files for Parts 1, 2 and 3 will be under THREE folders. Three additional sub-folders will be added for part 3 to reflect sections 3.1, 3.2 and 3.3. Please be observant to this and abide to the provided zip file as well as its folder and sub-folder structure and file names. Files to Download CW1-Files.zip provides all the skeleton .hdl and .asm (as well as most of the related .tst and .cmp files). 1. Download the zip file, from the “Coursework 1” area on Moodle. 2. Extract the files and fill in the required HDL and Assembly codes, as per the detailed instructions given in this assessment sheet. MAINTAIN the same folder structure, file name, and all test and compare files when you submit. You can add any additional files you may need to get your submissions working correctly. Part 1 focuses on Elementary Logic Gates Tessa is a talented baker who wishes to open her own café in 2025. In order to realise her dreams, she needs to secure a location whereby her café can be open, purchased relevant furniture, enlist several helpers, and prepare a set of delightful choices for the customers to choose from. For the short-term, she will be happy to successfully fulfil two to three of the four conditions, namely a location and furniture or menu. 1. Generate a truth table to represent the conditions that Tessa needs to fulfil to ensure her café is successfully operational by February 2025. Please represent location, furniture, helpers and menu as A, B, C, and D in your truth table. Output should be represented as F. 2. Based on the truth table in (1), write out the pre-simplified expression followed by the simplified expression using the Basic Identities of Boolean Algebra in Figure 1. You are required to show your working details (Boolean Function, Boolean Expressions, Simplifications, …, etc.) in the Truth Table and Simplification.docx. Figure 1 3. Based on your answers in (1) and (2), respectively, implement a Tessa decision chip that prioritise what she needs to address to ensure a timely opening of her café. NOTE: to ensure that your test cases are aligned with our test cases, please only use 1-bit input. SUBMISSION: SUBMIT *your* completed Tessa.hdl file. (and all associated testing scripts & compare files) and Truth Table and Simplication.pdf. NOTE: we’ll also use our own test versions during marking. Part 2 focuses on Combinatorial & Sequential Circuits 1. Implement an ALU chip (MyALU), of your own design, that computes 20 functions (the 18 functions covered in the lecture, in addition to the X XOR Y and X XNOR Y). 2. Table 1 shows the functions (Output), as per the required order and the 5 control bits (C4, C3, C2, C1, C0) with some samples of their values (you are required to complete them according to the Decimal values in the left column). 3. The .hdl skeleton is provided, but you will need to create your .tst and .cmp files for this chip. Table 1: MyALU Functions (Output) SUBMISSION: SUBMIT your answers, i.e., completed MyALU.hdl files. (And all associated testing scripts & compare files). Part 3 focuses on The Hack Computer Additional Information • In your lab sessions, we used combinatorial and sequential logic circuits to construct many of the various core logic circuits that form. the basis of a CPU and Memory. • This part concludes all the effort by completing the construction of the HACK Computer, i.e., putting it all together and have the HACK Computer working & executing instructions. (i). Firstly, the MEMORY will be built according to the HACK architecture. (ii). Secondly, the CPU will combine the ALU and other circuits. But you’ll need to develop the “Control Unit” that manages the data flow and execution of instructions. (iii). Finally, all are connected as one chip (the “Computer”). • You should go through the Lecture slides, Chapter 5, and Appendix A of the primary text carefully. • More lab reading resources are available at www.nan2tetris.org/05.php. In particular, “Chapter 5” and its relevant appendices. SECTION 3.1: Assembly Code In section 3.1, you are required to provide two Assembly programs (for the HACK computer) performing the following tasks: a) An Assembly code that does Power: • Implement an Assembly program to calculate the exponential power of a given number m, P(m, e). For example: if m = 2 and e = 5 then P(m, e) would be 2*2*2*2*2 = 32. • The user should enter the value of the number m into R0, i.e., RAM[0] and e into R1, e.g., RAM[1]. • The result P(m, e) should be saved in RAM[2]. • SPECIAL CASE: In ne – if e is ZERO, your program should store 1 in RAM[0] and end the program. b) An Assembly code that does Factorial: • Implement an Assembly program to calculate the factorial of a given number, n, F(n). A factorial of a number is given by: F(n) = n*(n-1)*(n-2)*…*2*1 • The user should enter the value of the number n into R0, i.e., RAM[0]. • The factorial result F(n) should be saved in RAM[1]. SUBMISSION: SUBMIT your answers, i.e., completed Power.asm & Factorial.asm files. (And associated tst & cmp files). SECTION 3.2: The HACK Computer Task A: Memory • Implement the Memory Chip. Hint: The specification for the memory chip is described in the lecture and Chapter 5. Note that you would have to use RAM16K, Screen and Keyboard “parts” (built-in, but you should refresh yourself with its interface specifications in Chapter 5, for the latter two). • If you make no progress. You need to understand what makes a memory