Question 4 Explain and compare the refrigeration performance of the following refrigerants (with the help of the P-H diagrams) and their implications on the construction of a refrigeration plant: R-22; R-123; R-134a; and R-407c Besides, discuss the respective environmental impacts of these refrigerants on ozone depletion and greenhouse effect. The assignment has to be submitted in hard-copy (directly to Ir. Gary Leung) by 3 November 2025 (Week 10 of Semester A). Late submission without prior authorization from your lecture will be heavily penalized. Please use e-mail to ask for authorization
Individual Assignment STAT5002 Introduction to Statistics Semester 2 2025 Due: 11:59pm Sunday 02 Nov 2025 There are four questions in this assignment with a total of 80 points. Submission Format You must submit in the following format: • You should submit a single combined PDF file that includes your written answers along with your code (and relevant outputs, if necessary). You may include code as screenshots but make sure they are clear and understandable. • You should only submit one combined file with answers to each of the questions clearly labeled and structured. • Markers will only mark the contents in the PDF and please do not include external links in the file. Your submitted file must include your SID. To comply with anonymous marking policies, do not include your name anywhere in your assignment. Instructions Below are some instructions you should follow. Failure to comply with instructions could risk mark deduction. • You should structure your answers with proper mathematical notations, include nec-essary working details, assumptions, justifications for your calculations and interpre-tations of your results. • You may use the output of t.test() and chisq.test() to check your results. How-ever, you must show your work without relying on these functions unless specified in the question. • Round your final answers to two decimal places (if necessary). Please review your submission carefully. You may revise and resubmit your work until the due date. Q1. (25 marks) Unfair and Unknown Dice You have two six-sided dice, Die A and Die B. Die A is small-value biased, i.e., each of the small-value faces (1, 2, 3) has twice the probability of each of the large-value faces (4, 5, 6). The true distribution of Die B is unknown. (a) You roll the Die A independently for 81 times and let S be the number of rolls (out of 81 rolls) with value at least 3 (i.e., 3, 4, 5, or 6). What is the expected value and standard error of S? [5 marks] (b) Compute the 97% prediction interval for S in Part (a) and interpret the result. Use 5000 simulations to verify your derivation. Include the R code used for simulation and explain the result of simulation. [7 marks] (c) You roll the Die B for 99 times and observe 24 of rolls with odd values (e.g., 1,3,5). Let p be the probability that the Die B outputs odd values. What is the smallest p that is consistent with your observed data, under 95% confidence level? (If you use R, make sure you include the R code and output). [3 marks] (d) In Part (c), you record the observed values of the 99 rolls as follows Based on the frequency table, you wish to know whether Die B has the same distribu- tion as Die A. Follow the HATPC framework to perform an appropriate hypothesis test at 1% significance level (To answer, first identify the test you are going to per-form). [10 marks] Q2. (30 marks) Caffeine Effect A sports-science group is testing whether a new 200 mg caffeine gel affects sprinters’ start performance. 16 athletes perform two timed starts on the same day. • PRE: baseline, no caffeine • POST: 15 mins after ingesting the gel The researchers record the reaction times in milliseconds (ms). After the experiment, each athlete self-reports whether they felt, either “more alert” or “not more alert”. The recorded results are included in Table 1. The researchers would like to know whether the Caffeine gel can reduce the start reaction time. Table 1: Synthetic reaction-time data for 16 athletes. “PRE” = baseline, “POST” = 15 mins after 200 mg caffeine gel. a) Introduce appropriate parameters and state the null and alternative hypotheses. [4 marks] b) Select and justify a suitable statistical test (including type of the test and indicating whether it is a two-sided or one-sided test). [4 marks] c) What is the key assumption for the above test? Use appropriate graphical summaries to assess whether the test assumptions hold. [4 marks] d) Compute the observed test statistic and associated p-value, assuming the assumption holds in part (c). Specify distribution of the test statistics and the rejection region at 5% significance level. [6 marks] e) Draw your conclusion based on the calculated p-value under 5% significance level. [4 marks] f) Perform a bootstrap simulation (10000 resamples) for the test statistic and plot its histogram, and compare with the theoretical distribution. (You need to include your R code here) [4 marks] g) Estimate the p-value from the simulated distribution and draw your conclusion under 5% significance level. [4 marks] Here is the R code for the records that you can use. pre_ms
DESC9169: DAYLIGHT IN BUILDINGS Assignment 2: Daylight modeling of a parametric facade Learning objectives: The purpose of this task is to establish your understanding of parametric exploration using RADIANCE and Grasshopper. You will learn about the local and global variables that influence daylight availability, recognize the challenges and opportunities with daylight in interior spaces, and the appropriate use of daylighting technologies. Modeling tools (Radiance based) will be used in order to assess the efficacy of proposed façade design and daylight strategies. As you work on this task, you will be guided by four lab tutorial sessions that will lead you through each stage of your assignment tasks. The intention is that you learn the processes required at each stage by working through the tutorial guide and then apply those methods/tools to the gradual development of your assignment project in accordance with the brief given. Assessment description: Students are expected to work on an individual task to learn how to design a parametric façade. Students will provide solutions for a more responsive façade to dynamic daylight by using parametric and quick form. finding methods (i.e. origami, which forms based on geometrical rules, and folding morphology, kaleidogami which depends on rotating rings of tetrahedrons etc.). Students will learn about new advancements in façade design to present innovative solutions to optimize light penetration and shading, taking into account many different aspects that influencing the performance of a façade. Students will develop a parametric façade and do daylight modeling of the selected space. Each student will analyze the selected space. By working on the monitored space in the first assignment, each student will discuss the daylight performance of that façade throughout a year by comparing with its actual performance. Design constraints were both quantitative: geometric limitations for constructability, maintenance, view, and material minimization, as well as qualitative: aesthetics of façade and preferred shading patterns etc. A high-level daylight analysis to be performed. You will need to synthesize your research material with a series of self-generated infographic design completed with sketches, diagrams, graphics and charts to present daylight performance of proposed parametric facade. Assessment criteria: The Assessment 2: Daylight modeling will be evaluated according to the following criteria: · Technical strategy: Description of the parametric façade and creation of the geometry · Numerical analysis: Completeness and clarity in the presentation of simulation results, outcomes of the principal daylight metrics of the modeled space and improved solution (DF, DA, UDI). · Critical analysis: Critical assessment of the current daylight strategies and response to brief, Proposition of improvements and critical review of outcome · Visual & Written Communication: Visual presentation of the work, clarity of written expression and citation & referencing. Report Requirements: The final report should be concise (maximum 2000 words) and must be well illustrated. Your report must include information about parametric façade design process, explanation of the simulation model and simulation results. It should also incorporates the analysis you have carried out, any design issues you have encountered, and how you have overcome these issues, the result of the base model analysis, the result of the proposed design, a summary of your key findings and conclusion of the main outcomes or suggestion for further improvement. Your analysis will be assessed on the depth of your discussions and the thoughtfulness you have put into the process. Tables and graphics are to be used in report. Clear use of graphics showing dimensions and scales are to be utilized. The report should include the following information: § An intro, introduction and methodology would be included. § Context (Climate and site analyses), project description, findings from the first assignment on the daylight performance of the space (qualitative and quantitative assessments) should be summarized (if you will use the same images, you should refer to the first assignment). § Technical architectural drawings (elevation, section, and plan) of the proposed parametric façade design. § A description of the simulation model, (geometric model, and inputs such as geographical location, surface & material properties etc.) § Description of design intervention and design intent with technical description of targeted light quality criteria that intervention is trying to address. § A description of the digital model and of the process for comparing the model with real measurements. It is expected that the model and measurements would be compared and the difference between the outcomes (if it is higher than %20) would be discussed. § Before and after plot of daylight indexes (average Daylight Factor – DF, Daylight Autonomy DA, Useful Daylight Illuminance – UDI). § A critical analysis of proposed parametric façade from the aspects of daylight performance and design constraints. § Conclusion should include: A summary of your key findings, main outcomes or suggestion for further improvement for possible improvements and your experience during learning process. § Include grasshopper script. of the façade design as Appendix. Assessment category and type: Written with non-written items Individual or group: Individual Length / duration: To be submitted as a PDF file, of length no more than15 (excluding Appendix) pages in A2 size format via Canvas. Submissions must NOT be larger than 10 MB. Weight: 65% Due date & time: 07 November 2025 23.59 Learning outcomes assessed: 1,2,3,4,5,6 Reading list: § Mahmoud, A. H. A., & Elghazi, Y. (2016). Parametric-based designs for kinetic facades to optimize daylight performance: Comparing rotation and translation kinetic motion for hexagonal facade patterns. Solar Energy, 126, 111-127. § Pesenti, M., Masera, G., & Fiorito, F. (2018). Exploration of adaptive origami shading concepts through integrated dynamic simulations. Journal of Architectural Engineering, 24(4), 04018022 § Hosseini, S. M., Mohammadi, M., Rosemann, A., Schröder, T., & Lichtenberg, J. (2019). A morphological approach for kinetic façade design process to improve visual and thermal comfort. Building and Environment, 153, 186-204. § Hosseini, S. M., Mohammadi, M., & Guerra-Santin, O. (2019). Interactive kinetic façade: Improving visual comfort based on dynamic daylight and occupant's positions by 2D and 3D shape changes. Building and Environment, 165, 106396. § Elghazi, Y., Wagdy, A., Mohamed, S., & Hassan, A. (2014, September). Daylighting driven design: optimizing kaleidocycle facade for hot arid climate. In Aachen: Fifth German-Austrian IBPSA Conference, RWTH Aachen University. § ElGhazi, Y. S., & Mahmoud, A. H. A. (2016). Origami Explorations-A Generative Parametric Technique For kinetic cellular façade to optimize Daylight Performance. § Tabadkani, A., Shoubi, M. V., Soflaei, F., & Banihashemi, S. (2019). Integrated parametric design of adaptive facades for user's visual comfort. Automation in Construction, 106, 102857. § Caetano, I., & Leitão, A. (2015). DrAFT: an Algorithmic Framework for Facade Design § Narangerel, A., Lee, J. H., & Stouffs, R. (2017). Thermal and Daylighting Optimization of Complex 3D Faceted Façade for Office Building. SharingofComputableKnowledge!, 209. § Gagne, J., & Andersen, M. (2012). A generative facade design method based on daylighting performance goals. Journal of Building Performance Simulation, 5(3), 141-154.
