Project 5325 - Suppressing the cross-talk of the surface acoustic wave from ultrasonic images of bulk waves in laser ultrasonic captured data Project Type: Individual Maximum Number of Students: 1 Project Description Ultrasonic imaging is a powerful non-destructive evaluation tool to analyse the integrity of components. Ultrasound can be generated using a variety of modalities such as piezoelectric transducers, electromagnetic acoustic transducers (EMATs), and lasers. Piezoelectric transducers and EMATs are not designed to withstand the extreme processing environments that is typical of welding and additive manufacturing. However, laser ultrasonics (LU) offers a remote and non-contact mode of operation that makes it deployable for complex geometries, hostile environments, and places of restricted access. In LU, ultrasound is generated and detected using lasers. One of the advantages of laser ultrasound is that it excites all ultrasonic wave modes: both bulk waves (i.e. ultrasonic waves that travel through the bulk of the material) and surface acoustic waves (i.e. ultrasonic waves that ravel at the surface) are generated. The ultrasonic data that are captured are then post processed using imaging algorithms that produce ultrasonic images of the interior of the component based on the time of the ultrasonic wave’s arrival and its velocity. Each ultrasonic wave mode has it’s own ultrasonic velocity and in many instances the wave modes from the bulk and the surface arrive at the same time, creating a cross-talk. As the surface acoustic wave is the strongest wave mode generated, a region of the ultrasonic image is saturated by its arrival and masks any features/defects within this region. The aim of this project is to explore and implement signal processing techniques to suppress or remove the surface acoustic wave cross-talk from ultrasonic data captured using laser ultrasound for successful imaging of subsurface defects. Experimental data sets from laser ultrasound will be provided. Good Matlab knowledge is essential. Key Objectives Familiarise with the concept of laser ultrasound. Understand the laser ultrasound data acquisition method. Understand the total focusing method (TFM) imaging algorithm for laser ultrasonics. Use TFM to produce ultrasonic images with previously recorded experimental data. Develop several signal processing methods for suppression of the surface acoustic wave crosstalk. Implement the developed suppression methods to image a subsurface defect within the crosstalk region from previously recorded experimental data. Compare the advantages and disadvantages of each method. Supervisor Stratoudaki, Dr Theodosia (SENIOR LECTURER - EEE) Second Supervisor Davis, Dr Geo (RESEARCH ASSOCIATE - EEE) Class Codes 19496 EEE Individual Project EE900 MSc Project EE990 MSc Project EM401 EME Individual Project Areas Signal Processing Opto Electronics Ultrasonics Mechanical Engineering Topics Optical Technologies Image & Video Processing Data Analysis Non Destructive Testing Ultrasonics Laser Technologies Activities Software Computer-based Numerical Measurement Analysis Research Small signal Programming
Project 5598 - Multi-Mode ultrasonic imaging and Data Fusion for laser ultrasonics Project Type: Individual Maximum Number of Students: 1 Project Description Ultrasound is a simple and powerful technique that allows to detect defects inside optically opaque materials without causing any damage, a process called non-destructive evaluation (NDE). During the past twenty years ultrasonic phased arrays have found their way in NDE as they offer ultrasonic imaging instead of simple defect detection. Conventional arrays comprise a number of elements that can independently generate and detect ultrasonic waveforms. Currently, the “gold standard” in ultrasonic imaging for NDE is a data acquisition method where the array is used to capture signals of all possible combinations between transmission and detection array elements. This method of data acquisition is called the “Full Matrix Capture” (FMC). FMC has given the power to perform. the focusing and steering of ultrasonic waves in post processing using a variety of imaging algorithms. One of those algorithms is the Total Focusing Method (TFM) where the ultrasonic beam is focused at each point in the ultrasonic image. TFM is currently considered the benchmark in NDE as it is almost impossible to perform. this technique during real time and gives high definition ultrasonic images. Even more recently, FMC and TFM have been made possible for laser ultrasonics, which is an ultrasonic technique that uses lasers to generate and detect ultrasound. Laser ultrasound has the unique advantage of being a remote ultrasonic technique, making it suitable for extreme environments, such as the hot environment of a manufacturing process or even space, which is why there is a strong industrial interest for this technique. The concept of Laser Induced Phased Arrays (LIPA) synthesises an array of ultrasonic generation sources and detectors in post processing by mechanically scanning laser beams. Following data acquisition with LIPA, TFM ultrasonic images can be produced. Composing a TFM image is usually done by choosing the ultrasonic wave mode (longitudinal or shear waves) of the excited ultrasound. All wave modes are excited during laser ultrasonic generation and when waves are reflected off internal boundaries of the investigated structure, mode conversion takes place, which causes the appearance of additional modes. All these modes are detected and contain different kind of information about the structure and should be taken into account, especially when characterisation of a defect is desired. Data fusion of the information from all useful modes can be used in order to synthesise a single TFM image for efficient imaging. The aim of this project is to develop a TFM algorithm tailored to laser ultrasonics that will be able to image various ultrasonic modes excited in the material and fuse the information in a single ultrasonic image. Part of the project will require capturing experimental FMC data sets from conventional, transducer arrays and LIPAs. Matlab knowledge and an interest in signal processing are essential. Key Objectives Understand the principles of phased array ultrasonics and laser ultrasonics. Understand the principles of FMC and TFM for the purpose of NDE. Familiarisation with the use of a TFM algorithm for laser ultrasonics. Development of multi-mode data analysis and TFM ultrasonic images. Data fusion of various ultrasonic modes into a single ultrasonic image Comparison of images from multi-mode analysis with conventional single-mode TFM. Demonstrate the potential of multi-mode and data fusion for the ultrasonic imaging of an industry relevant component. Supervisor Stratoudaki, Dr Theodosia (SENIOR LECTURER - EEE) Class Codes 19496 EEE Individual Project EE900 MSc Project EE990 MSc Project EM401 EME Individual Project Areas Signal Processing Ultrasonics Topics Sensor Systems Optical Technologies Image & Video Processing Mechanical Engineering Data Analysis Non Destructive Testing Ultrasonics Transducer Systems Transducer Design Laser Technologies Activities Computer-based Experimental Measurement Analysis Research Small signal Programming