chip – there is this need for addressing/selecting “memory banks”. How do you select 3 outputs (RAM16K, Screen, Keyboard)? (Mux4Way*? DMux4Way*?). You still need to interpret/decode a 15-bit address and pass them through to the right “memory banks” (RAM16K, Screen or Keyboard). The memory addresses are already given to you (e.g., lecture slides, and Chapter 5). The “logic” for interpretation/decoding would make more sense once you convert them to binary. You would note that only certain address bits are crucial for selection. SUBMISSION: SUBMIT your answers, i.e., completed Memory.hdl file (And associated tst & cmp files). Task B: CPU • Implement the CPU chip. Hint: This may be the most challenging task – so, give it ample attention. The CPU implementation (framework) is given in the lecture and Chapter 5, Section 5.3.1. In general, the CPU as a complex logical gate would fetch and execute instructions in their corresponding A- and C-Instruction codes (16-bits long). • If you make no progress. Look at the Chip diagram of CPU implementation in the lecture and in Chapter 5. Adopt a divide-and-conquer approach, that is, try to solve the problem by parts. Use this skeleton and compare with the Chip diagram: // Instruction decode // Use a combination of elementary logical gates to decode the instructions // You should first decode between A and C-Instructions, // then the computation and destination : And (a=cInst, b=instruction[4], ut=destD); : : // A register and input mux Mux??(…); ?? (…); ARegister (…); // D register DRegister(in=aluOut, load=destD, ut=dReg); // ALU and input mux Mux16 (…); ALU (…); // PC with jump test // Use a combination of elementary logical gates to implement the truth table for // jump functions, given in lectures. // For example, try to figure out why one implementation would make use of: // Or (a=jle, b=jgt, ut=jump); : : PC (in=aReg, reset=reset, inc=true, load=jump, out[0..14]=pc); Note: the above pseudo-code is for illustration purposes only. It may NOT be complete/accurate for the HDL Simulator. You should only use it as a guide/hint. SUBMISSION: SUBMIT your answers, i.e., completed CPU.hdl file. (And associated tst & cmp files). See section 3.3 for details of additional tasks. Task C: Computer • Implement the Computer chip. Hint: This is easy and as a bonus only 3-lines of code: CPU (inM=??, instruction=??, reset=??, WriteM=??, utM=??, address=??, pc=??); Memory (in=??, load=??, address=??, ut=??); ROM32K (address=??, ut=??); • The provided zip file contains a couple of test files (e.g., ComputerMax, ComputerAdd, ComputerRect), to test your Computer chip. Make sure to utilise them and properly test your chip before submission. SUBMISSION: SUBMIT your answers, i.e., completed Computer.hdl file. (And associated tst & cmp files). SECTION 3.3: Circuitry Diagram and Justification In section 3.2 – task B, you would have designed a circuitry diagram prior to implementing the CPU chip. As such, you are required to submit your full circuit diagram of your CPU implementation, along with a 2-page summary justifying your circuitry design. Focus should be on part(s) of your CPU that you creatively designed and implemented, which are different to the default design we discussed in the lecture. Within folder PART 3 in the provided zip file contains a Word document (Justification.docx) for you to add your justification. Please make sure to fill your details (e.g., name and studentID) as well as your fellow group team members. Also, please indicate clearly which group are you from. NOTE: your justification should not exceed 2 pages - additional pages will incur a 5% marks penalty for each page. You may add relevant figures and tables to support your justification. SUBMISSION: SUBMIT your answers, i.e., completed Circuitry Diagram.pdf and Justification.pdf files.
BU1002: ASSESSMENT TASK 2-WORKBOOK Introduction to Real-World Annual Reports Overview: Assessment Task 2 – Comparative Essay is an assessment item worth a total of 30% of the final grade for this subject. Note; this assessment is NOT a hurdle assessment; however, students are required to attempt all assessments in order to pass the subject. The questions in this workbook have been designed to introduce and prompt students to answer questions based on the concepts and principles learned the topic content throughout the study period. The workbook consists of; » Part 1 – develop a background of the company and an overview of the company’s corporate governance principles. » Part 2 – familiarise students with the published annual reports and identify differences between results over a period of time. » Part 3 – conduct ratio analysis on the company annual report. » Part 4 – prepare a comparative essay of the companies assigned to each member of the group, summarise the findings and present with a supporting appendix to the investor. In your first tutorial class, your tutor will assign you a company for this assessment task. You will work as an individual on the assignment completing all of questions for parts 1, 2 and 3 in this workbook. Once census date has passed, your tutor will assign you to a group with a maximum of 4 students. Each student in the group will be assigned a different company, this means that there will be potentially 4 different companies within each group. Students may choose members for their group, but each member must be assigned a different company