COURSEWORK RUBRIC Module Code and Name: BS3519 ‘Exploratory Data Analysis’ Weighting: 100% Deadline: 7 January 2026 Word Count: There is a page limit of 10 pages comprising screenshots from software and brief commentary upon them. GENERAL GUIDANCE Referencing: This is required when you are discussing the source of your data or if you use some methodology other than those supplied in the module materials. You should quote any software code that you use and indicate whether it has been derived via any Artificial Intelligence tool such as ChatGPT (see below). There is no need to reference any software code provided in the module material. Generic Marking Criteria See Appendix 1. Peer assessment (Only application to group work) Buddy Check ☐ Other ☐ N/A Submission Students must submit their assignment in two parts – on two separate links 1) the write-up as a PDF and 2) the data as a CSV file (reformatted ready for analysis) both on Learning Central and by 11.00 a.m. UK Time on Wednesday 7th January 2026. A submission point will be created there for that purpose 4 weeks before the deadline. Work submitted late without an extension will be capped at the pass mark for the first 24hrs and set to zero after that time. Should you experience any difficulties in submitting your work, please contact the UG Hub (CARBS [email protected]) immediately. Extenuating Circumstances If you experience extenuating circumstances which means you are unable to submit your assessment on time or where you have submitted your work but feel that your circumstances are related to a long-term health condition, protected characteristic and/or caring responsibility, you can declare your extenuating circumstances and request one of the following remedies: - ⦁ Deadline Extension to your submission deadline ⦁ A deferral to your next submission opportunity ⦁ An Exam Board remedy (only applies to students who have participated in an assessment but have circumstances related to a long-term health condition, protected characteristic and/or caring responsibilities. (evidence required) You will NOT be able to declare your extenuating circumstances more than 2 weeks before a deadline. Mark Return and Feedback Students should expect their mark and the mark distribution of the whole cohort (as part of generic feedback) to be returned on 3 February 2026. However, until these marks are ratified by the Examination Board, any marks given will be provisional. Individual feedback will be provided to each candidate. COURSE TASKS Objective of the Assignment The principal objective is to report on your Exploratory Data Analysis of data which you will have sourced as specified in the first few weeks of the module. Note that, for assignments submitted in the Resit Period, individual data sets will be supplied since there will be insufficient time to carry out a comparable data choice and acquisition process. Guidelines on choosing data Three data sources will be specified – a company information database, a global economic data repository and another repository detailing incidents of crime in the UK Between them, these data sources cover a variety of topics and it will be a good idea to choose data relating to an area which you have some affinity. Your set of data does not to have a direct or obvious connection to business since almost any topic can have business relevance. For example, crime has major socioeconomic impact in the UK. Typically, participants will have thousands of cases in their data set. To get the most out of the data analysis, you need to have at least hundreds of cases (rows) and at least four variables (columns) - which is a very small data set in today’s terms. You will be guided through techniques for preparing data prior to analyzing them. Using ChatGPT This Artificial Intelligence tool, and others like it, offer a very useful way of exploring an area of interest. Experience with such tools show that they can occasionally provide completely inaccurate information, and that some of their outputs may be so generalized, or ‘cooked up’ as to be meaningless, hence it is important to check out the validity of the results by using rephrased queries and the same queries with similar AI tools. We will be using the R Statistical Programming Environment, and you will be provided with what amount to templates of code which you can modify as needed. Hence, you do not need to have any coding experience to take this module – though you will no doubt acquire some coding ability which is a very ‘saleable’ transferrable skill. If you use ChatGPT to generate any R code, the same caveat applies to this as is mentioned above. Useful areas to cover in the analysis of your data set Description of the data – variables, background information about the data (‘metadata’, as they are called). Any ethical issues which you think may be important. These may be related to the topic under study, the metadata, the data themselves, any individuals involved whether subjects or respondents, the data collectors or you as the researcher. Explanation of what is happening in the analysis methods (include any R code you use) Your findings in the form. of hypotheses and features of the data that the EDA methods suggest to you. N.B. Remember that EDA is about finding hypotheses, trends, outliers, patterns, etc. in data and NOT about confirming hypotheses with your data. Of course, you may well find features of the data which one might have expected, and this is fine. Report any trends, relationships, clusters and groupings, outliers and exceptions, problems with missing values, unusual features, etc. within the data. Use screenshots from software, text output from R, etc. to illustrate your findings. Don’t forget to report negative results and conclusions (e.g. things that you tried but didn’t bring out any features in the data), but, please, still describe briefly the methods you used in such cases. What constitutes a good assignment? People will have varying assignment topics linked to the variables being acquired and will have acquired different data. However, a good assignment needs to have Background information on the topic or subject area from whence the data came and a description of the, e.g. their origin, particular circumstances, any peculiarities they might have, any difficulties in acquiring and formatting them, etc. [20%] An outline of the methodologies (univariate, bivariate, multivariate, etc.) you used in analysing the data. (20%) The hypotheses and data features (trends, outliers, associations between variables, clusters, etc.) which have emerged from your analysis. (As mentioned above, don’t forget to include negative results such as methods you tried which unexpectedly didn’t show anything of interest.) [20%] Coherence (not just a list of things you did) and a clear presentation [20%] Evidence of an innovative approach - so that the reader can see that you were willing to try new things [10%] Ethical issues which you feel could apply to the assignment [10%] The percentages in square brackets indicate the weight given to each factor in the assessment. For indicative levels of performance on each of these criteria, see Appendix 1
DEVP0002 Critical Urban Theory and Design Code: DEVP0002 Intensity: 30 credits Assessment: Coursework (50%) MODULE OVERVIEW This is a core module for the MSc Building and Urban Design in Development (BUDD) course and is mandatory for all BUDD students, but it is open to other UCL students of all disciplinary backgrounds. The module covers a critical reflection on the epistemology and the ontology of urban design in a renewed prospective highlighting the tensions between its theoretical and conceptual coordinates and its current global problematiques. It aims to offer a series of conceptual building blocks to construct a theoretical and critical understanding of urban design as discipline and practice, conceptualising it as a project of city making for collective existence. It introduces students to a common vocabulary of concepts and theories on urbanism, political economy of space, urban studies and urban sociology expanded with the use of critical theory, philosophy, and cultural studies. It offers the opportunity familiarising with authors, ideas and literatures that can help reflecting on the complex realm of imagination, representation and design of urban futures and therefore conceiving urban design as part of an expanded field, where the many scales of architecture are manifested –from their urban manifestation to how building and spaces are conceived, occupied, and used, incorporating objects, spaces and meanings. Positioning urban design aside the conventional realm of architecture and urban planning the module is searching for an expanded urban design (project) grounded contemporary sites of crisis able to pose new urban questions. As all critical projects, it can be divided in a pars destruens and a pars construens: in the first it attempted critically deconstruct the monolithic project of urban design based on anticipatory fixed forms complicit with the current global conditions loosely defined by extractions, extinctions and expulsion and the second to revise and re-imagining the city project as a form. of collective life, giving voices and space to situated, inoperative and minor gestures. The module critically assesses the role of urban design as both theory and practice in the transformation of cities, towards understanding how space emanates from specific modes of production with their inherent structure of social relations, cultures, ideologies and histories, as well as gender, age, diversity and other such elements that configure the urban realm. The module inherently suggests the political nature of space, of contestation revealing the lines of power and agency that are written and rewritten in cities, places and urban projects. Therefore, by deconstructing and re-calibrating the discipline of urban design as a political economy of space, students are invited to critically analyse the different scales and formal and informal forces that transform, regenerate, revitalise, upgrade and/or conserve places. Putting at the centre the urban project as emerging from constitutive tensions with space and society imply re-thinking the city not as an epiphenomenon of the way the world evolves/revolves or the simple mise en scene of a specific set of knowledge and savoirs, rather is the very looking glass through which to see the world today critically. Researching the intricate space of the urban project today, imply taking a relational view where the key overlapping tensions of 1) power and knowledge, 2) politics and life and 3) bodies and spaces are framing the current urban project. This allows to engage with the politics of city making as double dimension of both creation of a new urban subjectivity with all its contradiction and places and allow to expand the task of thinking the politics of the project of the city spatially as a question of collective existence. Theory and specifically critical theory are at the centre of the module intended as a manner of looking at the urban and the spatial practices as both a re-examination of the significance and complications of the critical gesture and the systematic questioning of the obscured issues, ignored debates and neglected alternative trajectories of its tradition. Specifically, the module attempt suggesting provincializing our concepts (time and space) that have served to normalise and colonise the planet to become vulnerable and to embrace not the unknown but the unknowable and explore the unfamiliar life of things. The importance of the re-appropriation of a theory laden reflection on and from the city and an extra dose of critical theory is a direct consequence both of the centrality of the city to human life as a life lived with and among others, and of the way the collective of human life is now explicitly played out within and in relation to urban contexts. Engaging with urban design philosophically means the opening of a mode of inquiry that asks both questions on the nature, the form. and the essence of the city itself and the modes of life and existence that the city enables. This involves not only what emerges within the physical bounds of the city, but also that which arises in the larger space—within the city or without, materially or conceptually —to which the urban gives rise. Ultimately the module attempts to engage the reality of the city as a social, political, economic, material, spatial, environmental, and topological phenomenon questioning “what is the form. of collective life?” LEARNING OUTCOMES Upon completion of the module, participants will be able to: • Be familiar with concepts of urban space in its inherently contested contemporary production and how different theoretical traditions have reflected critically on the urban as epistemological and ontological elements; • Understand the ways in which human activities shape and influence their environment and how the physical environment in turn affects and influences human activities; • Gain an overview with the critical debates on urban design, urban transformation and the role of the project in shaping and transforming spaces and places, • Appreciate the specific complexity of circumstances and constraints that urban design has to respond to in the context of contested urbanisms, informalities and neoliberal urban dynamics in planetary geographies and the ones of crisis, conflictive environments and global migration patterns; • Recognise different approaches to and definitions of urban design and understand the debate over urbanism and urbanisation across different epistemological traditions. • Have a critical framework to position urban design alongside architecture and planning informed an expanded tradition of philosophical and critical theory references. • To appreciate the necessity of a decolonial approach to urbanism and the need for an expanded reference (epistemological and geographical) to think and act on the urban spatial dimensions. MODULE STRUCTURE AND PARTICIPATION This module is organised according to weekly teaching units, composed of weekly face-to-face encounters on campus (as indicated on the weekly DPU timetable) supported by readings and up to one-hour of asynchronous activities (including but not limited to short pre-recorded lectures) accessible on the module-specific Moodle page. Students are expected to dedicate approximately 150 learning hours per module per term, amounting to around 10-12 hours per week (for full-time students). The asynchronous activities will be released on a weekly basis via Moodle announcement, so you must keep pace with the module. Each required learning activity has a indicative amount of time to guide you You are expected to participate actively in all module activities and your participation will be routinely monitored. Over the course of the module, each participant is expected to engage in the learning activities by drawing on the literature and on his/her personal and practical experience and reseach interests. Three different levels of readings are suggested per each unit: Core and Suggested. For each session, participants should read at least the core readings (provided electronically via Moodle) and complete all asynchronous activities for each teaching unit to be able to engage in the conversation and discussion each week. Suggested reading are the ones used by the tutor and which form. the basis for a much greater engagement and the participant can focus on them during the term and in preparation of the assignment or to develop individual research. Please note that readings are listed alphabetically, not in order of significance, and that the lists provided are not exhaustive; they indicate a route into relevant literature. A list of suggested books that informed the intellectual scaffolding of the module are listed at the end. Students are suggested to engage with some of them during the term at their own pace of time and reading. If you genuinely find you are unable to travel for the start of Term 1 because of government Covid restrictions, we will work with you as far as possible to ensure you are able to keep up with module material until you can join us. MODULE COMMUNICATION Important information will be posted by staff in the Moodle Announcements forum, and you will automatically receive an email notification for these. You cannot reply to these emails. Please post any general queries relating to module content and administration in the Q&A forum instead of emailing staff directly as the response may benefit other students. Weekly communications will be sent to outline the week ahead, including any asynchronous activities you are expected to complete in preparation for the face-to-face encounters on campus. If your query is personal or concerns accessibility (e.g. to request an alternative format for any resource), please contact staff directly. We aim to respond within 2 working days. Please do not expect a response outside normal working hours (Monday–Friday, 09:00–17:00 GMT), and be courteous in your communications with staff and fellow students. ABOUT THE MODULE TUTORS The module is led by Prof. Camillo Boano in Term1 and by Dr. Giorgio Talocci in Term 2. Camillo Boano is a Professor of Urban Design and Critical Theory at The Bartlett Development Planning Unit at UCL and Professor of Architectural and Urban Design at the Dipartimento Interateneo di Scienze, Progetto e Politiche del Territorio, Politecnico di Torino, Italy. He joined DPU back in 2007 and was the BUDD program Director from 2008 till 2019. Camillo’s research is centered on the complex encounters between critical theory, radical philosophy and urban design processes, specifically engaging with informal urbanizations, urban collective actions, as well as crisis-generated urbanisms. Camillo’s research has centered on the interfaces between critical theory, radical philosophy, and urban design processes. He is working on a series of interconnected research projects in Latin America, Southeast Asia, and the Middle East on