CLIT1001 ASSIGNMENT - SHOT LIST Compose a shot-by-shot breakdown of the scene in Citizen Kane when Susan makes her debut at the opera. Your breakdown will consist of 1) a listing of shots, with brief notations about the visual and sonic components of each shot, and 2) a brief analysis of 1-2 paragraphs that describes how these elements work together: what they communicate about the story, the characters, and their relationship; the overall effects and impressions that they create for the viewer The shot list should cover: Cinematography - camera distance (shot size): extreme long shot, long shot, medium shot, closeup, etc.; these can be abbreviated ELS, LS, MS, CU - camera angle: high, low, eye-level; can abbreviate as HA, LA, EYE - camera movement (tracking, pan, tilt, etc.) and direction of movement (right, left, up) Mise-en-scène - scenery, actors, other visual objects, and how they are positioned - lighting Editing - transition from one shot to the next: dissolve, fade in, cut (match on action, eye-line match) - length of shot - patterns like shot — reverse shot, eyeline matches, etc. Sound - types of sound present (speech, music, effects), which of these dominate, when they fade
IND5003 Project Information 1 Project Titles 1. The python notebook nea_radar_images.ipynb contains code that will download images of rain areas surrounding singapore, similar to Figure 1. Utilise computer vision techniques to track and study the trajectories of storms in the region. Figure 1: Rain areas 2. The python notebook lta_images.ipynb contains code that will download images of traffic at various major roads in Singapore, similar to Figure 2. Utilise computer vision techniques to study the traffic jams at the causeway and second link. Figure 2: Causeway (left: towards Johor, right: towards BKE) Note I am aware that our topic on computer vision comes towards the end of the course, but I intend to put the notes up during recess week at the latest so that you can read up. In the meantime, if you choose to work on one of the above projects, I strongly encourage you to sign up and complete the free bootcamp by the opencv authors. It is very useful indeed! 3. The World Values Survey is conducted annually in countries around the world. The survey aims to track and study the values and norms of residents of various countries. The website contains data, documentation and reports for previous years. For this project, our coursemates will be asked to fill up a modified version of the survey (compulsory). Your task is to carry out an analysis of this data from our coursemates. 4. The Enron Email corpus consists of emails from 150 users, mostly senior management. It was made public during an investigation into the Enron scandal. Your task is to carry out an unsupervised learning analysis of the Enron corpus. 5. Implement an agent-based model of interest to you. Here are some possibilities: • Penalty-takers in Soccer • Maritime pirate attacks • Negotiation in e-commerce The papers above contain detailed descriptions of agent-based models. Your task is to implement basic versions of them using mesa, and then to analyse various scenarios. Parametrising simulation models requires real data, so part of the task here is to decide what parameters to decide for the model. Note Again, I will put up the notes for simulation models very soon. 6. Self-proposed project. If you have a problem from your workplace, or you prefer to work on a different from one of the above, that is perfectly fine too. However, projects need to contain certain characteristics: • The data should be prepared and cleaned carefully. With the tools we have today, the analysis burden is less than before. Hence as analysts we can pay more attention to data preparation. This phase should include looking for multiple datasets to allow for checking your findings against, and datasets of additional but relevant features to improve your analysis. If not sure, do check with me. • The project should require you to apply one or more of the topics in our course, or to learn a new method on your own. • The project cannot consist of only supervised learning. • The research question should be clearly defined. It cannot be identical to analyses performed online. Projects need to be finalised before the end of week 5. If you are going to propose your own project, please send me a 1-page write-up with your proposed idea before Friday of week 4. 2 Submissions The following are the submissions for the project: 1. Video presentation • A 10-minute video to be uploaded to a sharepoint folder (to be created closer to the submission date). The presentation should communicate the major findings from your data analysis. The portion on methods review can be kept to a minimum. • You can assume that the audience for the presentation is a technical audience, i.e. it is a knowledge- sharing presentation. 2. Report • A data analysis report submitted as a pdf document. • The maximum number of pages should be 20, excluding cover, contents, references and appendices. The font size cannot be smaller than 10 Times New Roman. 3. Source codes • A zip file containing all the Python source codes written for the project. • Codes can be in the form. of python notebooks, or in the form. of scripts/modules, or a combination of both. 3 Grading 3.1 Project grade Video presentation The video presentation will be graded on clarity of content and creativity. Data analysis report You are encouraged to include the following sections in your report (other sections are up to your discretion): 1. Methods review. This section could be a review of relevant/existing work similar to the task, or it could be a quick introduction to the model used in the report (if it is not one that was covered in the lecture notes). 2. Statement of questions of interest. These are the 2 - 3 research questions that you aim to answer with this analysis. 3. Data overview. This section is where you can describe the data collection and preparation procedures. Credit will be given for finding relevant datasets that provide additional evidence/context for your conclusions. 4. Overview of code structure. The data analysis report will be graded on the quality of the analysis and the clarity of the report. In terms of clarity of report, we look for the use of proper English (no bullet points). We also encourage the use of visualisations. The report should be well-organised. In terms of quality of analysis, we look for iteration in the analysis, since every analysis reveals a bit more about the data, and suggests what could be done next. The findings pertaining to the questions of interest should be communicated clearly, demonstrating understanding of techniques. A discussion of the limitations of the analysis should also be present. Evidence of self-learning, where you identify a new technique, or go deeper into one of the techniques introduced in the lectures) also counts as a plus point. A very insightful paper by prominent statisticians (McGowan, Peng, and Hicks, 2023), breaks down every data analysis into six areas that can be used to assess its quality. These six areas are: data quality, exhaustiveness, skepticism, second-order questions, clarity and reproducibilty of analysis. You may want to skim through the paper when assessing the quality of your own report. Please note that NUS has a policy on the use of AI for homework. I encourage you to use AI models to assist with writing code, but do ensure that you do not violate the university guidelines. Especially when writing reports, bear in mind that these models do tend to invent references, authors and titles. Code Code is assessed in terms of reproducibility, documentation (via comments/docstrings/README files), and organisation of folders. 3.2 Individual grade The individual quiz component will kick in after the submissions. The score comes from: 1. Individualised quiz questions on your own project. This quiz will be conducted in the week 13 lecture time. It may include asking about the source codes that you submitted. 3.3 Acdaemic references McGowan, Lucy D’Agostino, Roger D Peng, and Stephanie C Hick, 2023. “Design Principles for Data Analysis,” Journal of Computational and Grpahical Statistics, 32 (2): 754—61.