for the purposes of this assessment task. The purpose of the group work component is to conduct a comparative analysis of all companies in the group, drawing from the information prepared in the workbooks of each member of the group. Before starting the financial analysis essay, you should read over the marking criteria sheet. The essay should be typed and APA referencing should be used (see http://libguides.jcu.edu.au/apa ). The comparative analysis essay will be awarded a mark out of 100, which will in turn be converted to a score out of 30. Group Work The ability to “lead, manage and contribute effectively to teams” is a key JCU Generic skill and an important skill sought by employers. An important function of this assessment is for students to work effectively and on a collaborative basis. To facilitate this process, each group will have its own dedicated BU1002/BU1902 Group site on LearnJCU. A Group Contract will be provided on LearnJCU. This must be completed and uploaded to the Group site on the group formation. Establishment of Group Site and Participation: You will have access to your group site within the BU1002/BU1902 subject site on LearnJCU once the groups have been formed after census date. Each Group site on LearnJCU will incorporate links to the following facilities: group Information, file exchange, group discussion, group journal and send emails. The group contract can be used as a prompt to record outcomes from the group meetings. All students are required to use their Group site to document all group activity relating to this assessment, i.e minutes of meetings, responsibilities of each member, completion of tasks etc. It is also expected that once the group site has been formed, each member of the group will upload the answers for their company to the questions in Parts 1, 2 and 3 of the workbook. This is a progressive assignment, therefore students will need to continue to prepare answers for their company to the questions in the workbook to be able to complete the comparative analysis. The academic staff on your campus will provide you with memo stating the due dates when these answers must be uploaded to the group site. Time will be allocated in classes for group work on the assignment to facilitate and encourage group collaboration. These tutorial classes will be compulsory for all group members to attend. The compulsory classes will be listed in the Subject Outline. However, it is also expected that the group will work on the assessment task outside of formal classes. Please use the group site on LearnJCU to provide supporting documentation i.e. meeting agendas and minutes and use the other facilities to communicate with group members regarding the comparative essay in part 4. Working in Groups » Assessment Criteria and Skills Development: Assessment will be based on the criteria set out in the Subject Outline and or LearnJCU. » It should also be noted that the Group site will provide the lecturer with information on the extent of each student’s contribution and how early, late and consistently they engaged with the site. This information may in some instances, where there seems to be an imbalance in contribution levels across a group and / or a formal complaint has been lodged, be used as a basis upon which to rescale the marks awarded to individuals within the group. » Team Conflict and Disbandment: Should you have conflict in your group or a group member withdraws from your group or the subject, it is important to advise the lecturer as soon as possible and well ahead of the due date. Failure to upload content by the stipulated timeframes without reason may also be grounds for removal from the group. The lecturer will retain the right (after hearing claims from students and reviewing the Group site) to decide when a group should be disbanded. In exceptional circumstances, individual assessment options are available to students only after a concerted effort has been made to work with other team members. Where a student has been removed from a group, the remaining members will prepare a comparative analysis on the remaining companies. Students who will be asked to complete the assignment as an individual will be required to complete a comparative assessment of their assigned company with another company provided by the lecturer. The second company will be provided when the student has been removed from the group. » Working in groups, under proper conditions, encourages peer learning and peer support. Individual students who do not collaborate within the specified timeframes may be removed from the group and will be required to complete the assignment as an individual. The comparative analysis will be based on the collaboration of remaining group members. » Where a student has been removed from a group and will submit as an individual, the maximum weighting for the assignment will be adjusted to 20% for failure to complete in a group. » Sometimes individual members of a group will not contribute equally to the task resulting in some students carrying higher workload in the group. This subject uses a peer evaluation sheet to alleviate student concerns about the contribution of individual group members. The lecturer reserves the right to reject peer and self-evaluations that are deemed inconsistent with the information obtained from the Group site. Students who do not contribute to the group essay will receive zero