urban infrastructures, habitability, forced displacement, camp urbanism and the urban project. Giorgio Talocci is a design researcher and educator. He is a s Teaching Fellow at The Bartlett Development Planning Unit, and he works as Lecturer at the Welsh School of Architecture (MA Architectural Design), and as Studio Master at the Architectural Association (MA/MArch Housing and Urbanism). His main research interests and publications focus on the significance of obsolescing processes in the dynamics of governance of the contemporary city, and on participatory design methodologies. He practised as an architect in Rome, where he later co-founded Laboratorio Arti Civiche — a trans-disciplinary research group whose work centred on participatory design research experiences and performances, most often with communities of squatters. Giorgio completed his PhD in Development Planning in 2019, with a thesis questioning the actual emergence of emancipatory design practices in informal settlements in Phnom Penh, Cambodia. There, he conducted a twelve-month fieldwork based on ethnographic research methods. He has long term experience of participatory design research along with urban poor communities, in United Kingdom, Italy, Cambodia, Philippines, Myanmar, Brazil, Turkey, China, Somaliland. He has been a long term collaborator of the Community Architects Network, a programme funded by the Asian Coalition for Housing Rights. His article “The depoliticisation of housing policies: the case of Borei Keila land-sharing in Phnom Penh, Cambodia” was awarded the 2017 Best Early Career Article Prize by the International Journal of Housing Policy, for being “by far the most ambitious of all the submitted articles in terms of engaging with ideas and the global context, yet at the same time painting a vivid and convincing picture of the housing/political realities in the locality”. ASSESSMENT The module will be assessed through a 3000-word essay (excluding bibliography and appendices), to be submitted electronically via Turnitin by 09:45 AM UK on Tuesday November 25th, 2025. The essay title and topic are chosen by the student, but it has to address the general question “what is the form. of collective life? How can the urban project materialize a new imagination and potentials for a collective life? The essay has to contain a concepts map, a diagram, or a collage. OVERVIEW OF MODULE UNITS Unit 1 Recalibrating Urban Design: what is the form. of collective life? Unit 2 Southern, planetary and in the margins Unit 3 Space, power and knowledge Unit 4 The camp and the paradigms of displacement - Reading Week Unit 5 Politics, spaces and life Unit 6 Care and its infrastructures Unit 7 Bodies, spaces and the urban project Unit 8 Unit 9 Extractions, excavations and dispossessions Urban Design for collective living Unit 1 Recalibrating Urban Design: what is the form. of collective life? UNIT FOCUS The session will introduce urban design as city making in the current conflictive trend of urban transformations and frames a broader theoretical need for a recalibration reaffirming the necessity of a critical gesture. It will frame. an analytical matrix able to analyse which forces transform, regenerate, revitalise, upgrade and/or conserve places putting at the centre the urban project as emerging from constitutive tensions with space and society and it will frame. the guiding question of what is the form. of collective life? taking a relational view where the key overlapping tensions of 1) power and knowledge, 2) politics and life and 3) bodies and spaces are framing the current urban project. CORE READINGS: · Berlant, L, (2022) Introduction. Intentions, in Berlant, L., On the Incontinence of Other People, Durham, Duke University Press, pp:1-31 · Kaiser, BM., Thiele, K., O’Leary, T. (2021) Introduction, in Kaiser, BM., Thiele, K., O’Leary, T. eds, The Ends of Critique. Methods, Institutions, Politics, Rowman and Littlefiled, London, pp:1-18 · Simone, A. (2016), The Uninhabitable, Cultural Politics, 12 (2): 135-54. ADDITIONAL READINGS: Cunningham, D. (2005) ‘The concept of metropolis. Philosophy and urban form’ Radical Philosophy, 133: 13-25. Cuthbert, A. (2011) ‘Urban Design and Spatial Political Economy.’ In Companion to Urban Design, edited by T. Benerjee and A. Loukaitou-Sideris, 84–96. London and New York: Routledge. Hélène Frichot, « A Creative Ecology of Practice for Thinking Architecture », Ardeth [En ligne], 1 | 2017, mis en ligne le 01 octobre 2017, consulté le 10 juillet 2023. URL : http://journals.openedition.org/ardeth/1007 Fry, T., (2005) Design, Design Development and Question of Directions. Design Philosophy Papers, Vol. 3(4), pp: 265-281. Haraway, D., (2015) Anthropocene, Capitalocene, Plantationcene, Chutlucene: Making Kin. Environmental Humanities, pp: 159-165 Harris, K., (2019) Making room for the extraeconomic. Ontology for contemporary critical urban inquiry. City, Vol 23, pp: 751-773 Parker, S., (2012) ‘Urbanism as material discourse: Questions of interpretations in contemporary urban theory’. Urban Geography, 33(4): 530–544 Pieterse, E., (2013) Introducing Rogue Urbanism. in Pieterse, E., Simone, A., eds. Rogue Urbanism: Emergent African Cities. Cape Town: Jacana Media & ACC, pp: 12-34. Roberts, M. (2000) ‘Urban Design and the Urban Question: Banlieues 89’. Journal of Urban Design, 5(1): 19-40 Rao, V. (2006) ‘Slum as theory: the South/Asian city and globalization’, International Journal of Urban and Regional Research, 30(1): 225–232. Roy, A., (2019) Fishbowl City, in T. Banejeree, A., Loukaitou-Sideris, eds., The New Companion of Urban Design. London Routledge, pp: 28-39. Sadler, S., (2018) ‘The immanent City’. In K. Jacobs, J. Malpas, eds, Philosophy and the City. Interdisciplinary and transcultural perspectives, London: Rowman and Littlefield, pp: 206-238. Shatkin G. (2011) ‘Coping with actually existing urbanisms: The real politics of planning in the global era’. Planning theory, 10(1): 79-87. Simone, A., (2010) On Cityness, in City Life from Jakarta to Dakar. Movements at the Crossroads, London: Taylor and Francis, pp:1-61. Unit 2 Southern, planetary and in the margins UNIT FOCUS The current urban - global issue - demonstrates the impossibility (conceptual and ethical) of defining the urban in a universally recognized way. At the same time, this recalls the - urgent - need for redefined discourses sufficiently capable of not obscuring and making invisible the extreme variety and complexity of its own conditions, without reducing, simplifying, or abstracting them. This session will frame. one central component of the reaffirmation of criticism as a form. of displacing from the south and in the margin, seen not as geographies but modality, ethics, situations where to challenge how urban design knowledge is constructed. With the use of different traditions of critical theory - from ontological to feminist - putting into play urban design limits and epistemic violence and spatial thoughts confronting with issues of marginality, exclusions, and the colonial project of urban knowledge. CORE READINGS: · Caldeira, T.P.R., (2017) Peripheral Urbanization: Autoconstruction, transversal logics, and politics in cities of the global south. Environment and Planning: Society and Space, Vol. 35(1), pp:3-20. · Lawhon, M., Truelove, Y., (2020) Disambiguating the southern urban critique: Propositions, pathways and possibilities for a more global urban studies, Urban Studies, Vol. 57(1), pp: 3–20. · Watson, V. (2014) The case for a Southern perspective in planning theory. International Journal of E-Planning Research, Vol. 3(1), pp: 23-37. ADDITIONAL READINGS: Ahmed, S., (2006) “The Orient and Other Others,” in Queer Phenomenology: Orientations, Objects, Others (Durham: Duke University Press, 2006), pp: 109–156. Armiero, M (2022) From Waste to Climate. Social Text, Vol. 40, no. 1, p. 69–89. Bahn, G. (2019) Notes on a Southern urban practice. Environment and Urbanization, 31(2), 639–654. Comaroff, J., Comaroff, J.L, (2012) Theory from the South: or how euro-America is Evolving towards Africa. Anthropological forum, Vol. 22(2), pp: 112-131. Ferraris, M., (2012) Margins of Architecture. Serbian Architectural Journal, Vol.5, pp: 47-57. hooks, bell (1989) Choosing the margins as a space of radical openesses” Framework: The Journal of Cinema and Media, no. 36, 1989, pp. 15–23. Khuan-Hsing, C., (2010) Decolonization: a geocolonial historical materialism in Asia as Method. Towards Deimperialization, Durham, Duke University Press, pp:17-64. Lowe, L., (2015) The intimacy of four continent, in The Intimacy of Four Continent, Durham: Duke University Press, pp: 1-42. Mcfarlane, C. (2008) ‘Urban Shadows: Materiality, the ‘Southern City’ and Urban Theory’. Geography Compass, 2(2): 340-358. Miraftab F (2009) Insurgent planning: Situating radical planning in the global south. Planning Theory 8(1): 32–50. Rao, V. (2006) ‘Slum as theory: the South/Asian city and globalization’, International Journal of Urban and Regional Research, 30(1): 225–232. Rael, R. (2011) ‘Border wall as architecture’. Environment and Planning D: Society and Space, 29: 409-420. Schindler, S., (2017) Towards a paradigm of Southern urbanism, City, 21:1, pp: 47-64. Simone, A., (2004) People as Infrastructure: Intersecting Fragments in Johannesburg, Public Culture 16, no. 3 (2004): 407–429. Simone, A., (2016) The Uninhabitable? In between Collapsed Yet Still Rigid Distinctions, Cultural Politics, Vol. 12(2), pp:135-154. Watson, V. (2014) The Case for a Southern Perspective in Planning Theory. International Journal of Planning Research 3 (1): 23–27. Unit 3 Space, power, and knowledge UNIT FOCUS The session will focus on tracing the theoretical coordinates that frame. urban design as a discipline that has space at the centre of its practice and therefore it does opens up a political and relational perspective on space when a certain set of powers and a certain set of knowledges materialise and frame. interventions. The session attempt to theoretically connect with authors as Lefebrve, Foucault and Ranciere Agamben and their specific spatial readings. It will also start to frame. a critique that generates a twist in which the project re-problematizes, from within, its conditions of emergency and action. A criticism, however, that does not only work on the form. of spaces, but also on the "politics of subjectivity" and in no way its glorification, always flexing and questioning the designing self. The session attempt to suggest space, and urban space, specifically, as a field of tensions where different powers and knowledges are constructing the urban forms and the subjectivities and forms of live that operate in it. CORE READINGS: · Foucault, M., (2007) Lecture 11 January 1978, in M. Foucault, Security, Territory and Population, Lectures at the College De France 1977-78, London, Palgrave p. 1-27. · Kelly, M. E.G. (2014) Power and Resistance in Foucault and Politics. A Critical Introduction. Edinburgh University Press, pp: 85-113. · Shaw I, Waterstone M (2021) A Planet of Surplus Life: Building Worlds Beyond Capitalism. Antipode, 53: 1787-1806 ADDITIONAL READINGS: Agamben G., (2014) What is a destituent power? Environment and Planning D: Society and Space, Vol, 32(1), pp:65-74. Appadurai, A. (2001) ‘Deep democracy: urban governmentality and the horizon of politics’, Environment and Urbanization, 13(2): 23-43. Borden, I. (2012) ‘Beyond Space: The Ideas of Henri Lefebvre in Relation to Architecture and Cities’. Journal of Chinese Urban Science, 3(1):156-193. Dikec, M., (2012) Space as a mode of political thinking. Geoforum, Vol. 43, pp: 669-676. Goonewardena, K. (2011) ‘Critical urbanism. Space, Design, Revolution’. Banerjee, T., Loukaitou-Sideris, A., eds., Companion to Urban Design. Routledge, London. Pages: 97-108. Gordon, L.R., (2010) ‘Fanon on Decolonising Knowledge’, in E.A., Hoppe, T., Nicholls, eds., Fanon and the Decolonization of Philosophy. Lanham: Rowman and Littlefield, pp: 3-18. Grosz, E., (2001) ‘The future of space. Towards an architecture of invention’. In Architecture from the outside. Essays on Virtual and real space. MIT press, pp: 109-130. Elden, S., (2009) Space I, in International Encyclopedia of Human Geography, pp.262-267 Kipfer, S., Saberi. S., Wieditz, T. (2012) ‘Henri Lefebvre: Debates and controversies’, Progress in Human Geography, 7(1): 115-134. Lefebvre, H. (1996) ‘On urban Form’, Lefebrvre, H., Writing on the City. Edited and Translated by Koffman, E., Lebas, E., Oxford Blackewell, p. 133-13. Malpas, J. (2012). Putting space in place: philosophical topography and relational geography. Environment and Planning D: Society and Space 2012, vol 30, pages 226 – 242. Merrifield, A. (1993) ‘Place and space: A Lefebvrian reconciliation’. Transactions of the Institute of British Geographers, 18(4): 516–531. Merrifield, A. (2013) ‘Citizens’ agora. The new urban question’, Radical Philosophy, 179; 31-35. Minca, C. (2011) ‘Carl Schmitt and the question of spatial ontology’, Legg, S. (ed.), Spatiality, Sovereignty and Carl Schmitt. Geographies of the nomos. London: Rutledge, pp:163-181. Stengers, I., (2005) Introductory notes on an ecology of practice. Cultural studies review, Vol. 11(1), pp: 183-196. Stanek, L., Schmid, C., Moravánszky, A., (2015) introduction: Theory not Method: Thinking with Lefebvre in Methods Urban Revolution Now. Henri Lefebvre in Social Research and Architecture. Ashgate: London, pp: 1-26. Unit 4 The camp and the paradigms of displacement UNIT FOCUS This session will open up the opportunity to engage with a fundamental site of crisis of the urban and its project: the camp. It will discuss the spatial object of the camp in the intersection of urban studies, architecture, geography, anthropology and humanitarian practice, to reflect on both the spatialization of biopolitics and the emergency urbanization in the framework of a global displacement era. The idea is to offer a reflection on the camp as a spatial dispositive to reflect on the tensions between permanence and temporariness, exception and normalization, politicization and depoliticization suggesting the possibility of visualizing an urbanism of exception through a categorization around authority, production, exclusion, iconicity and identity that challenges design and planning in an era of proliferations of borders at different territorial scales CORE READINGS: · Agier, M. (2019) Camps, Encampments and Occupations: from the Heterotopia to the Urban Subject. Ethics, Vol. 84(1), pp:14-26. · Abourahme, N., (2020) The camp. Comparative Studies of South Asia, Africa and Middle East., Vol.40(1), pp: 35-42). · Vardoulakis, D., (2017) Intermezzo 2: The Refugee and Resistance to Sovereign Power, in Stasis Before the State. Nine Theses on Agonistic Democracy, Fordham University Press, pp: 77-83. ADDITIONAL READINGS: Alaqra, A., (2019) To Subvert, to deconstruct: Agency in Qualandia Refugee Camp. Jerusalem quarterly, pp: 63 – 76. Ansealoni, F., (2020) Deterritorialising the Jungle: Understanding the Calais camp through its ordering. Environment and Planning C, pp: 1 – 17. Bhattacharyya, G., (2018) Territory and Borders, Racial Capitalism and Sovereignty in Crisis, in Rethinking Racial Capitalism. Questions of Reproduction and Survival, London: Rowman and Littlefield, pp: 132-158. Boano, C. (2019) “From Exclusion to Inhabitation: Response to Gray Benjamin. Citizenship as Barrier and Opportunity for Ancient Greek and Modern Refugees.” Humanities 8 (125): 1–8. Elden, S., (2010) ‘Land, Terrain, Territory’, Progress in Human Geography Vol. 34(6), pp:: 799–817. Fiddian-Qasmiyeh, E, and Yusif M. Qasmiyeh. (2018) “Refugee Neighbours & Hostipitality.” Refugee Hosts, 20 March. https://refugeehosts.org/2018/03/20/refugee-neighbours-hostipitality/ Fiddian-Qasmiyeh, E, (2020) Introduction, Recentering the South in Studies of Migration. Migration and Society. Advances in research Vol 3, pp:1-18. Giaccaria, P., Minca, C. (2011) ‘Topographies/topologies of the camp: Auschwitz as a spatial threshold, Political Geography, 30(1): 3-12. Huq E., Miraftab F., (2020) “We are All Refugees”: Camps and Informal Settlements as Converging Spaces of Global Displacements, Planning Theory & Practice, DOI: 10.1080/14649357.2020.1776376 Maqusi, S. (2017) Space of Refuge’: Negotiating Space with Refugees Inside the Palestinian Camp. Humanities 6: 60. Minca, C. (2005) ‘The return of the Camp’, Progress in Human Geography, 29(4): 405–412. Oesh, L., (2020) An improvised dispositive: invisible Urban Planning in the Refugee Camp. International Journal of Urban and regional Research, pp: 349-365. Ramadan, A., (2012) Spatialising the Refugee Camp. Transactions of the Institute of British Geographers 38 (1): 65–77. Singh, A.L., (2020) Arendt in the refugee camp: The political agency of world-building. Political geography. Sanyal, R. (2011) ‘Squatting in Camps: Building and Insurgency. Spaces of Refuge, Urban Studies, 48(5): 877-890. Sanyal, R. (2012) Refugees and the City: An Urban Discussion. Geography Compass 6: 633–44. Yftahel, O., (2020) From displacement to displaceability, City, 24:1-2, pp: 151-165. Yuval-Davis N., Weymyss, G., Cassidy, K., (2019) Introduction. Framing bordering in Bordering. Cambridge: Polity Press, pp: 13-55. Unit 5 Politics, spaces and life UNIT FOCUS Very connected with the session in Unit 3, this session will focus on tracing the theoretical coordinates that frame. urban design as a discipline life at its centre calling, therefore, for a renewed attention to the politics of space, as any actions on life is political. The session will primary draw from the notion of biopolitics developed by Foucault but will engage with other trajectories of scholarship and will deliberately engage with a decolonial reading of life and nature. The focus on life and living suggested central to any discussion on housing and urbanism – is extended beyond anthropocentrism to embrace a more vitalist materialism approach to consider inhabitation as the possible territory in which to think collective life and recalibrating urban design. CORE READINGS: · Revel, J., (2009) Identity, Nature, Life: Three Biopolitical Deconstructions, Theory, Culture & Society Vol. 26(6), pp: 45–54. · Flew, T., (2012) ‘Michel Foucault’s The Birth of Biopolitics and contemporary neo-liberalism debates’, Thesis Eleven, 108(1): 44–65. · Griffiths, D. (2015) Queer Theory for Lichens, Undercurrents, 19, pp:36-45. https://core.ac.uk/download/pdf/235683163.pdf · Cheng, I., Davis, C.L, Wilson, M.O., (2020) Introduction in Race and Modern Architecture. A critical History from the Enlightenment to the present. Pittsburg: University Pittsburg Pres, pp: 3-20. ADDITIONAL READINGS: Flew, T., (2012) ‘Michel Foucault’s The Birth of Biopolitics and contemporary neo-liberalism debates’, Thesis Eleven, 108(1): 44–65. Lemke, T. (2015). New materialisms: Foucault and the ‘government of things. Theory, Culture & Society, 32(4), 3–25. Lambert G., (2020) Methods, in The Elements of Foucault. Minneapolis: University of Minnesota Press, pp:17-40 McIntyre M., Nast, H.J., (2012) Bio(necro)polis: Marx, Surplus, Population and the spatial dialectic of Reproduction and Race. Antipode, pp: 1465 – 1488. Oldfield, S., (2015) Between activism and the academy: The urban as political terrain. Urban Studies, Vol. 52(11), pp: 2072–2086. Pierce, J., (2019) How can we share space? Ontologies of Spatial Pluralism in Lefebrve, Butler and Massey. Space and Culture, 1-13. Quijano, A., (2000) Coloniality of Power and Eurocentrism in Latin America, International Sociology, 15(2), 215–232. Jazeel, T., Legg, St., (2019) Subaltern Studies, Space and the Geographical Imagination, in Subaltern Geographies, pp.13-83. Rancière, J., (2001) Ten Theses on Politics, Theory & Event, 5,3, [Available at] http://muse.jhu.edu/journals/theory_and_event/v005/5.3ranciere.html. Rozakou, K. (2012) The Biopolitics of Hospitality in Greece: Humanitarianism and the Managementof Refugees. American Ethnologist 39 (3): 562–577. Tarizzo, D., (2016) True Fictions: Biopolitics, Critical Theory and Clinical Materialism. Paragraph, Vol. 39(1), pp: 10–25. Roy, A. (2009) ‘Civic Governmentality: The Politics of Inclusion in Beirut and Mumbai’, Antipode 41(1): 159–179. Unit 6 Care and its infrastructures UNIT FOCUS The attempt to frame. a renewed collective life as focus of the activities and the effect of the urban the urban project is, in this session, illustrated suggesting a deliberate adoption and reflection on the notion of care and its forms-of-caring. When caring practices are at play in inhabitation they make collective life visible, where care as a process of holding together (materialities and temporalities) is conducive to notions of maintenance, repair and imagination. Inhabitation and therefore the project of urban design becomes another infrastructure of care that in the section is framed with references from feminist theory, decolonial practices and black critical studies to highlight its relational dimensions. CORE READINGS: · Hi‘ilei Julia Kawehipuaakahaopulani Hobart, Kneese, T., (2020) Radical Care Survival Strategies for Uncertain Times, Social Text, Vol. 38(1,), pp: 1-16. · Tronto J., (2019) Caring Architecture, in A. Fitz, Krasny E., Arrchitekturzentrum Wien eds., Critical Care. Architecture and urbanism for a broken Planet. MIT press, pp: 26-32. · Gan E, Tsing, A (2018) “How Things Hold: A Diagram of Coordination in a Satoyama Forest.” Social Analysis 62 (4): 102–45. ADDITIONAL READINGS: Bartos, A.E, (2019) Introduction: stretching the boundaries of care, Gender, Place & Culture, 26:6, 767-777, Braidotti, R. (2019). Affirmative ethics and generative life. Deleuze and Guattari Studies, 13(4), 463–481. Escobar, A. (2019). Habitability and design: radical interdependencies and the researching of cities. Geoforum, 101, 132–140. Graziano, V., & Trogal, K. (2017). The politics of collective repair: Examining object relations in a postwork society. Cultural Studies, 31(5), 634–658. Lancione, M. (2019) Radical housing: On the politics of dwelling as difference. International Journal of Housing Policy, 20(2), 273–289. Mattern, S. (2018, November). “Maintenance and Care.” Places. https://placesjournal.org/article/maintenance-and-care Millington, N. (2019) Critical spatial practices of repair. Society and space. https://www.societyandspace.org/articles/critical-spatial-practices-of-repair. Power, E.R., Tegan L. Bergan (2019) Care and Resistance to Neoliberal Reform. in Social Housing, Housing, Theory and Society, 36:4, 426-447. Power, E. M., & Mee, K. J. (2019) Housing: an infrastructure of care. Housing Studies, 35(3), 484–505. Rawes, P., (2019) Aesthetic geometries of life”, Textual Practice, Vol.33, pp: 787-802 Simone, A., (2019) ‘The Politics of peripheral care’. In Improvised Lives. London: Polity, pp: 225-252. Shaffer, T., (2019) Care Communities. Ethics, Fictions Temporalities. The South Atlantic Quarterly, Vol. 118(3), pp:521-542. Tronto, J., (2018) Care as a political concept, in Revisioning the Political. Reconstructions of Traditional Concepts in Western Political Theory, London: Taylor and Francis, pp: 139-156 Unit 7 Bodies, spaces and the urban project UNIT FOCUS Very connected with Unit 3 and 5 this unit will focus on tracing the centrality of bodies, their materialities and their performativity in the urban project. It will reflect on distancing, density and mobility to reflects on how bodies influence space and space bodies and their intersectoral dimensions of gender, race, ability. It will connect with the notion of biopolitics but will develop a more affirmative reflection on besides, control, violence and norms. CORE READINGS: · Rao, V. (2007) ‘Proximate Distances: The Phenomenology of Density in Mumbai’. Built Environment, 33(2): 227-248. · Muzzaffar, H., Braid, B., (2019) Embodiments at the end of Antropocene, in Bodies in Flux. Leiden: Brill. Pp: 1-9. · Kyla Schuller and Jules Gill-Peterson (2020) Introduction. Race, the State, and the Malleable Body Social Text Vol. 38, No. 2, pp:1-17. ADDITIONAL READINGS: Ahmed, S., (2017) Living a Feminist Life. Duke University Press. Ascari, P. (2018) Bodies, Spaces and Citizenship: the Theoretical Contribution of Frantz Fanon. European Journal of Creative Practices in Cities and Landscapes, Vol.1(1), pp:17-32. Di Feliciantonio, C. (2017) Spaces of the Expelled as Spaces of the Urban Commons? Analysing the Re‐emergence of Squatting Initiatives in Rome. Int. J. Urban Reg. Res., 41: 708-725 Fassin, D., (2009) Another Politics of Life is Possible, Theory, Culture & Society Vol. 26(5): 44–60. Foroughmand Araabi, H. A (2016) Typology of Urban Design theories and its application to the shared body of knowledge. Urban Des Int 21, pp: 11–24. Philo, C., (2001) ‘Accumulating populations: Bodies, Institutions and Space’. International journal of Population Geography, 7: 473-490. Simone, A., (2004), “People as Infrastructure: Intersecting Fragments in Johannesburg,” Public Culture 16, no. 3 (2004): 407–429. Streule, M., Karaman O., Sawyer L., Schmid, C., (2020) Popular Urbanization: Conceptualizing urbanization processes beyond informality. International Journal of urban and regional research, Vol. 44(4), pp: 652 – 672. Weheliye, A.G., (2014) “Blackness: The Human” and “Bare Life: The Flesh,” in Habeas Viscus: Racializing Assemblages, Biopolitics, and Black Feminist Theories of the Human. Durham: Duke University Press, pp: 17–45.
Group Project — Pac-Man s t u d e n t(Text-Based, Standard C Only)Contribution to the Overall Marks: 35%Issue Date:Submission Deadline: (to be announced)should demonstrate sensible modular design, clear rules, and thorough testing.Core Requirements1) Map & Rendering• Represent the maze as a 2D char array (e.g. up to 25 × 40). Use ASCII symbols: # =wall, . = pellet, O = power pellet (optional, see Extensions), P = Pac-Man, G = ghost,space = empty.• Render the board to the console each tick. Keep the display simple (print lines top tobottom).• A single fixed map embedded in code is sufficient. (A separate map loader is optional.)2) Controls & Game Loop• Turn/tick based loop: each tick, read player input (W/A/S/D to move; Q to quit).• If the intended move hits a wall, Pac-Man stays in place (no move).• After Pac-Man moves: eat pellet (increase score), then each ghost moves once.• Print updated board and brief status (score, lives, remaining pellets, tick).3) Ghosts (Simple AI)• Start with G ∈ {1, 2, 3, 4} ghosts. Each tick, every ghost chooses a random valid directionamong {up,down,left,right} that is not a wall. If multiple are valid, pick uniformly atrandom.• Optional rule of thumb: avoid reversing direction unless no alternative (reduces jitter).4) Collisions, Score, Lives• Pellets: Pac-Man earns +10 points per pellet. (Remove the pellet from the map.)• Ghost collision: If a ghost moves onto Pac-Man (or vice versa) while ghosts are normal,Pac-Man loses one life and respawns at the starting cell; ghosts return to their startingcells. The current pellets remain eaten.• Lives: Start with 3 lives. When lives reach 0, the game ends (lose).• Win: The player wins when all pellets are eaten.15) Timing & Determinism• The game is tick-based; you may simply wait for user input each tick (no real-time timingneeded).• Randomness (ghost movement, optional fruit, etc.) should be reproducible by allowing auser-specified seed (e.g. CLI argument).Suggested Data Structures• struct Pos { int r, c; };• struct Entity { struct Pos pos; struct Pos start; int dr, dc; }; (for PacMan and each ghost)• struct Game { int rows, cols; char board[25][40]; struct Entity pac; structEntity ghosts[4]; int ghostCount; int score; int lives; int pelletsRemaining;unsigned int rng seed; };Example Minimal Map (embed as char array)#########################..........##..........##.####.###.##.###.####.##O# #.# #.# #O.##.####.#.#####.#.#####.##......#...P...#...... ##.####.#.#####.#.#####.##.# #.# G G #.# #.##.####.###.##.###.####.##..........##..........#########################(P and G positions will be overwritten at runtime by entities; spaces represent corridors. Youmay adjust rows/cols to fit your array bounds.)Teamwork Structure (Recommended)Role ResponsibilitiesMap & Rendering Board representation; ASCII rendering; pellet countingPlayer Control & Rules Input handling; movement; pellet eating; win/lose logicGhost Logic Random movement; valid move selection; collision with Pac-ManGame State & Testing Score/lives; seeds/config; test scenarios; integrationConstraints & Notes• Use only standard C headers available on the lab machines (e.g. stdio.h, stdlib.h,string.h, ctype.h, time.h).• Keep builds simple: e.g. gcc *.c -o pacman.• Clear screen is optional; a simple print-each-tick is acceptable.• Ensure input validation (ignore invalid keys; do not crash on EOF).2Optional Extensions (for higher marks)• Power Pellets: O turns ghosts “scared” for T ticks; Pac-Man can eat ghosts for bonuspoints. Eaten ghosts respawn at start after a delay.• Simple Ghost Modes: Alternate N ticks of “chase” (bias towards Pac-Man) and Mticks of “scatter” (bias towards corners) using heuristic moves (still standard C).• Fruit Bonus: Occasionally spawn a bonus item for extra points; expires after a few ticksif not eaten.• Multiple Levels: After clearing pellets, load a second hardcoded map with more ghostsor denser walls.• Map Loader: Read a map from a plain text file (optional if allowed by staff).Testing & Reporting• Provide at least two deterministic runs (fixed seeds) demonstrating: (1) win condition,(2) losing a life to a ghost, (3) pellet counting accuracy.• Report should include: data structures, state diagram/flow, how collisions are handled,and evidence of testing (screenshots or console logs).Submission Guidelines• Submit as a single .zip.• Include: Report (PDF), Source Code, and a short build/run guide.• File naming: GroupID PacmanC.zipMarking Scheme (Summary)• Design: 15%• Coding Implementation: 45%• Robustness: 10%• Testing: 25%• Report Quality: 5%
EDUC91054 Early education Assignment 2: Arts Teaching Portfolio Assessment overview The purpose of this task is to design an arts-based inquiry project for ECEC teaching and learning. You will create and curate arts teaching resource designed to engage young children’s learning in and through the Arts. This task is a digitalised Arts Teaching Portfolio that will consist of a collection of Arts teaching resources and strategies, including Aboriginal and Torres Strait Islander perspectives, for an inquiry project for teaching in and through the Arts in ECEC. You will also identify a professional learning need that will develop your own capacity, confidence and agency for teaching in and through the Arts. This Arts Teaching Portfolio resource will be supported by Arts educational literature (10) and with clear alignment to the VEYLDF and EYLF. Assessment details This task has four parts and asks you to imagine you are a teacher in an early childhood centre. The location of the centre is your choice and should inform. your Arts Project (for example, a setting by the Birrarung River and the project is an inquiry into the 'mists and shadows' of the river; a setting in the city and the project is an inquiry into the 'sounds of our city'). 1) Project Topic and Setting (approx. 400 words) Image you are the teacher working in your chosen early childhood setting. Select a topic and develop a rationale for the implementation of an ECEC arts-based inquiry project suitable for young children (stipulate whether your room is infant/toddlers or kindergarten). Justify why you have chosen this inquiry project and how it aligns to your centre location. 2) Arts Resources (approx. 1000 words equiv.) Create and curate 6 arts-based teaching resources and explain how they can be used in the arts-based learning inquiry project. Ensure you include at least one from each artform. and two with an Indigenous focus (The resource you co-create in Week 8 can be included). Explain and justify why you included each of your resources for your project and describe how you will use each one. 3) Introductory Session (approx. 1200 words) As the teacher plan the project’s first learning experience to introduce the project topic to the children. This plan will be adult-led learning (DET, 2016, p. 15), however remember the child's voice is a vital part of teaching in and through the arts in early childhood. The plan should be written so another early childhood professional could implement the experience. Information to include: ● space design/description ● outline of the plans learning objectives for children ● sequencing of the lesson plan, including how to use two of the specific art-based resources taken from Part 2 ● teaching strategies, including ways to elicit the voices of children and questions to provoke the children's curiosity 4) Professional Arts Learning (approx. 400 words) Thinking ahead to your future teaching, reflect on your capacity, confidence and agency for teaching in and through the Arts. Identify a future professional learning need to develop your own skills as an arts teacher, include your professional development with links to website/s. Assessment Criteria 1. Select a topic and develop a rationale for implementation of an ECEC arts-based inquiry project 2. Create and curate teaching resources and explain how each align to the arts-based inquiry project 3. Demonstrate knowledge of Aboriginal and Torres Strait Islander perspectives for teaching in and through the arts 4. Outline a detailed introductory lesson plan for your arts-based inquiry project 5. Reflect on a personal professional learning need to develop teaching in and through the arts 6. Communicate through academic writing and use of research/literature