Data Analytics in LinkedIn Job Postings 1. Motivation Since Industry 4.0 requires extensive knowledge from different fields, career opportunities related to our program are actually quite broad, including many cutting-edge and popular fields, such as finance, industrial production, and data science. As a result, I've developed a strong curiosity and interest in analyzing salary, benefits, and skill requirements for various positions in the current global job market. I hope to analyze publicly available datasets on Kaggle to understand the current job market and experiment with using AI models to provide career-related recommendations. 2. Dataset l https://www.kaggle.com/datasets/arshkon/linkedin-job-postings/code LinkedIn Job Postings (2023 - 2024) l https://www.kaggle.com/datasets/joykimaiyo18/linkedin-data-jobs-dataset/data LinkedIn Data Jobs Dataset l https://www.kaggle.com/datasets/asaniczka/1-3m-linkedin-jobs-and-skills-2024 1.3M LinkedIn Jobs & Skills (2024) These datasets provide large scale information on job postings, including job descriptions, required skills, salary ranges, company details, and whether remote work is permitted. 3. Excepted Outcomes I hope to use several datasets of LinkedIn job postings, such as the one shown above, to conduct data mining and analyze salaries and skill requirements across different industries. This will involve data cleaning, skill extraction, and unsupervised analysis to summarize the overall labor market. After completing an analysis of most industries, I hope to select a dataset focused on data science jobs and analyze relevant information about these jobs, for example, whether they can work remotely. I think this project will allow me to compare overall industry trends, and provide a clearer understanding of the job market for data science jobs.
CLIT1001 INTRODUCTON TO FILM STUDIES FALL 2025 This course introduces students to the study of the moving image and teaches them to analyze and understand films. The course covers elements of technique, form, and aesthetics, such as framing, movement, editing, sound, and performance. It also covers topics in the history of cinema, genre, technology, culture, and theory. In addition to readings on these topics, weekly viewings will be required, of films from Asia, Europe, and the US, and from early to contemporary cinema. Requirements: In addition to the Friday lectures, there is a required weekly section meeting, schedule to be determined. Section meetings will begin in week 3 and end with week 12, with some skipped weeks in between. Readings and viewings should be completed in advance of the Friday class meeting, so that you arrive prepared to share questions about and responses to the films and texts. All materials will be distributed on Moodle, including links to watch the films on your personal computers. There will be a screening of each week’s film on Mondays at 6pm in RRST7.58. Attendance at this screening is optional; we set this up as an alternative for students who prefer to view films on a bigger screen and in a collective setting. Because of limited space, attendance at the screening is limited to students who are enrolled in the class. The readings draw heavily on the textbook Film Art: An Introduction, by David Bordwell and Kristin Thompson, 12th edition. On Moodle you can find a link to the pdf version of this textbook (for online reading and/or download). Regular attendance, occasional pop quizzes, and participation in class and sections will count towards the final grade. Students are expected to arrive to class on time and to be mentally present. Cell phones must be silenced and stowed away. Laptops and tablets are permitted in class for notetaking only. If you are more than 30 minutes late for class, you will be considered absent. The midterm assignment is a SHOT LIST. This is a close analysis exercise that involves breaking down a short film clip into all of its component shots. You will create a graphic inventory of shots followed by a short written analysis. This assignment is due on 10 October. There will be a handwritten FINAL EXAM on the last day of class, 28 November. The exam will consist of definitions and short essay responses. Answers will be graded on content and substance, with no deductions for spelling, grammar, or the mechanics of writing. In addition, there will be occasional POP QUIZZES on the readings and films in section. There are no make-ups in the event that you miss the quizzes or final exam. The breakdown of grades is: Attendance in lectures 10% Section participation & quizzes 30% Close analysis exercise 25% Final exam 35%
DEPARTMENT OF SOCIOLOGY, 2020-21 Module Code SC340-6-FY Module Title The Current Issues in Social Science Assessment 100% Coursework Coursework and submission dates Workshop (45 minutes) 5% - Week 9-10 Poster (10 minutes) 5% - Week 11 (FASER) Individual contribution to poster and workshop (500 words) 10% Week 12 FASER Creative group project (45 minutes) 15% - Week 24-25 Individual contribution to group project (500 words) 15%- Week 26 (FASER) Blog 1 (800-1000 words) 10% - Week 11 (FASER) Blog 2 (800-1000 words) 10% - Week 25 (FASER) Logbook and final reflection (3000 words) 30% - Week 33 (FASER) Teaching approach Assuming there are no covid-19 restrictions this module will be taught face to face in seminar format. There will be pre-recorded videos to watch ahead of time but the seminar of 50 minutes will take place in person. You will be expected to watch this material and engage with any suggested activities before your class each week. Please note that you should be spending up to eight hours per week undertaking your own private study (reading, preparing for classes or assignments, etc.) on each of your modules (e.g. 32 hours in total for four 30-credit modules). The lectures provide an overview of the substantive debates around the topic of the week, while the classes will give you the opportunity to reflect on your learning and actively engage with your peers to develop your understanding further. You are strongly encouraged to attend the classes as they provide an opportunity to talk with your class teacher and other students. The classes will be captured and available via Listen Again. However, if you want to gain the most you can from these classes it is very important that you attend and engage. Module forum The general module forum is located at the top of your module Moodle page and you can use this space to ask any questions you have about the module. Module teachers will aim to answer any queries within three working days - but please also help each other out (and don't wait for the convenor to reply if one of you knows the answer). We encourage you to use the forum rather than individual emails for questions about the module – many of you will have similar questions and this is the best way to make sure everyone on the module is given the same information. Forums