marks for this piece of assessment. Resources: Students will be provided with the following information: · Workbook. · Company Annual Reports for the past 3 years. · Company financial data (excel spreadsheet) – to conduct ratio analysis. · Link to the Company website on LearnJCU. Students are not expected to research beyond these references and the Birt textbook for this assessment item. The case study contains questions related to weekly study topics for weeks 2 – 7 inclusive. Part 1 – Introduction to Company Annual Report and Financial Statements The purpose of part 1 is to begin your exploration of your company’s annual report and corporate governance structure. Part 1 – Question 1: (related content – topic 2) Write a background summary of your assigned company including the following: · When and why did your company first commence operation? · What is the main or core business of the company? · Some companies are diversified and have investments in other industries, for example, Wesfarmers has diverse business operations that cover supermarkets, department stores, home improvement and office supplies; coal production and export; chemicals, energy and fertilisers; and industrial and safety products. Is your assigned company diversified? What industries does the company operate in? · Does your assigned company operate solely within Australia, other countries or does it operate internationally? Identify the operational locations. Part 1 - Question 2: (related content – topic 2) What are the headings and sub-headings of the discussion on corporate governance? Note, if not presented in the Company Annual Report, review the Company website. Part 1 - Question 3: (related content – topic 2) What are the page references for the discussion on corporate governance? (Hint – try the table of contents at the beginning of the annual report or review the Company website.) Briefly list the information included in the company’s corporate governance report. Does this information differ from the corporate governance information covered in the content and required reading for topic 2? Part 1 - Question 4: (related content – topic 2) What position was held and what was the composition and total remuneration of the highest paid board member? (Hint – try the Directors’ Report.) Part 1 - Question 5: (related content – topic 2) How many “subsidiary companies” or “controlled entities” are in the group? (Hint; try looking towards the end of the financial statements, near the end of the report). Are the subsidiaries/controlled entities located domestically and or internationally? Identify where they are located. This will give insight into how widespread the company’s operations are and may assist you with your background information. Part 2 – Financial Statements The purpose of part 2 is to not only introduce students to an actual set of financial statements of a publicly listed company, but to also identify information that may be significant for ratio analysis which will be conducted in Part 3. The financial statements are presented in the financial report section of the company’s annual report. For this section you may find it easier to refer to the Excel spreadsheets to obtain the financial data. The Excel spreadsheet will contain the financial information for the past 10 years; however, you will only need to refer the data for the past four years in your spreadsheet, (the past three years and the fourth may be required to create averages for some of the ratios in part 3). This will make it easier to refer to the financial data for several years in one excel worksheet. Part 2 – Question 1 (Statement of Financial Position): (related content – topic 4) What is the amount invested by the company in net assets for the current year? (Hint use total assets minus total liabilities). How does this amount differ from the value of net assets for each of the previous three years? Can you identify any reason for the changes? (Hint: look at the individual amounts that make up both the total assets and total liabilities, are there any changes to individual items over this three-year period? Alternatively, you could perhaps look at the notes to the financial statements in the annual report to see if there are any changes in the breakdown of individual items in the reports.) Discuss. Part 2 – Question 2 (Statement of Financial Position): (related content – topic 4) How much was the total equity for the current year? How does this differ from the total equity in each of the previous three years? Can you identify any reason if there are any changes? Discuss. Part 2 – Question 3 (Statement of Financial Position): (related content – topic 4) How much was the total current assets for the current year and what are the components classified under this heading? Is there any difference in the value of total current assets for each of the previous three years? Can you identify any reason if there are any changes? Discuss. (Hint: you may need to refer to the notes to the financial statements in the annual report to review more detailed information.) Part 2 – Question 4 (Statement of Financial Position): (related content – topic 4) What are the items listed under non-current liabilities? Are there any new non-current liabilities in the current year that were not there in the previous three years? (Hint: you will need to look in the notes to the accounts to see the breakdown of non-current