Assessment Information 1. This is a writing assessment only, which requires you to write no less than 1000-words (not including graphs/charts, references and bibliography) on a topic that will be presented to you. 2. You are required to complete a research based writing assessment on the topic. 3. All tasks in this assessment are compulsory. You will be given four weeks to research the topic of concern; you may also refer to materials distributed in class on the theme of the writing assessment. 4. A draft of the writing is due by [ENTER DATE HERE] and for which you will receive general guidance based on the marking criteria. Feedback is not to identify specific errors of content, grammar, sequence, or discourse. 5. The final writing assessment is due by [ENTER DATE HERE] 6. You are required to include no less than three sources and include a bibliography/referencing (both of which must comply with APA 7th Edition requirements). 7. Refer to your Student Handbook on rules concerning plagiarism. 8. Comply with the standards of academic presentation by its structure and organisation. Your writing should be of a sufficient level of academic language (including grammar and vocabulary) consistent with formal style. for an academic context. 9. Please read the Pre-assessment and Post-assessment checklist and tick in the appropriate blocks. 10. Academic Purpose: You are a Healthcare student of higher learning (NZQF level 8 or above) and are required to complete a research activity and paper on factors that lead to disease and ill-health. You are to conduct research in order to determine such cause and effect and then to craft a written discussion on your findings to an academic audience. This assessment is mapped to the following Assessment Summary Standard Assessment Summary Domain English for Academic Purposes Title Written Literature Review Learning Outcomes Performance Criteria 1. Analyse and integrate information from external sources to construct detailed and developed advanced academic text Writing addresses and develops the topic in a manner appropriate to audience and academic purpose. 1.1 Ideas are developed based on research, and written test script. displays a broad knowledge base to achieve the purpose of the review. 1.2 Text structure is clear, cohesive and coherent, with a logical progression. Range: text as a whole, between paragraphs, within paragraphs; connections between ideas are signalled. 1.3 Writing uses a formal style. appropriate to the academic context. Range: style includes but is not limited to - lexical and grammatical features, variety of sentence structures, tone. 1.4 Writing makes use of appropriate grammatical forms for an academic context with accuracy consistent with CEFR B2+ to C1. Range: writing includes - simple, compound, complex sentence structures. 1.5 Writing integrates researched resources. Integration includes but is not limited to direct quotation, paraphrasing, summary, analytical interpretation, synthesis, and informed judgment. 1.6 Source material is acknowledged. Range: references may include but are not limited to - quotation, citation and a reference list in accordance with a recognised format such asAPA. 1.7 Assessment Standard Included Nil Instructions Students are required to complete a research-based writing assessment on the topic of health and well-being. Part I The assessment must: - Be of no less than 1000 words (not including graphs/charts, references and bibliography). - Include no less than three sources used and included in in-text referencing / reference list (both of which must comply with APA 7th Edition requirements). - Direct quotes may only make up a maximum of 10% of the word count. - Comply with the standards of academic presentation by its structure and organisation. - Be of a sufficient level of academic language (including grammar and vocabulary) consistent with formal style. for an academic context. - Have a first draft handed-in within the set time frame. - Be completed as a final draft and handed-in within the set time frame. - Comply with the requirements set out in Part II. - Be hand-written and submitted photographically and / or in hard copy form. - Note: graphic/tabular information in support of the text must also be hand-written. Part II The assessment must: - Conform. to the criteria set in Part I. - Address all of the following issues/questions: a) Discuss factors that affect health and well-being. b) Account for the link between physical inactivity and sedentary behaviour to disease and disability of many today. c) In what way(s) can one improve their health for improved quality of life? Note: Although students must use materials used in the course to date for research writing, they are not restricted to these materials, and may make use of other researched reading materials. In addition, materials and information from other sections of the course (including, but not restricted to video/audio material) and/or further independent research undertaken by means of the internet/primary/published secondary sources may be included. In all cases information used in the completion of this assessment needs to comply with APA 7th Edition referencing (as given above). Key Deadlines 1. Due by the end of the 4th week of the block in which this assessment is conducted, a draft of the research paper is due to checked by the instructor / assessor for appropriate and immediate feedback. 2. The final submission of the literature review is due at the end of the 8th week of the block.
Assessment Brief 2025/26 Please ensure you read the assessment question or task carefully and fully understand what is being asked. If anything is unclear or you have questions, please post them on the course Moodle Discussion Forum, and a member of the teaching team will respond directly there. Assessment Information Course Code ECON5015 Course Title Growth And Development Assessment Weighting 40% Question release date 27 October 2025 Submission date: 31 October 2025 Grades and Feedback to be released on: 21 November 2025 Word limit 2 A4 pages Action to be taken if the word limit is exceeded Marker will not take into consideration material beyond the 2 A4 pages. 1. QUESTION/ DESCRIPTION OF ACTIVITY Type of assessment (e.g., individual, group) Individual Assessment Method(s) (e.g., essay, presentation, journal, video, etc.) Assignment to be completed within a week ILOs assessment is evaluating 1, 2, 3 Assessment Question: Growth convergence in theory and in the data Choose 30 countries (including a mix of developed and developing countries) and calculate their average growth rate per capita over 1975-2024 and over 2015-2024 using the series GDP per capita growth (%) from the World Development Indicators (https://databank.worldbank.org/source/world-development-indicators#). Then present scatterplots of the growth rates for each of the two periods plotted against initial per capita GDP (for 1975 and 2015, respectively). Describe the emerging patterns of differences in growth rates between countries and between periods. Explain how growth models predicting convergence can help us understand these patterns and why these models may not be sufficient to provide a full explanation of the factors driving growth. Note that to answer this question, you will need to provide a critical summary of key model relationships and predictions. Briefly explain whether the empirical patterns capture causal factors that can underpin convergence and use your arguments to draw conclusions about whether the empirical exercise undertaken is a valid test of the theoretical mechanisms in the relevant models of convergence. Notes and additional specifications. 1. The assignment should not be more than two sides of A4 paper. If you decide to use a computer for written parts of the assignment, make sure to use A4 paper, a font size 11 (14 for the title and student number, 10 for captions/notes to figures) and 2.54 cm margins on all sides. 2. The presentation of the figures is very important. They should provide the reader with all the necessary information on what is shown, without having to read the text. Thus, figure captions should include information on data sources, description of variables used and of relevant methods to construct the variables plotted. An informative title, axis labels and legends are also important. 3. When working with the growth rates, it is fine if there are missing years for some periods. Use the average over the available years per country. If the first year of GDP per capita is missing, use the closest year available. 4. You should only need to use Excel to prepare (i.e. to “clean”) the data and to make figures. If you want to use another piece of software, this is fine, but the same standards in terms of analysis and quality of presentation will apply. 5. Do not show the data that you have downloaded (but do keep them for your records). State clearly in the captions to figures which countries you have chosen and cite the data source. 6. Take screenshots of the final Excel spreadsheet, with the cleaned data, and containing only the data you use for the plots. Attach this screenshot at the end of your assignment. If you do not use Excel, make sure to attach equivalent screenshots. 7. You may find it useful to present key relevant equations of the relevant models in your presentation, but you are not required to do so. If you do, make sure to define all symbols and explain all quantities used. 8. You do not need to review/cite additional literature. Reading additional literature (examples of which are on the Reading List for the course) to help your understanding is fine and, if used to support your analysis, it should be cited. However, using/referring to the literature broadly will not improve the grade. References should be provided in a Reference List at the end of the document; this list counts towards the 2-page limit. You do not need to list the lecture notes or textbook as references. 9. Do not copy equations, figures or other material directly from any other source. Create your own version instead, explaining what is shown and how it is created. 10. On the use of AI. You should not need to use generative AI to support your work for this assignment. If you decide to use generative AI for any aspect of the assignment, there are specific requirements on its use that you need to follow. 1. You may want to use AI as a general support tool for understanding the material in lectures and tutorials, e.g. to help with understanding some concepts that appear in the assignment, or perhaps to provide you more context/background to aid understanding. However, using AI is not required and, if you do use AI in this way, you need to very carefully critically evaluate what is generated to ensure it is useful and relevant. You should be particularly careful because it will likely provide too broad material that may not be directly relevant to the specific questions you are asked to answer in your report. The analysis in the assignment is not a generic essay; instead, you should ensure that your written analysis addresses the very specific points described above. Broad and unfocused material that is not directly relevant (which AI is likely to produce) will negatively affect the relevance of your submission with respect to the parts in the report you need to address. 2. AI tools may also be used to improve your writing (check grammar and syntax, paraphrasing or shortening). AI tools need to be used with care because this process can lead to changes of substance to the text and you need to carefully check that key points have not been missed or distorted. Using AI tools in this way does not guarantee the required clarity in the context of the report. 3. Whenever, and for whatever reason, AI tools are used, it is required to acknowledge this use. Add a short description at the end of the report (within the 2-page limit) to briefly explain the use of AI, in which parts of the report and for what purpose. 4. Importantly, although you are asked to acknowledge AI tool use (if used), making a “reference” to an AI tool cannot serve to support the points that you make in your assignment, and must be provided only as an acknowledgement of the use of these tools. Specifically, the output from AI tools cannot be used as evidence directly, although it can be used to identify sources (e.g. research articles or books) that you can then use to support the points that you make. If you have developed/written an argument based on information you acquired from using AI tools (in addition to using lectures and textbook or other readings), then you need to explain the argument as you understand it, citing the relevant primary published sources. That is, you should not cite AI as evidence on a point you want to make, but instead find, read and cite the original sources. In-Course Exam Assessment Information Number of questions in exam (total) Number of questions to be answered Weighting of questions Other Exam Preparation Advice 2. ADDITIONAL INFORMATION FOR GROUP ASSESSMENT Number of students per group Pre-populated from the A&F Calendar Arrangements for forming groups (random allocation or self-selection) Pre-populated from the A&F Calendar Is peer evaluation used? If so, when during the course, and for what purpose (e.g. assessing progress; formative feedback, or contributing to marking) How will the group work be supported? (e.g. check-in points, formative feedback, scaffolding, student portfolios, required number of meetings with minutes, etc.) How will teamwork skills (as distinct from group work output) be assessed? 3. ASSESSMENT RUBRIC/ CRITERIA This document contains the dimensions that the assignment must address and a description of features of the answer that are excellent/very good/good/satisfactory/weak/poor with relevance to that dimension. This description is based on the Instructions accompanying the assignment topic. Dimensions Excellent features of the answer with respect to relevant dimension Very Good features of the answer with respect to relevant dimension Good features of the answer with respect to relevant dimension Satisfactory features of the answer with respect to relevant dimension Weak features of the answer with respect to relevant dimension Poor features of the answer with respect to relevant dimension Empirical analysis and presentation of results (20%) Data are used correctly. The presentation of results is clear and as per instructions (including relevant captions). Data sources are cited, and datasets with calculations are included with the submission as screenshots as relevant and as per instructions. Overall correct, with minor elements that are unclear or incorrect; presentation that needs improvements, captions do not provide all required information with sufficient clarity. Partially correct, with elements that are unclear or incorrect; presentation that needs significant improvements, captions do not provide the required information with sufficient clarity, and/or include irrelevant material; choices regarding data not documented appropriately (e.g. data sources missing); and/or datasets and calculations not clearly shown in attached screenshots. Overall analysis in the right direction, but with many and/or important incorrect elements; substantive failure to follow instructions properly; presentation that is of insufficient quality, not following instructions. Minimal engagement with the dimension; fundamental errors; little relevance of the analysis for the dimension. Very little to no engagement and relevance/correctness of the answer. Description and interpretation of empirical results (15%) The patterns seen in the data analysis are described correctly and interpretations of the empirical findings are relevant; the analysis is complete; the analysis is written with clarity. If used, AI tools are correctly used and acknowledged. The patterns in the data are described with minor errors or not very clearly. The interpretation of the empirical findings, although overall correct, include points that are incorrect or incorrectly explained; while overall it is possible to follow the logic of the written analysis, writing should be improved. Minor problems with use/acknowledgment of AI tools. The patterns in the data are described with small errors or without sufficient clarity. The interpretations of the empirical findings include points that are incorrect or incorrectly explained; the analysis and/or writing requires more clarity in terms of expression and structure. Problems with acknowledgment of AI tools; some incorrect use of sources/AI. The patterns in the data are described with errors or omissions suggesting problems with understanding the relevant concepts. The interpretations of the empirical findings include errors or omissions demonstrating substantial problems with understanding the relevant concepts; better writing is essential. Substantial problems with use/acknowledgement of AI. Minimal engagement with the dimension; fundamental errors; little relevance of the analysis for the dimension. Inappropriate use of AI. Very little to no engagement and relevance/correctness of the answer. Models of growth and convergence and comparison of their predictions relative to the data (45%) The analysis uses and explains correctly the main theoretical predictions from relevant growth models predicting convergence and explains which aspects of the patterns in the data are consistent with them, which are not, and which might be better explained by different models. The analysis is complete and covers all relevant points. The analysis is written with clarity. If used, AI tools are correctly used and acknowledged. Most arguments are correct and correctly explained; the analysis is incomplete or excessively long (including not directly relevant points); while overall it is possible to follow the logic of the written analysis, writing should be improved. Minor problems with use/acknowledgment of AI tools. Some arguments are incorrect or incorrectly explained; the analysis is partial, missing key relevant points or providing insufficient explanations; writing requires more clarity in terms of expression and structure. Problems with acknowledgment of AI tools; some incorrect use of sources/AI. Many arguments are incorrect or incorrectly explained, with errors or omissions demonstrating substantial problems with understanding the relevant concepts; the analysis misses key relevant points or states points instead of providing explanations. Substantial problems with use/acknowledgement of AI. Minimal engagement with the dimension; fundamental errors; little relevance of the analysis for the dimension. Inappropriate use of AI. Very little to no engagement and relevance/correctness of the answer. Correlation or causation in the theory and in the data (20%) The analysis explains correctly whether or not the empirical patterns likely reveal causal relationships and whether they can be considered a test for the theoretical predictions. The analysis is written with clarity and remains brief, focusing on arguments relevant to the specific problem. If used, AI tools are correctly used and acknowledged. Most arguments are correct and correctly explained; the analysis is incomplete or excessively long (including not directly relevant points); while overall it is possible to follow the logic of the written analysis, writing should be improved. Minor problems with use/acknowledgment of AI tools. Some arguments are incorrect or incorrectly explained; the analysis is partial, missing key relevant points or providing insufficient explanations, or rather vague and generic and not well focused; writing requires more clarity in terms of expression and structure. Problems with acknowledgment of AI tools; some incorrect use of sources/AI. Many arguments are incorrect or incorrectly explained, with errors or omissions demonstrating substantial problems with understanding the relevant concepts; the analysis misses key relevant points or states points instead of providing explanations, or errs on a generic analysis of causality. Substantial problems with use/acknowledgement of AI. Minimal engagement with the dimension; fundamental errors; little relevance of the analysis for the dimension. Inappropriate use of AI. Very little to no engagement and relevance/correctness of the answer. 4. FEEDBACK METHOD For this assessment, individual feedback will be provided via Moodle. Generic (class-level) feedback and grade profiles will be posted on Moodle. Students can use academic staff office hours for additional feedback on your work.