are a great place to discuss elements of your course, chat about items of relevant interest and make friends. However, when you are interacting with other people online, you don’t have the extra benefits of body language or voice intonations to help you get your point across. While multiple and various contributions are welcome, please follow these guidelines: - Remember that you are talking to real people. Treat the forum as you would a face-to-face tutorial. - Be respectful of other people’s opinions. By all means, be rigorous in your argument, but try to do so in a courteous and constructive way. - Avoid writing all in CAPITALS. IT LOOKS LIKE YOU’RE SHOUTING! - Please stay on topic. The module forum is for discussion of ideas related to the module. - Remember that your readers may have different cultural and linguistic reference points to your own. For example, sarcasm may be misunderstood by other readers. - Try to keep your messages short. Forums are not the place to write extended commentaries (that is what assignments are for). - Credit the ideas of others. - You are responsible for the content of your messages. Remember that you are participating in a public forum so do not post messages which contain offensive or illegal material. The forum discussion is monitored by your module teachers. Please join these discussions - you should feel free to join in the conversation without feeling that you have to have an answer to all the questions that the module presents. The forum is one of the places that you can experiment with ways of tackling these questions. Please note: for issues of a personal nature, please do not use the forum. You should email your tutor – remember that everyone on the module has access to the general forum. Module Outline Summary: Aims, Objectives and Learning Outcomes Aims By the end of the module students should be able to: · To understand the contemporary theories of how key topics intersect with politics, sociology, psychosocial analytic studies, economics, marketing, business, and language and linguistics · To develop student’s ability to critically assess and discuss a variety of issues in different disciplines · To understand the effect that a variety of current issues have had on shaping behaviour and institutions · To adjudicate between competing theories or arguments, giving credit to perspectives other than their own · To improve students’ abilities to write objectively and persuasively · To improve general writing skills in a concise fashion · To learn how to gather data and analyse it in a concise fashion · To learn how to present information orally · To learn how to work in large teams And… · Engage students in their own employability and development · Enable students to develop a thorough understanding of the range of careers and their ability to access and utilize resources effectively · Engage students with the purpose of developing employable skills and understanding why these specific skills are essential · Develop student’s understanding of the recruitment process and what their ability is to influence this process · Develop students’ ability to articulate their personal brand, skills and attributes in a positive, confident and professional manner. Transferrable skills · Identifying, gathering, assessing and organizing evidence · Understanding the different disciplines use different approaches to understanding current events; Critically comparing alternative perspectives on current events · Working in groups with other students from a range of different disciplines; developing inter-personal skills, people management, and ability to coordinate with others and negotiate · Exercising judgement on the relevance and reliability of information · Verbal, written and online communication · Effective time management and organising tasks to meet deadlines · Technical skills in putting together online content · Complex problem solving and critical thinking Learning Outcomes 1. To develop a detailed knowledge of the main theoretical and empirical concepts in social science 2. To gain an in-depth understanding of how social science applies to the big issues facing our world and the main findings of social science 3. To develop a comprehensive knowledge of developments, issues and debates in social sciences and the sources of information for studying social science from an inter-disciplinary perspective 4. To apply analysis and research to solve and explore common issues in social science 5. To develop skills in teamwork and technical presentations 6. To deliver successful planning and project implementation through strong organisational skills 7. To develop understand how to undertake independent research, to learn important research techniques, writing and critical thinking. 8. To critically engage with social science data, and understand how to gather/access sources of data in social science
BE439 Course Work 2 – Essay Drawing on Rhodes' (2023) article "The Ethics of Organizational Ethics", write an essay exploring the tensions between formal organisational ethics programs and employees' lived ethical experiences in contemporary organisations. Your essay should critically examine how organisations attempt to shape ethical behaviour through formal codes and policies and analyse the ethical dilemmas and experiences that may arise for individuals within these organisations as a result. Your essay must include: 1. A critical analysis of Rhodes' (2023) key arguments regarding the "ethics of ethics" and their implications for understanding organisational ethics. 2. A critical examination of two real organizations and their approaches to organisational ethics. 3. Integration of other 3 articles/chapters (of your choice) used in this Module. You should research and critically discuss: a) The organizations' formal ethics programs, codes of conduct, and/or ethical policies b) Specific incidents or cases that illustrate ethical challenges or dilemmas within these organisations c) How these real-world examples relate to Rhodes' (2023) theoretical framework 4. A discussion of the tensions between formal organisational ethics and individual ethical experiences, drawing on Rhodes' (2023) concepts such as: a) The "aporia" or contradiction between ethical aspirations and organisational imperatives b) The passive and pre-subjective nature of ethical responsibility c) The relationship between ethics and justice in organisational contexts. 