liabilities). Part 2 – Question 5 (Statement of Profit or Loss): (related content – topic 5) How much was net profit for the current year? How does this compare to the net profit for each of the previous three years? Can you identify any particular revenues or expenses that may have led to changes in the profit figures over the three-year period? Discuss. Part 2– Question 6 (Statement of Profit or Loss) (related content – topic 5) Is the total revenue in the current year greater or less than the total annual revenue recorded in each of the previous three years? Discuss. Part 2 – Question 7 (Statement of Cash Flow): (related content – topic 6) How much was the cash flows from operating activities for the current year? What was the largest inflow item and the largest outflow item in the operating activities section? Does this differ from the previous three years? Discuss. Part 2 – Question 8 (Statement of Cash Flow): (related content – topic 6) How much was the cash flow from investing activities in the current year? Has the company had any new investing cash flows in the current year compared to the previous three years? If they did, list the activities (Hint: it may be necessary to look in the notes to the accounts). Part 2 – Question 9 (Statement of Cash Flow): (related content – topic 6) What was the net change in cash flows in the current year? How does this change compare to the previous three years? Discuss. Part 3 – Financial Statement Analysis Tools The purpose of part 3 is to introduce students to using financial statement analysis tools covered in topic 7. Hopefully your answers to questions in part 2 may have flagged monetary differences that you can now compare based on percentages using ratio analysis. Ensure you include your calculations in your answer and more importantly, try and identify why percentage changes may have occurred. It is this analysis that is most important in this exercise, trying to identify “why” changes have occurred. The more analysis provided in the answers to the questions in this workbook, the more information you will have to draw on when preparing your financial analysis essay. Prepare the ratio calculations first and then attempt to analyze the results. When performing ratio analysis, you should analyze each of the ratios on the basis of: 1. Describe the change 2. Explain the change 3. Suggest a cause The pre-recorded lecture recordings present each ratio calculation. The supporting demonstration recordings provide a step-by-step process to complete the ratio calculations and the analysis of the exemplar company presents an approach to analyze and explain the ratio results. These recordings may assist you with the analysis of your assigned company. Part 3 – Question 1 (Horizontal Analysis): Conduct a horizontal analysis of the Statement of Profit or Loss (Income Statement) for the past 3 years. Comment on any trends. Part 3 – Question 2 (Horizontal Analysis): Conduct a horizontal analysis of the Statement of Financial Position (Balance Sheet) for the past 3 years. Comment on any trends. Part 3 – Question 3 (Vertical Analysis): Conduct a vertical analysis of the Statement of Profit or Loss (Income Statement) for the past 3 years. Comment on any trends. Part 3 – Question 4 (Vertical Analysis): Conduct a vertical analysis of the Statement of Financial Position (Balance Sheet) for the past 3 years. Comment on any trends. Note: Horizontal and vertical analysis can be used as a point of reference to assist in identifying percentage changes of individual items that appear in the financial statements. When conducting ratio analysis, over a period of time, you may find it easier to not only identify the change in the numerator and denominator of the formula, but to also use horizontal and vertical analysis to identify the individual components that make up the numerator and denominator of the formula. Part 3 – Question 5 (Trend Analysis): Conduct a trend analysis of the Statement of Profit or Loss (Income Statement) for the past 3 years. Comment on any trends. Part 3 – Question 6 (Trend Analysis): Conduct a trend analysis of the Statement of Financial Position (Balance Sheet) for the past 3 years. Comment on any trends. From the lecture PowerPoint slides and in the exemplar company information, when performing ratio analysis, you should analyze each of the ratios on the basis of: 4. Describe the change 5. Explain the change 6. Suggest a cause Part 3 – Question 7 (Profitability): Can you identify a trend in the return on equity ratio over the past three years? Comment on the trend. Briefly discuss possible reasons for this trend. Part 3 – Question 8 (Profitability): Has the Return on Assets changed over the past 3 years? What may have caused the change? Part 3 – Question 9 (Profitability): Has the profit margin and gross profit margin, if applicable, changed over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. (Hint: as mentioned above, refer to your horizontal and vertical analysis of the Statement of Profit or Loss and Statement of Financial Position to assist in your analysis of this ratio.) Part 3 – Question 10 (Asset efficiency): Identify if the asset turnover ratio increased or decreased over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Part 3 – Question 11 (Asset efficiency): The inventory turnover ratio is only applicable to retail businesses. If your assigned company is a retail