The Politics of Medicine AIMS & OBJECTIVES This module is designed to enhance student learning in anthropology and Science and Technology Studies (STS) theory and its relevance to analysing medicine. It aims to equip students with an understanding of how medical policy and practice is imbricated in other disciplines and arenas such as law, economics, and popular representations (advertising, news reporting, etc.). Specifically, the module aims to: • Expand and hone student learning on the concepts and values inherent to medicine as a science and practice; to challenge the notion of objectivity as “value-free” and understand its historical roots. • Further develop, at the senior undergraduate level, participants' critical awareness and appreciation of theories of anthropology and Science and Technology Studies (STS), and gain practice in applying these to real-world scenarios, such as legal and historical disputes and how truth comes to be articulated from controversies. • Delve into key debates in medicine - including vaccines, cancer treatment, and illnesses related to industrial modes of production - and to gain skills in understanding the stakes of such debates, the forms available for debate and adjudication, and how they inflect practice, policy, and experience. On successful completion of this module, students will be able to: • Explain and analyse some of the ways that scientific knowledge and objectivity are inflected with value judgements. • Have a developing understanding of, and insight into, how epistemology, or ways of knowling, affects the politics of medicine. • Offer reasoned critique and defence of specific medical and evidence-based practices, such as randomized controlled trials, vaccine policy, and cancer prevention. MODULE OUTLINE AND READINGS In this module we will critically examine the landscape of medicine from a variety of disciplinary perspectives, such as anthropology, history and philosophy of science and medicine, and science and technology studies. We will study the hegemony of biomedicine in relation to competing medical systems and examine some of the reasons that underpin its hegemony. Week I: Which Medicine: Biomedicine in the world Cure and care have been integral to human cultures and civilisation for centuries. There exist several systems of medicine, of which biomedicine is just one. In the opening session of this module, we will situate biomedicine in this broader history of medicine and understand the wider power structures that underpin its dominance. Thinking with other systems will show us the non-universality of its model of the health, disease, and medicine. Learning objectives: • To gain a basic overview of the history of medicine • To understand some of the conditions underlying the hegemony of biomedicine • To appreciate at least one non-biomedicine based medical system Core readings *Anderson, Warwick. 1998. “Where is the postcolonial history of medicine?” Bulletin of the History of Medicine, 72 (3): 522-530. *Fanon, Franz. 1965. “Colonialism and medicine.” In A dying colonialism. New York: Grove Press. pp. 127-141. *Harrison, Mark. 2015. “A global perspective: Reframing the history of health, medicine, and disease.” Bullteing of the History of Medicine, 89 (4): 639-689. *Mol, Annemarie. 2002. “Doing disease.” In The Body Multiple: Ontology in Medical Practice. Durham: Duke University Press. https://doi.org/10.1515/9780822384151-002 *Kuo, Wen-Hua. 2019. “An ecumenical medicine yet to come: reflections on Needham and medicine.” Isis, 110 (1): 116-121. https://doi.org/10.1086/702897 OR *Obeyesekere, Gananath. 1977. “The theory and the practice of psychological medicine in Ayurveda.” Culture, Medicine, and Psychiatry, 1 (2): 151-181. OR *Konadu, Kwasi. 2008. “Medicine and anthropology in twentieth-century Africa: Akan medicine and encounters with medical anthropology.” African Studies Quarterly, 10 (2-3) Week II : Life, health, and medicine: Competing ideas Today we discuss the model of health, disease, and medicine contained in contemporary biomedicine and why it is political. At the core of this model is the concept of life, its longevity, and vitality, which inform. strategies of keeping life disease-free as far as possible. We see read some of the competing ideas that undergird our ideas of health and the aims of medicine. Learning outcomes: • Rose’s concept of Life Itself as the basis for understanding the contemporary politics of medicine • Prevention vs cure as different strategies • Critically examine the politics of life without disease in eugenics and its shadow in newer technologies, such as genomic medicine. Core readings: Rose, Nikolas. 2007. “Biopolitics in the twenty-first century.” In The Politics of Life Itself: Biomedicine, Power and Subjectivity in the Twenty-First Century. New Jersey: Princeton University Press. https://doi.org/10.1515/9781400827503-004 • Prevention Mahajan, Manjari. 2018. “Rethinking prevention: shifting conceptualisations of evidence and interventions in South Africa’s AIDS epidemic.” BioSocieties, 13: 188- 169. https://doi.org/10.1057/s41292-017-0062-3 • Eugenics and racialised medicine Benjamin, Ruha. 2017. “What do we owe each other?: Moral debts and racial distrust in experimental stem cell science.” In Subprime Health: Debt and Race in US Medicine. N Ehlers and LR Hinkson (eds). Minneapolis: University of Minnesota Press. https://doi.org/10.5749/j.ctt1pwt65v.9 Taussig, Karen-Sue, Rayna Rapp, and Deborah Heath. 2005. “Flexible eugenics: Technologies of the self in the age of genetics.” In J Inda (ed). Anthropology of Modernity: Foucault, governmentality, and life politics. Oxford: Blackwell. Pp. 194- 212. Weingart, Peter. 1995. “Eugenics –medical or social science?” Science in Context, 8 (1): 197-207. Week III: Illness, Injury, Trauma, Pain Telling and describing symptoms and feelings is a crucial to diagnosis – and sometimes the very first step in seeking medical help. In this week’s lecture, we examine the terms with which we communicate ill-health and their significance, with the help of seminal work. Learning outcome: • To understand the complexity of diagnosis • To understand the different categories of symptoms and diagnoses and their relationship to everyday life. • The interplay of science and language in diagnosis and experience of illness. Core Reading *Rosenberg, Charles. “The Tyranny of Diagnosis: Specific Entities and Individual Experience.” The Milbank Quarterly 80, no. 2 (2002): 237-260. https://doi.org/10.1111/1468-0009.t01-1-00003 *Luhrmann, Tania. 2016. “‘I’m schizophrenic’: How diagnosis can change identity in the United States.” In T. M. Luhrmann and J Marrow (eds.). Our most troubling madness: Case studies in schizophrenia across culture. Berkeley: University of California Press. *Das, Veena. 2015. “How the body speaks.” In Affliction: Health, disease, poverty. Fordham University Press. . https://doi.org/10.1515/9780823261833-003 *Strong, Adrianne and Megan Cogburn. 2025. “Pain management”. Annual Review of Anthropology, 54. *Kienzler, Hanna. 2022. “Symptomspeak: Women’s struggle for history and health in Kosovo.” Culture, Medicine, and Psychiatry, 46: 739-760. Additional readings: Lezaun, Javier. 2018. “The deferred promise of radical cure: pharmaceutical conjugations of malaria in global health era.” Economy and Society, 47 (4): 547-571. DOI: 10.1080/03085147.2018.1528075 Bhangu, Shagufta. 2020. “Pain’s records: an anthropological account of medical documentation in South Asia.” Sciendo Sontag, Susan. 1978. Illness as Metaphor. New York: Farrar, Strauss, and Giroux. Solomon, Harris. 2017. “Shifting gears: traffic and triage in urban India.” Medical Anthropoolgy Quarterly, 31 (3): 349-364. https://doi.org/10.1111/maq.12367 Week IV : The Dangerous World: Contagion and Immunity The recent pandemic brought to forefront the fragility of our environment and the our bodies are always on the brink of a new threat from old and new contagions. Using the pandemic as an example to think with, we will explore how the world is both the source of contagion as well as cure. Using an inter-species perspective, we will examine the politics of containing contagion and how medication itself result in new forms of ‘resistance’. Learning outcomes: • To understand new perspectives on the sources of contagion • To gain a critical understanding of strategies of containment • To critically understand the limits of medicine and bodily resistance. Core readings: • Eradication Bhattacharya, Sanjoy. “Re-Devising Jennerian Vaccines?: European Technologies, Indian Innovation and the Control of Smallpox in South Asia, 1850-1950.” Social Scientist 26, no. 11/12 (1998): 27-66. OR Cueto, Markus and Paul Wiendling. 1995.“The cycles of eradication: The Rockfeller Foundation and Latin American public health.” In International Health Organisations and Movements, 1918-1940. ttps://doi.org/10.1017/CBO9780511599606.013 Puetz, Nathalie. 2021. “Crisis as pre-existing condition: Yemen between cholera, coronavirus, and starvation.”. In Didier Fassin and Marion Fourcade (eds). Pandemic exposures: Economy and society in the time of Coronavirus. Chicago: HAU Books. Pp. 295-320. • Zoonosis Keck, Frederick. 2019. “The genealogy of animal diseases in Social Anthropology 1870- 2000.” Medical Anthropology Quarterly, 33: 24-41. https://doi.org/10.1111/maq.12442 OR • Microbes Paxson, H. and S. Helmreich (2014). “The perils and promises of microbial abundance: Novel natures and model ecosystems, from artisanal cheese to alien seas.” Social Studies of Science 44 (2): 165-193. Lorimer, Jamie (2020). “Introduction.” In The Probiotic Planet: Using Life to Manage Life. Minneapolis: University of Minnesota Press. • Resistance (AMR) Landecker, H. (2016). “Antibiotic Resistance and the Biology of History.” Body & Society 22 (4): 19–52 Week V: The Dangerous or the Resourceful Body: New sources of disease and immunity One of the key perspectival shifts in recent years has been the awareness the human body itself being a multispecies ecology. While such presence would have been regarded as purely parasitic and therefore disease-making, today the view on the role of microbial life hosted by and inside the body is being studied for its health-giving capacities. While it is not entirely new to mine the body itself to heal it, modern biomedical advances allow for an altogether different scale of bodily resources from organs to stem-cells, for new kinds of medical provision. Learning outcomes: • Gain a critical understanding on the changed perception of the body in medicine • Have a critical understanding of the use of bodily resources as medicine • Understand the ethical and regulatory issues arising as a result. • Auto-immune diseases Lorimer, Jamie. 2019. “Hookworms makes us human: the microbiome, ecoimmunology, and a probiotic turn in Western medicine. Medical Anthropology Quarterly, 33 (1): 61-79. • Organs and stem-cells Crowley-Matoka, Megan and Sherine Hamdy. 2018. “Gendering the gift of life: family politics and kidney donations in Egypt and Mexico.” Medical Anthropology, 35 (1): 31- 44. 0.1080/01459740.2015.1051181 • Gene-editing and genomic medicine Biagioli, Mario and Alain Pottage. 2021. “Patenting personalised medicine: molecules, information, and the body.” Osiris, 36, 221-240. https://doi.org/10.1086/713991 WEEK VI no class Week VII: Infrastructures of harm This week we explore the wider environment in which human bodies exist, and examine the health and existential risks increasingly emanating from our “surrounds” (Abdoumalique Simone 2022) in the wake of industrialisation, natural disasters, and extreme climate. What are the new forms of vulnerability, whom and where do they affect? Are “lifestyle. hacks” provided by the wellness industry the only medicine available to comabt these harms? Learning outcomes: • To understand the nature of contemporary industrial and industrial scale harms to human health • To gain a critical understanding of “pollution” and “toxicity” • To gain an understanding of responses to infrastructural harms Core readings: Adams, Vincanne. 2017. What’s making our children sick?: Exploring the link between GM foods, glyphosate, and gut health. White River Junction, VT: Chelsea Green Publishing. Introduction, Ch 1 Lora-Wainwright, Anna. 2021. Resigned Activism: Living with pollution in rural China. Massachussets: MIT Press. Ch 2, 4. Liboiron, Max. 2021. Pollution is colonialism. Durham: Duke University Press. Morimoto, Ryo. 2022. “A wild boar chase: Ecology of harm and a half- .life politics in Fukushima.” Cultural Anthropology, 37 (1): 69-98. Nielsen, Carrie. 2021. “Brains and behaviour, and lead.” In Unleaded: How changing gasoline changed everything. New Brunswick: Rutgers University Press. Additional readings: Bhatia, Tathagata. 2022. “Toxicity 2: The violence of thresholds in Philadelphia.” International Journal of Urban and Regional Research, 46 (4): 698-710. Chakrabarti, Dipesh. 2009. “The climate of history: Four theses.” Critical Inquiry, 35(2): 197-222. Eberhardt, Maeve. 2022. “‘You probably have a parasite’:Neoliberal risks and the discursive construction of the body in the wellness industry.” Language in Society, Evers, Chrifton. 2018. “Men’s polluted leisure in the Anthropocene: Place attachment and well-being in an industrial coastal setting”. Leisure Sciences, 46 (8): 1191-1211. Farmer, Paul. 2004. Pathologies of power: Health, human rights, and the new war on the poor. Berkeley: University of California Press. Any chapter Larkin, Brian. 2013. “The politics and poetics of infrastructure.” 42: 327-343. Lock, Margaret. 2019. “Toxic life in the Anthropocene”. In Jeremy McClancy (ed.). Exotic no more: Anthropology for the contemporary world. Chicago: University of Chicago Press. Povinelli, Elizabeth. 2011. Economies of abandonment: Social belonging and endurance in late liberalism. Durham: Duke University Press. Simone, Abdoumalique. 2022. The surrounds: Urban life within and beyond capture. Durham: Duke University Press. Simpson, N., E. Storer, and S. Duale. Forthcoming. “Hostile environments: Mould, race, and blame amidst Birmingham’s housing crisis. Environment and Planning D: Society and Space. Summers, Lachlann. 