5. A critical reflection on the implications of Rhodes' (2023) arguments for improving ethical practices in organisations. Consider how organisations might foster more authentic and empowering approaches to ethics. Guidance: · Your essay should demonstrate a clear understanding of Rhodes' (2023) and the 3 articles/chapters (of your choice) used in this Module's theoretical frameworks and apply it thoughtfully to your chosen 2 organizations. · Use at least 10 additional reputable sources (academic journals, quality news outlets, organizational reports) to research your chosen organization and their ethical practices/challenges. · Include proper citations and a reference list in Harvard style. · Structure your essay with a clear introduction (including a thesis statement), well-organized body paragraphs (using headings), a conclusion summarizing your key arguments, and a reference list. · Critically engage with the material, offering your own insights and analysis rather than merely describing concepts or events. o Word Count: between 2,300 and 2,500 words (without the reference list). o Use Arial or Times New Roman, 12pt font, double-spaced. Assessment Criteria: · Understanding and application of Rhodes' (2023) and the 3 other article/chapters theoretical frameworks (30 points) · Quality of research and analysis of chosen organization examples (25 points) · Critical thinking and originality of insights (20 points) · Essay structure, clarity of expression, and academic writing style. (15 points) · Proper referencing and adherence to word count (10 points) Total: 100 (Weighting: 60% of the total module mark) Important notes and instructions: 1. Use Microsoft Word document (.doc or .docx) for submission. 6. All coursework must be submitted via FASER by the published date. Details are available on Moodle and in your student handbook. More information concerning late submission of coursework or absence from in-class tests can be found here: Course: EBS Colchester Undergraduate Information, Card: Coursework Submission Information (essex.ac.uk) and https://www.essex.ac.uk/student/attendance-and-engagement/absence 2. The overall quality of your writing may affect your mark. You should, therefore, aim to present your ideas in an organized manner and demonstrate coherence in your argument. 3. The assessment will follow the criteria indicated in the EBS Marking Scheme (see Moodle), considering the coverage and analysis developed in the assignment. 4. More information regarding academic offences can be found here: https://www.essex.ac.uk/student/exams-and-coursework/about-academic-offences 5. Students requiring support may contact the EBS learning team: [email protected] BE439 Business Ethics Essay Marking Criteria Criteria Excellent (70%+) Very good (60-70%) Good (50-60%) Weak (40-50%) Weakest (below 40%) Understanding and application of Rhodes' (2023) and other theoretical frameworks (30 points) Demonstrates exceptional understanding of Rhodes' (2023) key arguments and their implications. Critically applies the theoretical frameworks from Rhodes and 3 other chosen articles/chapters with originality and insight. Provides a nuanced analysis of the tensions between formal organizational ethics and individual ethical experiences. Very good understanding of Rhodes' (2023) arguments and other theoretical frameworks. Applies theories effectively to analyse organizational ethics. Shows good critical engagement with the material. Good understanding of Rhodes' (2023) and other theoretical frameworks. Applies theories to discuss organizational ethics but may lack depth in critical analysis. Basic understanding of Rhodes' (2023) and other theories but limited ability to apply them to organizational ethics. Analysis tends to be descriptive rather than critical. Minimal understanding of Rhodes' (2023) and other theoretical frameworks. Unable to apply theories effectively to organizational ethics. Quality of research and analysis of chosen company examples (25 points) Provides in-depth, critical analysis of two real companies and their approaches to organizational ethics. Effectively integrates specific incidents or cases to illustrate ethical challenges. Demonstrates excellent research skills, using a wide range of relevant and credible sources. Very good analysis of two companies and their ethical approaches. Good use of specific incidents to illustrate challenges. Demonstrates good research skills with a range of relevant sources. Good analysis of companies and their ethical approaches may lack depth in some areas. Some use of specific incidents. Adequate research with mostly relevant sources. Limited analysis of companies and their ethical approaches. Few specific incidents were used. Limited research with some irrelevant or unreliable sources. Superficial or no analysis of companies. No specific incidents were used. Poor research with few or no relevant sources. Critical thinking and originality of insights (20 points) Demonstrates exceptional critical thinking skills, offering original insights on the implications of Rhodes' (2023) arguments for improving ethical practices in organizations. Provides thoughtful reflection on fostering authentic and empowering approaches to ethics. Very good critical analysis of implications for ethical practices. Offers some original insights and well-supported arguments for improving organizational ethics. Good attempt at critically analysing implications but may lack depth or originality in some areas. Some suggestions for improving ethical practices. Limited critical analysis of implications. Few original insights. Weak or superficial suggestions for improving ethical practices. Minimal evidence of critical thinking. No original insights offered. Unable to suggest improvements for ethical practices. Essay structure, clarity of expression, and academic writing style. (15 points) Excellent structure, a clear introduction (including a thesis statement), well-organized body paragraphs (using headings), and a strong conclusion. Exceptional clarity in writing, with sophisticated use of academic language. Demonstrates mastery of academic writing conventions. Very well-structured essay with clear sections. Very good clarity in writing and appropriate use of academic language. Minor issues in academic writing conventions. Good overall structure, but some sections may lack clear organization. Generally clear writing style. with mostly appropriate use of academic language. Some issues with academic writing conventions. Basic structure present but lacks clear organization in some areas. Writing style. is sometimes unclear or informal. Inconsistent use of academic language and conventions. Poor structure with little logical flow of ideas. Writing is unclear and informal. Inappropriate use of language for academic writing. Many errors in academic conventions. Proper referencing and adherence to the guidelines (10 points) Impeccable use of Harvard referencing style. throughout. Adheres precisely to all the guidelines. Very good use of Harvard referencing with minor errors. It follows most guidelines. Good use of Harvard referencing with some inconsistencies. It follows the main guidelines with some minor oversights. Inconsistent use of Harvard referencing with several errors. Several guidelines were not followed. Poor or no use of Harvard referencing. Most of the guidelines were not followed.