business, has the Inventory turnover changed over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Note you might find it useful to also convert to the number of days. Part 3 – Question 12 (Asset efficiency): Has the receivables turnover changed over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Note you might find it useful to also convert to the number of days. Part 3 – Question 13 (Liquidity): Has the current ratio increased or decreased over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Part 3 – Question 14 (Liquidity): Has the quick ratio increased or decreased over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Part 3 – Question 15 (Capital structure/Gearing): Has the debt-to-equity ratio increased or decreased over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Part 3 – Question 16 (Capital structure/Gearing): Has the debt ratio increased or decreased over the past three years? Is this a good result for the company? Briefly discuss what the change indicates. Part 4 – Comparative analysis essay Task: The Group is required to prepare a comparative essay of no more than 4 pages or (2 000 words) analysing and comparing the companies allocated to each member of the group. The group will need to reach a consensus and nominate, with support, which of the assigned companies would provide the best investment opportunity for the investor. To do this, each group member will be required to complete the workbook questions for their assigned company. The comparative essay will be prepared by drawing information for each assigned company from the completed workbooks. AT NO STAGE WILL YOU BE REQUIRED TO SUBMIT THE WORKBOOK, NOTE: DO NOT SUBMIT THE WORKBOOK. Task Question: An investor is contemplating a potential investment opportunity in one of four companies. The investor has asked your group to provide a four-page comparative essay discussing the profitability, liquidity, asset efficiency and gearing of the companies assigned to your group and recommend the company that provides the best investment opportunity. Structure – Financial analysis essay Your essay should be structured as follows 1. Introduction – approx. 250 words Introduce the aim (task) of the paper in one sentence. Next briefly introduce each of the assigned companies and the purpose of the essay. 2. Body In the body you should provide a brief comparative analysis of the key factors of each company in separate paragraphs. This is an overall summary drawn from the individual analysis completed by each group member on their assigned company. The group should also identify which company is stronger in each category. Paragraph 1: Overall Profitability Analysis – approx. 250 - 280 words Compare the overall profitability of the assigned companies, do not discuss individual profitability ratios unless they are standout results. Paragraph 2: Overall Asset Efficiency Analysis – approx. 250 - 280 words Compare the overall asset efficiency of the assigned companies, do not discuss individual asset efficiency ratios unless they are standout results. Paragraph 3: Overall Liquidity Analysis – approx. 250 - 280 words Compare the overall liquidity of the assigned companies, do not discuss individual asset efficiency ratios unless they are standout results. Paragraph 4: Overall Capital Structure Analysis – approx. 250 - 280 words Compare the overall capital structure of the assigned companies, do not discuss individual asset efficiency ratios unless they are standout results. Paragraph 5: Limitations of Analysis – approx. 250 words Identify any limitations encountered in conducting the comparative analysis. This may include things like insufficient or old data sources and so on. 3. Conclusion – approx. 200 words Repeat the main findings/analysis of your report in summary format. Very clearly explain the status of all companies. 4. Recommendations – approx. 180 words Make a very clear recommendation for the investor. Explain which company is the best option and use the findings you have presented in the body to support your stance. Page 5: References Include the bibliographic details of any references you have used. You must use APA 7th format. Check the Library Guides here for correct usage: https://libguides.jcu.edu.au/apa You can only use appropriate reputable sources such as journals, textbooks, newspaper articles, or published reports. You cannot use online sources such as Investopedia or Wikipedia. Page 6 onwards: Appendix The appendix is not included in the word count or page requirements. This means there is no page restriction here. For each area of analysis, you must put screenshots or copies of the data from your Excel Financial Data Spreadsheet of your assigned company and include your analysis for each ratio from part 3 of the workbook. Do not include the whole workbook in the appendix. You may use the following template to prepare the appendix to support your financial analysis essay. Include the following opening statement: This financial analysis essay has been developed based on reference to Birt et al. (2020), the [insert the name of your assigned company] annual reports from 2019 to 2021 and company financial data obtained from the Data analysis Database (Morningstar, 2022). The individual calculations and analysis for each ratio should be presented for your assigned company as follows: EACH ASSIGNED COMPANY SHOULD HAVE THE FOLLOWING INFORMATION PRESENTED IN