2025. “Touched by deep time: Earthquake sickness in Mexico City.” Cultural Anthropology, 40 (3): 463-492. Week VIII: Infrastructures of medicine What kind of infrastructures come together to develop and deliver medicine? Access to healthcare is largely dependent on power structures. This week we explore the entanglement of capital, science, law, and people in the making and delivering of medicine in contemporary times at different scales. We will read the presence of hospitals, pharmaceuticals, clinical trials, and community care in this light. Learning objectives: • To gain an understanding of the scale, diversity, and scope of health and medical infrastructures • To critically understand the role of capital and science in the making of medicine • To critically assess the violence of medical infrastructures Essential readings: Abadia-Barrero, Cesar Ernesto. 2022. Health in ruins: The capitalist destruction of medical care in a Colombian maternity hospital. Durham: Duke University Press. Especially Ch 2, 4 Darian-Smith, Eve. 2021. “Dying for the economy: Disposable people and economies of death in the Global North.” State Crime Journal, 10 (1): 61-79. Ecks, Stefan. 2022. Living worth: Value and values in global pharmaceutical markets. Durham: Duke University Press. Ch 5 Gaudilliere, Jean-Paul and Kaushik Sunder Rajan. 2021. “Making valuable health: Pharmaceuticals, global capital, and alternative political economies.” BioSocieites, 16: 313-322 Mcdowell, Andrew. 2024. Breathless: Tuberculosis, inequality, and care in rural India. Stanford: Standford University Press. Chapter 5 (“Mud”). Montesi, L., M.P. Prates, S. Gibbon, and L.R. Bario. 2023. “Situating Lating American critical epidemiology: The case of Covid 19 vaccines and indigenous collectives in Brazil and Mexico.” Medical Anthropology Theory, 10 (2): 1-29. Petryana, Adriana. 2009. When experiments travel: Clinical trials and the global search for human subjects. New Jersey: Princeton University Press. Ch 4 Street, Alice. 2014. Biomedicine in an unstable place: Infrastructure and personhood in Papua New Guinea. Durham: Duke University Press. Week IX : The technology of care Care and medical interventions are intimately linked. This week we will explore how new advances in biotechnologies and technologies of care are changing the ways in which the frontiers of intervention and life itself is being reconfigured. We will examine these in issues in relation to the ethical questions raised in new advances such as gene-editing and cryo-medicine, and technologically assisted care such as by relatively low-tech interventions such as M-health and the relatively new and high- tech AI enabled care. Learning outcomes: • Understand the role technoscience will play in the future of medical care. • Develop an understanding of the social fall-outs of AI in healthcare • Gain an understanding of the ethical issues posed by these advances Burchardt, Maria and Edwin Ameso. 2024. “Bloodstream: Notes towards an anthropology of digital logistics in healthcare.” Anthropology and Medicine, 31: 215- 231. Farman, Abou. 2019. “Health beyond the carbon barrier: convergence, immortality, and transhuman health.” Medical Anthropology Theory, 6 (3): 161-185. Jasanoff, Sheila and Benjamin Hurbult. 2018. “A global observatory for gene-editing.” Nature, 555: 435-437. Hamet and Tremblay 2019 Artificial intelligence and medicine. Metabolism, https://doi.org/10.1016/j.metabol.2017.01.011 Hampshire, et al 2015. “Informal m-health: how are young people using mobile phones to bridge healthcare gaps in Sub-Saharan Africa. Social Science and Medicine, 142, 90-99. https://doi.org/10.1016/j.socscimed.2015.07.033 Krupar, Shiloh and Nadine Ehlers. 2024. “The racial spectacular: Pandemic governance through dashboards and state biosecurity.” Science, Technology, and Human Values, https://doi.org/10.1177/01622439241265641 Week X: Talking cures: Therapeutics beyond biomedicine Non-medicine based therapeutics have had long traditions across history and cultures, from shamanic healing and spirit possession to bodily interventions like acupuncture. Despite their diversity, they share the unitary model of the mind and the body, especially in relation to health. Sigmund Freud was a trained neuroscientist which he abandoned. His influence on the twentieth century and our way of thinking about the mind, its health, and ways to (re)gain it cannot be underestimated. In this session we explore Freudian psychoanalysis in relation to other traditions of talking cures, and in the relation to the medicalisation of mental health in the age of neuroscience. Learning objectives: • To develop an understanding of non-medicine-based therapy for mental health • To situate psychoanalysis in the wider context of non-medicine based therapeutics • To critically assess the relevance of talking cures for mental health in the age of neuroscience. Core readings: *Modell, Arnold. 2012. “Psychoanalysis, neuroscience, and the unconscious self.” Psychoanalytic Review, 99 (4): 475-483. *Ryang, Sonia. 2017. “A critique of medicalisation: three instances.” Anthropology and Medicine, 24 (3): 248-260. *Cook, Joanna. 2016. “Mindful in Westminster: The politics of meditation and the limits of neoliberal critique.” HAU: Journal of Ethnographic Theory, 6 (1): 61-91. Additional readings: Varma, Saiba. 2012. “Where there are only doctors: counsellors as psychiatrists in Indian-administered Kashmir.” Ethos, 40 (4): 517-535. Berg, Henrik. 2021. “Why only efficiency, and not efficacy, matters in psychotherapy practice.” Frontiers in Psychology, 12. Porath, Nathan, 2013. “Freud among the Orang Sakai: the father-archetype, the talking cure, and the transference in a Sumatran shamanic healing complex. Anthropos, 108 (1): 1-18. El-Shakry, Omnia. 2017. “Islam and psychoanalysis” In The Arabic Freud: Psychoanalysis and Islam in Modern Egypt. Chapter 1. New Jersey: Princeton University Press. Moore, Henrietta. 2007. “Body, mind, and the world.” In The Subject of Anthropology: Gender, Symbolism, and Psychoanalysis. Chapter 1. Cambridge: Polity Press.
ELEC3575: Coursework 1 Electric Power Systems School of Electronic and Electrical Engineering Semester One 2025/2026 Coursework 1 Information (Summative Assessment of Unit 1): · There are 3 pages to this Assignment (a total of 3 questions). · You should attempt all 3 questions (with three parts each) after watching “Coursework 1 Instructions.mp4”. · Each question has a recommended page limit. This is to help you determine how long your answer is allowed to be. · You should use a minimum font size of 11 point. · Your work must be typed and machine-readable, not handwritten. Images of hand-drawn diagrams or figures may be inserted into your answer. · All symbols not specifically defined have their normally accepted meanings. Submission instructions: · You must submit this coursework as one single pdf or word document no later than the submission deadline of 2 pm, UK time, Thursday 6h of November 2025. · Your work should be submitted using the Turnitin link within the “Assessment and Feedback” area of the module page in Minerva. · You should receive an e-mail receipt from the Turnitin system to confirm that your work has been properly submitted. · Contact the School if you encounter any difficulties submitting your assignment on Turnitin. · Use the discussion board of the module if you have any questions about the assessment of Unit 1. You need to answer Questions 1 and 2 based on the information, results and my measurements presented in “Coursework 1 Instructions.mp4”. Whenever necessary, provide evidence and measurement from the lab experiment and/or mathematical derivations to support your claims and statements. Question 3 is more fundamental and does not require any of the measurements taken in the lab experiment. In all questions, you should include units and label all vectors (if any). Question 1 [30 marks]: Maximal length of the answer for this question is two page. 1-a) The Variac and inductor elements are not ideal (the former is not an ideal voltage source and has an internal impedance, and the latter has some internal resistance). Based on the discussions we had in the lab, and also over the course of ELEC3575, explain whether these two elements will become more non-ideal or closer to ideal (with respect to their intended use in our lab experiments) if we use them in another country with a 60 Hz nominal frequency? Assume these two elements are rated to work under both frequencies. [20 marks] Hint: The suitability of these components depends on the specific experiment in which they are used. Please ensure your answer is based only on topics and concepts that have been discussed during the ELEC3575 module and lab sessions. 1-b) Detail your findings on the amplitude of the neutral current for the different configurations investigated in Tasks 1 and 2. Explain your observations in 1-b based on the properties of balanced three-phase currents. [10 marks] Question 2 [40 marks]: Maximal length of the answer for this question is two pages. 2-a) Determine the active and reactive powers of ‘Phase a’ and those of the three-phase load, when using the RL impedance in Task 3. Calculate the value of the power factor. [10 marks] 2-b) Draw the single-phase equivalent circuit of the power system with an RL impedance per phase considered in Task 3. Based on the measurements and by using the single-phase equivalent circuit, construct a phasor diagram showing the voltages across the resistor, the inductor and the complete impedance as well as the load current and the power angle. Indicate the numerical values for all voltages and currents in the phasor diagram. [15 marks] 2-c) Detail how the power factor of the load changes after adding an additional resistor in series in each phase. Explain this change via a suitable mathematical argument (if necessary, see the screencasts and handout of Unit 1 for help). [15 marks] Question 3 [30 marks]: Maximal length of the answer for this question is two pages. In the next page, Figure 3.1 shows a balanced three-phase load under normal operating conditions, powered by an ideal three-phase voltage source. In this state, the load receives the maximum complex apparent power S, with each phase carrying the maximum allowable current |I|. Due to certain circumstances, however, the connection between the source and load in phase “c” has been opened, as shown in Figure 3.2. Figure 3.1: Normal operation condition of the three-phase load. Figure 3.2: Condition where the connection between load and source in phase “c” is opened. 3-a) In the condition illustrated in Figure 3.2, evaluate whether phases “a” and “b” of the source can continue to supply the load without risking overheating or causing damage to the components. [10 marks] Hint: To answer this, you will need to parametrically calculate the current passing through each of the two remaining phases. Then you will have to reason whether these values are acceptable or not. 3-b) Determine the new complex apparent power delivered to the load of Figure 3.2 as a function of (i.e. the complex apparent power in the original balanced condition). [10 marks] 3-c) Based on our lecture discussions, what are the similarities and differences between the instantaneous power delivered to the load in the circuit shown in Figure 3.1 and that in Figure 3.2? [10 marks]
ECE2191 Probability Models in Engineering Tutorial 8: Independent RVs and Jointly Gaussian RVs Second Semester 2021 1. Suppose X and Y are random variables with the following joint PMF. Are X and Y independent? 2. Suppose X and Y are random variables with Let c := P (X = 1, Y = 1). (a) Determine the joint distribution of X and Y , R X,Y, Cov(X, Y) and PXY . (b) For what value(s) of c are X and Y independent? For what value(s) of c are X and Y 100% correlated? 3. In this problem, we want to explore the relationship between correlation and dependence of random variables. (a) Prove that if two random variables are independent, then they are uncorrelated. (b) Consider random variables X and Y with the following joint PMF. Show that X and Y are uncorrelated but dependent. (c) What is your conclusion from part (a) and (b)? 4. Determine whether X and Y are independent: (a) (b) 5. Let X and Y be jointly continuous random variables with joint PDF (a) Are X and Y independent? (b) Find E[Y|X > 2]. (c) Find P (X > Y). 6. Let X and Y be two uncorrelated Gaussian random variables. Show that they are inde- pendent as well. 7. Let N be the total number of people that go to get tested for COVID-19 at a testing center during a day, where we know that N follows a Poisson distribution with parameter λ . Each test is positive with probability p and is negative with probability 1 - p independent of others. (a) What is the probability that the testing center receives exactly x positive and y negative tests during a day? (b) Let X and Y be two random variables denoting the number of positive and negative cases during a day. Are they independent? 8. Derive the CDF and PDF of Z = X +Y, where X and Y are two identical and independent uniform random variables in the [0, 1] range. 9. Let X and Y be a pair of jointly Gaussian random variables. Then, given that X = x, show that Y is a Gaussian random variable with 10. Let X and Y be jointly normal random variables with parameters µX = 1, = 1, µY = 0, = 4, and (a) Find P (2X + Y ≤ 3). (b) Find Cov(X + Y, 2X - Y). (c) Find P (Y > 2|X = 2). Hint: You can use the fact that the linear combination of Gaussian random variables is Gaussian. 11. [Optional] Consider a disk with radius l. A single point from the surface of this disk is selected randomly and uniformly. Therefore, the probability distribution of the chosen point both in the polar coordinates and the Cartesian coordinates is given by . (a) What is the marginal PDF of X? (b) What is the expected value of R? 12. [Optional] In this problem, we want to explore the properties of moment generation functions. (Hint: A moment generating function definition and equation can be found towards the end of page 62 from the lecture notes.) Show that: (a) If Y = aX + b, then MY(s) = esbMX(as). (b) If X and Y are independent, then MX+Y(s) = MX(s)MY(s). (c) Let X and Y be independent random variables. Let Z be equal to X with probability p, and equal to Y with probability 1 - p. Then, MZ(s) = pMX (s) + (1 - p)MY(s).