BE439 Course Work 1 – Video Presentation § Assignment Overview Welcome to Course Work 1 for BE439. This assignment is designed to assess your comprehensive understanding of key concepts in the course and your ability to communicate complex ideas effectively through video presentation. You will create a video that addresses the specific objectives of our course material, supported by reputable academic research and creative presentation techniques. This assignment's primary objectives are to demonstrate your knowledge, develop your skills in scientific communication, critical thinking, and digital presentation, and apply course concepts to real-world scenarios. This task will challenge you to synthesise and critically analyse information from various academic sources, present it in an engaging manner, and adhere to professional standards of academic work. § Objectives 1. Critically analyse the evolution of business ethics from Friedman's (1970) shareholder primacy to stakeholder theory and Corporate Social Responsibility. a. Drawing on the work of Rhodes (2023), Bakan (2004), and Crane et al. (2001), discuss the practical implications of these changes for organizations and society. b. Provide 1 specific example (from a real organization) from the Global Atlas of Environment Justice (https://ejatlas.org/) to illustrate your arguments. § Guidelines - Create an individual video presentation addressing the objectives above - Duration: 10-12 minutes - Use supporting written content (e.g., slides, infographics, or animations) - The last slide must contain at least 10 additional academic references from reputable sources - Upload the feedback sheet on FASER with the link (the video must be saved on Box and set to allow viewing access) - Ensure audio quality is clear and free from background noise - Use appropriate visuals to support your key points - Structure your presentation with a clear introduction, body, and conclusion An example of a very good video: Programmatic Advertising Business Report Ariana Hurtado (youtube.com) § Evaluation Criteria As you prepare your video presentation, keep in mind that you'll be evaluated on the depth of your content, the rigour of your research, your creativity in presentation, your delivery skills, and your ability to follow the technical guidelines provided. This assignment is a valuable opportunity to showcase both your comprehensive understanding of the subject matter and your capability to convey that understanding to others clearly, engagingly, and professionally. 1. Content and Objective Addressing (20 points) - Thoroughly addresses all objectives with depth and critical thinking - Demonstrates deep understanding of the subject matter and its practical applications - Presents clear, logical, and well-supported arguments - Provides relevant examples and explanations from both academic and real-world contexts 2. Scientific Rigor and Use of Sources (20 points) - Incorporates a minimum of 10 additional academic references from reputable sources - Effectively integrates scientific evidence to support arguments and critically evaluates conflicting views - Demonstrates critical analysis of sources and their relevance to the topic - Properly cites sources throughout the presentation using the Harvard citation style 3. Creativity and Engagement (20 points) - Presents information in an innovative and engaging manner that captures and maintains the audience's attention - Uses creative elements to enhance understanding (e.g., analogies, visuals, storytelling techniques) - Maintains audience interest throughout the presentation - Demonstrates originality in approach to the topic and in connecting ideas across the Module 4. Presentation Skills and Delivery (20 points) - Speaks clearly and at an appropriate pace with effective use of pauses for emphasis - Maintains good eye contact with the camera and creates a connection with the audience - Uses appropriate body language and gestures to reinforce key points - Demonstrates confidence and enthusiasm for the subject matter throughout the presentation 5. Technical Execution and Guideline Adherence (20 points) - Adheres to the 9-10 minutes time limit without rushing or overextending - Provides supporting written content (e.g., slides, infographics, or animations) of high quality with consistent design and readability - Correctly upload the document with the video link to FASER (link must be for Box file and set to allow viewing access) - Follows all specified guidelines for the assignment Total: 100 points (Weighting 40% of the total module mark) BE439 Business Ethics Video Presentation (CW1) Marking Criteria Criteria Excellent (70%+) Very good (60-70%) Good (50-60%) Weak (40-50%) Weakest (below 40%) Content and Objective Addressing (20 points) Thoroughly addresses all objectives with depth and critical thinking. Demonstrates deep understanding of the subject matter and its practical applications. Presents clear, logical, and well-supported arguments. Provides relevant examples and explanations from both academic and real-world contexts. Addresses most objectives with good depth and some critical thinking. Shows very good understanding of the subject matter. Arguments are generally well-supported with relevant examples. Addresses main objectives adequately. Demonstrates good understanding of key concepts. Some arguments lack depth or critical analysis. Examples are relevant but may lack depth. Partially addresses objectives. Basic understanding of subject matter. Limited critical analysis. Few relevant examples or weak explanations. Fails to address most objectives. Minimal understanding of subject matter. Lacks critical thinking. No relevant examples or explanations. Scientific Rigor and Use of Sources (20 points) Incorporates a minimum of 10 additional academic references from reputable sources. Effectively integrates scientific evidence to support arguments and critically evaluates conflicting views. Demonstrates critical analysis of sources and their relevance to the topic. Properly cites sources throughout the presentation using the Harvard citation style. Uses additional academic references. Good integration of scientific evidence. Some critical evaluation of sources. Citations are mostly correct and consistent. Uses some additional academic references. Adequate use of evidence to support arguments. Limited critical evaluation of sources. Some inconsistencies in citations. Uses additional references, not all academic. Weak integration of evidence. Little critical evaluation of sources. Inconsistent or incorrect citations. Uses fewer than 4 additional references or relies on non-academic sources. No critical evaluation of sources. Citations are missing or incorrect. Creativity and Engagement (20 points) Presents information in an innovative and engaging manner that captures and maintains the audience's attention. Uses creative elements to enhance understanding (e.g., analogies, visuals, storytelling techniques). Maintains audience interest throughout the presentation. Demonstrates originality in approach to the topic and connecting ideas across the Module. Very good use of creative elements to engage audience. Maintains interest throughout most of the presentation. Shows some originality in approach and connections. Good attempt at creative presentation. Some engaging elements used. Maintains interest for most of the presentation. Limited originality in approach. Limited creativity in presentation. Few engaging elements used. Struggles to maintain audience interest. Lacks originality in approach. No evidence of creativity or engagement. Presentation is dull and fails to maintain audience interest. No originality in approach. Presentation Skills and Delivery (20 points) Speaks clearly and at an appropriate pace with effective use of pauses for emphasis. Maintains good eye contact with the camera and creates a connection with the audience. Uses appropriate body language and gestures to reinforce key points. Demonstrates confidence and enthusiasm for the subject matter throughout the presentation. Very good clarity and pacing. Good eye contact and audience connection. Appropriate use of body language and gestures. Shows confidence and interest in the subject. Good clarity but may have some issues with pacing. Adequate eye contact. Some effective use of body language. Shows interest in the subject but may lack confidence at times. Speech is sometimes unclear or poorly paced. Limited eye contact. Ineffective use of body language. Lacks confidence or enthusiasm. Speech is unclear and poorly paced throughout. There is no eye contact. Inappropriate or distracting body language shows no confidence or enthusiasm. Technical Execution and Guideline Adherence (20 points) Adheres to the 10-12 minutes time limit without rushing or overextending. Provides high-quality supporting written content (e.g., slides, infographics, or animations) with consistent design and readability. Correctly upload the document with the video link to FASER (the link must be for the Box file and set to allow viewing access). Follows all specified guidelines for the assignment. Adheres to the time limit with minor deviations. The supporting content is very good, with a mostly consistent design. The upload to FASER was correct with minor issues. It follows most guidelines. It mostly adheres to the time limit. The supporting content is of good quality, but there are some inconsistencies in the design. The upload to FASER is correct, but there may be some access issues. It follows the main guidelines with some minor oversights. There was a weighty deviation from the time limit. Supporting content of varying quality with inconsistent design. Issues with FASER upload or access. Several guidelines were not followed. Does not adhere to the time limit. Poor quality of supporting content or lack thereof. Failure to upload correctly to FASER or provide access. Many guidelines were not followed.