THE APPENDIX: COMPANY NAME: PROFITABILITY Return on Equity: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet, i.e. Return on Assets: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet Profit Margin: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet Gross Profit Margin (if applicable): Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet ASSET EFFICIENCY Asset Turnover: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet Inventory Turnover (days and times p.a): Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet Receivables Turnover (days and times p.a): Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet LIQUIDITY Current Ratio: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet Quick Ratio: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet CAPITAL STRUCTURE / GEARING Debt to Equity Ratio: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet Debt Ratio and Equity Ratio: Copy and paste, or take a screen image of the ratio calculations from the Excel spreadsheet HORIZONTAL ANALYSIS Copy and paste, or take a screen image of the horizontal analysis of the Statement of Profit or Loss (Income Statement) from the Excel spreadsheet Copy and paste, or take a screen image of the horizontal analysis of the Statement of Financial Position (Balance Sheet) from the Excel spreadsheet VERTICAL ANALYSIS Copy and paste, or take a screen image of the vertical analysis of the Statement of Profit or Loss (Income Statement) from the Excel spreadsheet Copy and paste, or take a screen image of the vertical analysis of the Statement of Financial Position (Balance Sheet) from the Excel spreadsheet TREND ANALYSIS Copy and paste, or take a screen image of the trend analysis of the Statement of Profit or Loss (Income Statement) from the Excel spreadsheet Copy and paste, or take a screen image of the trend analysis of the Statement of Financial Position (Balance Sheet) from the Excel spreadsheet Submission Requirements: · The submission requirement for part 4 is 4 pages or (approx. 2 000 words), with minimum size 11 font and minimum margins of 1.5cm. · A group member will be nominated to submit the comparative essay and supporting appendix to the Safe Assignment drop box on the LearnJCU subject site. Email or faxed submissions will not be accepted. · A draft safe assignment box will be provided to enable students to check for plagiarism. · Assignments received after the submission deadline will be deemed to be "late" and will receive a 5% late submission penalty for each day the assignment has passed the submission deadline. · DO NOT SUMBIT THE WORKBOOK AS PART OF YOUR ASSIGNMENT SUBMISSION!!
Organisations and Ethics 2025.02 MGMT321 Assignment Three Individual Reflection Purpose As I mentioned in the previous assignments, assignments serve two purposes. They give you an opportunity to practice skills that can only be developed through practice, and an opportunity for you to demonstrate your knowledge. This assignment gives you another opportunity to practice creating convincing, persuasive written communication and to argue for a position that you believe is correct. This is a useful skill but not an easy one to master, so it’s okay to practice more than once! We’ll use material from Module Three to practice this skill. You’ll also practice critical, reflexive thinking, applying the ideas from the course to your own potential future. Skills and Knowledge The rubric is designed to give you feedback on where you are at with both your skills and knowledge. These are the skills and knowledge we’re aiming to develop and demonstrate: Skills: - Persuasive writing: creating an argument that’s clear, logical, and convincing. - Being able to apply theoretical material to real world examples. - Critical reflexivity: being able to think about your own position in relation to organisations and your career, and being able to connect the material in the course to actions that you might take in the future. Knowledge: - Understanding potential causes of unethical behaviour - Knowledge of ac(ons that organisations can take to improve ethicality - An understanding of one’s own ethical perspective and how that can be applied in the real world Brief Marks: 35% of overall grade (marked out of 100) Overall length: 1,400-1,800 words (note: this is a max word limit, not +/- 10%). Due: Wednesday 22nd October, 4pm Question 1 – Unethical decisions (800-1000 words): Explain why you think that people and organisations make unethical decisions. Use concepts, theories, and frameworks we covered in the course and any additional concepts, theories, or frameworks that you feel are relevant. Use real world examples from the last five years to support your explanation. Reference evidence from academic and non-academic sources (e.g., reliable news reporting) to support your argument. Question 2 – Improving things (600-800 words): Tell us what you would like to see organisations do differently to make them more ethical and explain how you, as an individual, will contribute to making that happen. Explain why the actions you’ve described are relevant for you specifically (e.g., do they fit your personality, your ethical priorities, or your chosen career path in some way?). Submission Details • Referencing: Use APA 7th referencing (details available on Nuku) • Submission Method: Submit as a Word document or PDF. Upload to Nuku. • Late Penal2es: In fairness to other students, a