ECE2191 Probability Models in Engineering Tutorial 7: Pairs of Random Variables Second Semester 2021 1. A stock market trader buys 100 shares of stock A and 200 shares of stock B . Let X and Y be the price changes of A and B , respectively, over a certain time period, and assume that the joint PMF of X and Y is uniform over the set of integers x and y satisfying -2 ≤ x ≤ 4, - 1 ≤ y - x ≤ 1 (a) Find the marginal PMFs and the means of X and Y. (b) Find the mean of the trader's profit. 2. A class of n students takes a test consisting of m questions. Suppose that student i submitted answers to the first mi questions. (a) The grader randomly picks one answer, call it (I, J), where I is the student ID number (taking values 1, ..., n) and J is the question number (taking values 1, ..., m). Assume that all answers are equally likely to be picked. Calculate the joint and the marginal PMFs of I and J. (b) Assume that an answer to question j, if submitted by student i, is correct with prob- ability pij . Each answer gets “a” points if it is correct and gets “b” points otherwise. Calculate the expected value of the score of student i. 3. On a given day, your golf score takes values from the range 101 to 110, with probability 0.1, independently from other days. Determined to improve your score, you decide to play on three different days and declare as your score the minimum X of the scores X1 , X2 , and X3 on the different days. (a) Calculate the PMF of X . (b) By how much has your expected score improved as a result of playing on three days? 4. Consider four independent rolls of a 6-sided die. Let X be the number of 1's and let Y be the number of 2's obtained. What is the joint PMF of X and Y? 5. Alice passes through four traffic lights on her way to work, and each light is equally likely to be green or red, independently of the others. (a) What is the P MF , the mean, and the variance of the number of red lights that Alice encounters? (b) Suppose that each red light delays Alice by exactly two minutes. What is the variance of Alice’s commuting time? 6. Sam will read either one chapter of his probability book or one chapter of his history book. If the number of misprints in a chapter of his probability book is Poisson distributed with mean 2 and if the number of misprints in his history chapter is Poisson distributed with mean 5, then assuming Sam is equally likely to choose either book, what is the expected number of misprints that Sam will come across? 7. Consider two random variables X and Y with joint PMF given in the figure below. Let Z = E[X|Y]. (a) Find the marginal PMFs of X and Y. (b) Find the conditional PMF of X given Y = 0 and Y = 1; i.e., find PX|Y(x|0) and PX|Y (x|1). (c) Find the PMF of Z. (d) Find E[Z], and check that E[Z] = E[X]. (e) Find Var(Z). 8. A miner is trapped in a mine containing three doors. The first door leads to a tunnel that takes him to safety after two hours of travel. The second door leads to a tunnel that returns him to the mine after three hours of travel. The third door leads to a tunnel that returns him to his mine after five hours. Assuming that the miner is at all times equally likely to choose any one of the doors, what is the expected length of time until the miner reaches safety? 9. Assume that X and Y have the following joint pdf (a) Find c and the joint cdf FX;Y(x, y). (b) Find the marginal cdf’s, FX and Fy , and the marginal pdf’s, fX and fY . (c) Find E[X] and Var[X]. (d) Find the correlation, covariance, and correlation coefficient of X and Y. 10. A new virus, called COVID-20, has recently spread out in a land called Wonderland. This new coronavirus has a strange infection behaviour with respect to gender. Assuming that X and Y represent the portion of the males and females who have been infected by the virus, respectively, scientists derived the joint pdf of X and Y as Determine the probability that the portion of the infected males is less than or equal to 0.3. 11. [Optional] Let X and Y be two independent Poisson random variables with parameters αx and αy . Show that Z = X + Y is also a Poisson random variable. What about the sum of n independent Poisson random variables: is it Poisson as well? 12. [Optional] Suppose that the number of customers visiting a fast food restaurant in a given day is N , a Poisson random variable with parameter α . Assume each customer purchases a drink with probability p, independently from other customers, and independently from the value of N. Let X be the number of customers who purchase drinks. Let Y be the number of customers that do not purchase drinks, so X + Y = N. (a) Find the marginal PMFs of X and Y. (b) Find the joint PMF of X and Y.
ECON2206 Introductory Econometrics Week 2 Tutorials Readings • Read Chapter 1 and Chapter 2.1 thoroughly. • Make sure that you know the meanings of the Key Terms at the end of Chapter 1. Review Questions (these may or may not be discussed in tutorial classes) • What are the characteristics of cross sectional data? And time series data? Pooled cross sections? Panel data? • What is the diference between a random variable and a sample? Think about an example. Problem Set (these will be discussed in tutorial classes) (When reference is made to question numbers they refer to the ''Problems' or ''Computer Exercises" in Wooldridge 7th Ed. In most cases they are the same as the questions in the 4th, 5th and 6th Ed. although there is some modification to the numbering syntax.) • What is econometrics? What am I doing in this course? What should I be doing in this course? • Wooldridge Ch1 Q1 • Wooldridge Ch1 Q3 • Wooldridge Ch2 Q1 • Wooldridge Ch2 Q2
Tutorial 2 ECON2102 - Macroeconomics II Sustained Economic Growth The Finance Minister has requested you more information about sustained economic growth. As a senior advisor, you are planning to propose and implement the Romer Model. In particular, you are thinking about the ideas production function: ∆At+1 = At La,t (1) Your first task is to show the Finance Minister that the Ideas model has increasing returns to scale, you should also explain your intuition. Patents and Growth The Finance Minister is asking you how to prevent that some companies use ideas developed by other ones. The Finance Minister is concerned that it may deter R&D, but you quickly reply that imposing patents may attempt to exclude people and firms from using a particular idea. This means that new ideas do not fully add to the production process when they are granted. You need to modify the goods production function in the model to capture this idea to convince the Finance Minister. This modification can be done any way you want, but you need to explain your reasoning. (Note: You may also want to read the next section before deciding on the modification). Balanced Growth To convince the Finance Minister about the patents implementation, find the balanced growth path for GDP per capita with your modified Romer model. Is growth higher or lower in your model compared to the basic Romer model? Given your answer, do you think your model captures the effect of patents well? Explain the intuition.
ECON2102 – Macroeconomics 2 Additional Tutorial Practice Questions Tutorial 1 Question 1 – Show, in a general equilibrium setting, where national income distributed to capital is expressed as α and 0 < α < 1, that payments to capital and labour sum up to total output (Hint: assume the standard Cobb-Douglas production function discussed in class). Question 2 – Consider the production function: where 0
ECON2102 Macroeconomics 2 Tutorial 1 Economic Growth You are a senior analyst who is providing advice to the Government and provide explana-tions about behaviors of capital ow. Based on the models you have learned, you believe that Human Capital (H) is an important component that needs to be explicitly included and accounted for in growth models. You suspect that H is an important factor explain- ing why the marginal product of capital difers among countries. You are proposing the following model specification: (1) To successfully explain diferent MPK’s across countries accounting by human capital, you are interested in the following aspects: 1. Find the expression for the marginal productivity of capital (MPK) for two cases: θ = 0.7 and θ = 0.3 2. Explain the relationship between the MPK and human capital (increasing or de- creasing function) 3. Use the model to explain why capital may flow from poor to rich countries 4. Is return to education higher or lower in countries with scarce capital? 5. Discuss the level of L in Australia in the context of all the countries over the world. Is Australia labor abundant or scarce, comparing with other countries? Can you directly compare employment levels across countries? You may find the relevant data from ABS website or other data sources, if necessary. Economic Growt: War and Economic Recovery Imperial forces have decided to attack Alderaan. The attack destroyed most of the capital owned by the Rebel Alliance, the Secretary of the Cabinet, Senator Bail Organa, has requested your advice in order to restore the Galactic Republic. 1. Use the Solow-Swan Model to explain the Cabinet the efects of the destruction of capital on output, consumption, real wages, and real rental rates. (Hint: Assume the standard cobb-Douglas production function discussed in class). 2. Using the Solow-Swan Diagram explain to the Cabinet why the Rebel Alliance is expected to grow faster after the destruction of capital. 3. Give one economic explanation for why growth could be even faster after the de- struction of capital than the basic model predicts. Use the basic model or extend the basic model to justify your explanation. 4. The Cabinet has asked you to provide information about a saving rate that may maximize rebels consumption. Is there an optimal saving/investment rate(s) in the Solow-Swan model?
Please answer the questions below in the R markdown file (.Rmd) provided. You must download the R markdown file and enter your answers to the questions under the relevant question sections. Remember to create a new project folder with the correct folder structure! Download the data required for this assignment and put it in your 'data' folder. When you are happy with your answers, upload the R markdown file you created (the one that contains your answers to the questions) and any figures that were saved as part of the assignment. Don't forget to hit the 'submit' button once you have uploaded everything. You are allowed unlimited submission attempts before the deadline, so don't worry if you forgot to upload something or forgot to answer a question, you can make changes and upload a new submission any time before the deadline. Make sure to save your work on your own PC (or to your OneDrive account) so that you don't lose your work. Before answering the questions, test out the R markdown file to see if it will 'knit' to html output from the outset. Once you have that working, you can make your additions/changes in order to answer the questions below. It is good practice to test the html 'knit' each time you make a change to your R markdown file to make sure that your code is correct and you haven't made any errors or typos etc. There may be some questions you cannot answer. If this happens and a it means you can't test whether your R markdown file will 'knit' correctly for a subsequent question, use the comment function to comment out the R code that isn't working. If a subsequent answer depends on having created a column from a previous question to which you did not know the answer (i.e., you couldn't work out how to create the new column), use an existing column from the tibble to answer the subsequent question. Your answer will not receive a full score, but if you get the syntax correct and just insert the wrong column you will get most of the points for that question. Please do your best to structure your code well with useful commenting and indentation, section headers, etc. Question 1: Adjust the 'author' and 'date' of your R markdown file to reflect your own name and the date on which you started to work on the assignment. [2 points] Does your .Rmd file 'knit' to html after you downloaded it? If not, make the necessary changes/additions in order to make it work? (Hint: take a look at the portion of the markdown file where packages are being loaded and think about how that relates to the error message you receive). [2 points] Question 2: After loading the data as a tibble, carry out a random inspection of the contents of the tibble (the data). Insert code under the section corresponding to Question 2 to do this 4 times, each time using a different function. [4 points] While inspecting the data, did you notice anything about the data that you think is important to keep in mind during your data analysis? If so, does this apply to all columns, or only some columns in the tibble? Please explain your reasoning. [2 points] Please describe any differences you observe between the output in the html file produced by each of the 4 functions. Write your answers in the allocated space in the R markdown file. [5 points] Question 3: The data you downloaded are taken from the Subtlex-UK database. Subtlex is a project designed to collect large corpora of statistics related to lexical items, e.g., ratings, scores, counts/frequencies, etc. These are derived from millions (or these days billions) of instances of the lexical items in the database, originally taken from book or newspaper subtitles. There are separate corpora for different languages, and even different dialects of the same language (hence the 'UK' part refers to data on UK English). This corpus is actually based on data taken from BBC British television programs, which are considered to be more representative of the current language use in the UK. You can read more about these data if you are interested in the following paper. We are not going to work with all the data from this database, so let's make a sensible sub-selection using the 'dplyr' functions we learned about in class. Important: In order to get a full score your answer should use the '%>%' to create a pipeline for the different data wrangling steps in a-e below. First, select the columns with the following names (make sure the new/updated tibble has the columns in the order in which they are mentioned here): 'Spelling', 'DomPoS', 'BNC_freq', 'Zipf'. [2 points] Next, filter the data based on the 'DomPoS' column to include only adjectives and nouns in the tibble. [2 points] Create a new column in the tibble called 'FreqLog10' that takes the base 10 logarithm of the frequency of each lexical item (Hint: the frequency is in the 'BNC_freq' column). [2 points] Rename the columns to have more intuitive and convenient column labels. Call the first column 'Word'; the second column 'PoS' (this indicates Part of Speech); the third column 'Freq' (this indicates word frequency). [2 points] Sort the tibble in reverse alphabetical order according to the 'Word' column. [2 points] Do you notice anything strange about the 'FreqLog10' column? Try to work out why by comparing it to the 'Freq' column and share your conclusion. [2 points] Question 4: Now create some figures using ggplot2 to explore the data and at each step display the figure you created in your html output file. You must use ggplot2 to get a full score. Create a figure called 'fig1' that uses geom_text() to display the word frequency ('Freq' column in our tibble) on the x axis and the corresponding log transformed lemma frequency ('Zipf' column in our tibble) on the y axis. For the text labels use the 'PoS' column and set the theme for the plot to theme_minimal(). [5 points] Create a new figure called 'fig2' that uses geom_boxplot() to display the frequency ('Freq' column in our tibble) on the y axis as a function of part of speech ('PoS' column in our tibble) on the x axis. Before plotting first exclude frequency values higher than 1000. Set the theme for the figure to theme_light(). [6 points] Use the grid.arrange() function to combine 'fig1' and 'fig2' into a single figure (fig1 above fig2) and call it 'fig3'. Display 'fig3' in your html output as well. (Hint: don't forget to load the 'gridExtra' library). [3 points] Use the ggsave() function to save 'fig3' into the 'figures' folder in your project folder with the filename 'fig3.png'. (Hint: Use ?ggsave() to inspect the R help documentation for this function to see how to specify the argument for selecting the correct figure). [2 points] Question 5: Go through your R markdown document and change the section headings "Question 2", "Question 3", and "Question 4" from minor titles to major titles in the html output. [1 point] Go to line12 in your R markdown file and make the text there display as bold text after you 'knit' the file to html. [1 point]