BE440 BRAND MANAGEMENT Coursework Assignment (100%) Term project and 4,500 words (+/- 10%) written report Term project task: Develop a new brand and branding strategy for a product or service brand in ad product or service category of your choice. More specifically this means: Explain and justify your choice of product or service and respective category for which you seek to develop your brand based on your personal reasons and motivations. Research that product or service category (for which you develop your brand),d collate and analyse branding-relevant consumer and market information (that you need to understand to make your own branding decisions), as well as information about the main competitor brands in that market, segment and category (that you seek to compete against with your own brand). Develop, present and justify your own branding decisions and solutions based on that research. As a minimum baseline use Kapferer's (2012, chapter 7)* brand platform. - identity prism and positioning framework - as your main analytic tool for developing and presenting your brand's envisioned positioning and identity. In addition, you may use additional analytic frameworks and branding concepts and ideas introduced this term (in lectures and/or textbooks) as you see fit. Suggest, detail and justify suitable operational branding activities and major specific steps for successfully implementing your new brand. Critically reflect on your personal experience of developing a brand from scratch in this way, what was good but also challenging about this experience, and what you would do differently next time. This task requires you to: 1) Choose a feasible product or service category that you are familiar with and/or interested in and for which you see potential for a new product/service brand. Feasible means that you deem a new brand potentially viable in that category (i.e., avoid developing a "me-too" product or service brand in an already very saturated category such as sneakers, fashion, technology brands, for instance, with little potential for differentiation and success). Otherwise, you are free to choose any product or category, for example, because of your own hobbiesl and interests, consumption, prior work experiences, family links (e.g., family business) or future career plans (e.g., setting up your own business). However, you must not choose (or simply replicate/copy from/superficially alter) existing brands and businesses (e.g., Nike, Tesco, Coca-Cola, Samsung, Instagram, Amazon, Apple, Tesla, Shein, TikTok, Netflix, Colgate, Heinz etc.). Likewise, you must not assume to work for the likes of Coca-Cola, L'Oreal or other global corporations with well-established brands, but create a new product or service brand from scratch, based on your own analytic work, creative ideas using the branding knowledge introduced this term. a) You may develop your product/service brand for an existing business (e.g., in the case of a family firm or a local company you are familiar with, for example) or a hypothetical/imagined one (e.g., in the case of a start-up idea you may have or for a product and service you are interested in). b) If you develop your product/service brand for a fictional firm in a product or service category, assume realistic types of products or services that are already in existence and actual widespread use (no science fiction or technologically immature or impossible products/services, however innovative they may seem, the main point of this assessment is for you to show your branding skills and knowledge not your general technical imagination!). c) Do not simply choose major existing businesses and products or services with their well-established brands as a blueprint for this task. Instead, seek to creatively come up with something new/different for your product/service brand (in terms of its brand identity, brand positioning and so on) in the chosen category for which you can feasibly show a need and chance of success for a new brand in that product or service category (again, your main focus should be on the brand and branding side not technical product development or business model innovation more generally). d) If you choose an existing business (e.g. a local firm or a family firm) the same applies but you must also clearly show that you have developed a novel brand identity and positioning for it. You cannot simply make superficial changes (e.g., the logo or slogan) but otherwise base your work on that existing firm and its already existing brand. You must analyse and develop your brand identity and positioning from scratch as if it was completely new, based on your own independent and personal work, even for an existing firm and business. You must clearly justify and show the need for a substantially new brand identity and brand positioning in that case. e) You may develop a brand for one specific product or service as well as a brand that covers a range of different products and services under the same brand too. 2) Research and analyse the chosen product or service category, including possible existing main competing brands as well as consumer trends and consumption developments, in order to identify a viable segment and target customer group for your new brand. This may involve the assessment of potential consumers/customers and their likely behaviours and preferences/motivations/expectations asl well as general trends (e.g., social and cultural) you deem relevant for the potential success of your newl brand with consumers and versus the competition. This also requires you to research existing brandsl as potential competitor brands in your chosen category and their brand identity and positioning approaches for you to be able to position and differentiate your own new brand. 3) Develop, design and justify a feasible brand identity and brand positioning for your new brand. This involves making decisions about a clear brand positioning within the chosen category for your brand based on relevant brand assets/attributes/benefits (e.g., points-of-difference/points-of-parityl versus major competing brands; unique benefit(s) that set you apart and are relevant for your targetl customer(s), etc.) vis-à-vis the target consumers and against the competing brands. It also requires youl to decide on and articulate the main tangible and intangible brand identity elements and brand assets and experiences (e.g., name, logo, slogan, colour scheme; brand promise, brand values, brandl personality, brand signature story, and functional/symbolic benefits etc.) of your brand that are consistent with and supportive of its identity and that positioning. 4) Suggest, detail and justify relevant operational branding activities and steps for your new brand that would help you to implement the brand's intended identity and positioning. This may involve questions (but is not limited to) such as: What are major brand touch points?; How should customers best experience your brand?; How would you raise brand awareness?: What metrics would you use to measure your brand's success with consumers and in the market?; How would you want to communicate your brand?; How would you want your brand to interact with, influence and acquire potential customers?; Thus, you may want to consider suitable media and distribution channels and forms, and types of brand communication that are relevant and realistic for the exiting or fictional firm (in terms of its size, locality and budget, for example) the chosen product or service category, target customers, and your brand. 