penalty of 5% of the marks available (marks available means what the assessment is worth i.e. 20% or 20 marks) will be applied for each day or part day late. Assessment received more than 7 days ader the due date will not be accepted unless an extension has been granted in advance. • AI Use Policy: For this assignment, you can use AI tools to help you understand concepts, to check that your writing is clear and logical, and to check that it meets the requirements of the rubric. Do not use AI to research for you or to write your answers for you. We want to hear what you think. Notes: - You should use at least 4 references, including evidence for your real-world examples (this can include reliable, well-chosen news/media reporting, quotes from involved parties, etc), and references for the concepts, theories and frameworks that you use (this can include textbooks and academic journal articles). - Referencing should be in APA 7th format - You must stay within the overall word count for the assignment; however, word counts for each question are just guidelines. You can answer questions in more or fewer words if you prefer so long as you stay within the overall word count. - References and cover page information (e.g., your name and student ID) are not included in the overall word count but headings, subheadings, images, and tables (if you choose to use them) are.
Poetry Portfolio You will create an original poetry anthology: a collection of poems that you have written and found. You must include the following: 1. a) Two form. poems. - choose from: limerick, haiku, diamante, sonnet and cinquain b) A short paragraph for each poem explaining why this form. best suits the meaning of the poem. 2. a) Two free verse poems. b) Write a paragraph on the diction, imagery or another dominant poetic device of/in each poem. 3. a) One poem that is shocking (do not just choose the first one on google please!) b) An explanation of why this poem is shocking – How did you choose to shock? 4. a) Your favourite poem (do not just choose the first one on google please!) b) A paragraph that explains why this poem is your favourite. 5. a) A poem about love (do not just choose the first one on google please!) b) A complete analysis of the poem 6. a) A poem about an emotional moment (do not just choose the first one on google please!) b) A complete analysis of the poem In total you will have eight poems in your anthology, six paragraphs explaining an element of each and two full analyses (at least three paragraphs long). CHAT GPT MAY NOT WRITE ANY OF THIS – INCLUDING THE POEMS. Assessment Selection of poems/Writing of poems /3 10 poems * 3 marks = 30 marks Paragraph: Content /5 Style. /3 Conventions /2 6 Paragraphs * 10 marks = 60 marks Analysis: Content /15 Style. /10 Conventions /5 2 analyses * 30 marks = 60 marks Total: 150 marks
ASIA 111 Introduction to Asian Histories and Cultures Asia is significant to New Zealand's future. But how much do you know about this incredibly vast, dynamic and diverse region? In this course we will discuss key societal aspects of Northeast, Southeast and South Asia. You will learn about the basic characteristics of the cultures including geographical locations, peoples, religions, histories and traditions. This course will allow you to understand the challenges and opportunities that lie in the region and will prepare you to continue study in many areas with an international focus, such as International Relations, International Business, Languages, Security Studies, or Global Studies. This course will suit all students who are interested in an internationally focussed degree and future career. About this course In 2025, this course will be delivered in an in-person format. All lectures will be recorded. It will also be live-streamed on Zoom, exclusively for those who have been registered as Distance Learners (the status descriptions may be 'off-campus' or 'Distance'). Lecture recordings will be available on V-stream for all students and are intended to be used for review purposes only. The use of lecture content beyond those purposes is strictly prohibited. Online tutorials will also be available for Distance Learners (Tuesdays at 9:oo AM NZST). To pass the course, students must attend at least 70% of all tutorials. Attendance will be taken at the beginning of each class (tutorials). Should students have unavoidable reasons that prevent them from attending lectures and tutorials, they must contact the Course Coordinator at their earliest convenience. Course learning objectives Students who pass this course will be able to: 1. Articulate a general understanding of selected Asian societies; 2. Analyse historical, religious, social and cultural issues in selected Asian regions in a variety of contexts and in comparative perspective; 3. Critically engage with scholarly works on the topic. How this course is taught Lectures are delivered in the classroom and recordings are available on Nuku. Tutorials are taught face-to-face in the classroom unless the students are registered as Distance Learners. Assessment Four Reflection Papers (Online x 5%, between 250 and 300 words) Mark: 20% Short Essay Proposal (500 Words) Mark: 10% Annotated bibliography (100-300 each source) Mark: 10% Group Oral Presentation (10 minutes for presentation, 5 minutes for QA) Mark: 15% Course Essay (2,000 words) Mark: 25% Final Test (in person, 90 minutes) Mark: 20%