5) Critically reflect on your personal experience with this project and task. You may discuss things such as positive and negative aspects of the task overall or parts of it and the way you approached them. You may also think about what you have learnt, the challenges and obstacles you faced and how you met them, what you would do differently next time, and/or how this project has helped you (or not) in your understanding of branding, your confidence in your skills and abilities and so on. There is no right or wrong to this part but you simply sharing your very personal experience with it. Where should I start? Use and follow Kapferer's (2012) advice on developing a brand platform. that integrates brand identity and brand positioning (all of chapter 7, pp. 149 ff.) and his general advice on brand management (chapter 6, pp. 121 ff.) and how to launch a brand (chapter 8, pp. 181 ff.). You may complement these solutions and frameworks suggested by Kapferer (2012) with additional ideas/insights from the academic brandingl literature and/or the module contents. Beverland and Cankurtaran (2024) provide you with plenty of ideas how to create and implement a brand in part II (pp. 131 ff.) of the main textbook. You may also refer to Wheeler and Meyerson (2024) for more practical examples and inspiration how to create specific brand assets and identity elements. All books are on the reading list and available via the library. Read them and make practical use of them! For your research you may use publicly available information (secondary data) about your chosen product/service, categories, segments, consumer trends, competitor brands and so on such as trade andl professional business news media, brand consultants, other brands' websites, commercial market reports or consumer trend information (e.g., Mintel reports) or other public sources. You must not do your own primary research, though (e.g. collecting primary data based on your own survey or conducting interviews with consumers etc.)! In addition to the branding knowledge, you gain on this module and through your reading this term, youl may draw on your general marketing knowiedge gained in module BE511 Marketing Management (orl similar) about marketing-mix decisions last year (for part 4 in particular). However, always adopt a branding perspective and focus on the brand and its implementation and not business/marketing strategy or planning ingenra! Your final report (structure and world allocations are only indicative and for general guidance): Your final report/term paper should include a report cover page, table of contents, a brief introduction, a concise conclusion (all these together ca 250 words**) and may be structured otherwise according to the 5 main tasks outlined above (but you are free and welcome to find your own structure as long as you cover all 5 tasks). Part 1 (=task 1) of the report should briefly describe the chosen product category and thel reasons/motivations/justifications for your choice. Why would you want to develop a new brand for this product/service category and/or this actual or hypothetical business? (ca 250 words**) Part 2 (=task 2) of the report should describe and present market, consumer and other information that you deem relevant for your subsequent choices in terms of brand identity, positioning, and the overall strategy for your brand. This part should also clearly identify the chosen market segment and target customers for which you develop and design your brand as well as information about the main competing brands. (ca 1,000 words**) Part 3 (=task 3) of the report must clearly describe, present and justify the brand identity (including its tangible and intangible elements) and the brand positioning of your new brand. (ca 1.500 words*). Also, you must clearly show what the different identity and positioning dimensions of yourl new brand are and look like for your brand as per Kapferer's (2012) brand identity prism and positioning framework (all in chapter 7). Part 4 (=task 4) of the report must suggest, detail and iustify the main branding activities and stepsl you deem suitable for successfully implementing the new brand. (ca 1,200 words**) Part 5 (-task 5) of the report is separate from the other tasks and must contain vour personal reflection on how and what you have experienced with completing this task (ca. 300 words*). **Again, the word count for each part is only indicative and for general guidance. What else must you consider for the report? For part 3 and 4 you must always: A. Clearly present your results and ideas (WHAT? and HOW?). For part (task) 3 you must include the brand frameworks used (Kapferer's brand platform, positioning and brand identity prism frameworks) and what they are for your own new brand (in terms of the different brand elements, identity dimensions etc.). B. Explain and justify all your choices and recommendations with both relevant practical reasons (e.g., market data and consumer insights/trends as presented in part 2) and relevant academic evidence (e.g., academic research and theories) in support of your branding solutions and ideas (WHY?). The above is important in order to show in the report that you can link and apply your theoretical and academic insights and knowledge to practical issues and problems and vice versa! You may present both in an integrative way (covering A and B together throughout each part) or as separate sections within each part (that means you first present your decisions, solutions or recommendations and then explain and justify why they are the right choices and courses of action, for example). You should aim to present you report in a professional, concise, structured and well-designed manner! (Forl inspiration, look at professional (brand) consultancy reports that you can often find on the websites of these firms. You are free and encouraged to use creative means bevond text to present and illustrate vour new brand and brand recommendations such as drawings, tables, graphics, pictures, story and mood boards, or even audio-visuals (e.g., a short video clip where you pitch your brand). If that is the case, you are free to provide this additional information in the report or as an appendix to your main report, which will not count towards the overall word limit.
Task 3 – Real Hacker Journey This assignment simulates a real hacking process. You will be provided with a vulnerable C source code, and its corresponding compiled binary executable file. You need to find the vulnerabilities in the source code, and exploit the vulnerabilities to control the execution to `backdoor` function, which has been implemented in the file. If you attack successfully, you should have obtained the shell, and you can execute any command in that shell. Instruction You need `pwndbg` and `pwntools` to help you with finishing this task. Please refer https://github.com/pwndbg/pwndbg and https://docs.pwntools.com/en/stable/ to install them. Using `pwntools` is the best way for you to interact with executable files, especially when there are invisible characters in the input/output. You can spawn the binary like: from pwn import * p = process(“./real_hacker”) You can input to this process by: p.send(b“Hi! This is Alice speaking! ”) You can obtain the output of the process by: output = p.recv(8) # receive 8 bytes from the stdout of the process output = p.recvuntil(b“Okay ”) # receive all the content until the specified string output = p.recvuntil(b“Okay ”, drop=True) # The specified string will be dropped out of `output` Generally, if you want to calculate the targeted address based on a leaked address, you need to first transfer the leaked address (bytes type) into int type, for example: address_bytes = p.recv(...) assert(len(address_bytes) == 8) # Address alignment in 64-bits systems address_int = u64(address_bytes) If you want to send the targeted address to the process via stdin, you need to wrap it into bytes with little-ended order first: target_address = p64(target_address_bytes) payload = b’A’ * 32 + target_address + b’ ’ p.send(payload) In the end, if you are sure you have obtained the shell, you can use the following code to interact with the shell: p.interactive() Report (40 Points) 1. Please point out the vulnerabilities in the code, and explain how these vulnerabilities occurred. Note that the `backdoor` function itself should not be regarded as a vulnerability. (5 points) 2. Execute `checksec` command in the terminal (this command should be installed along during pwntools ’ installation), include the execution screenshot in the report. What are the status of `Stack`, `NX`, and `PIE` fields? What are their functionalities individually? (5 points) 3. How do you obtain the real address of the `backdoor` function? (5 points) 4. How do you obtain the canary? You need to provide a screenshot to claim a successful canary leakage. (10 points) 5. How do you construct the payload to control the execution flow of the process? Please explain the payload along with the stack frame. and provide a screenshot indicating that you can execute command in the obtained shell (15 points).
BE440-6-AU-CO: Brand Management Module aims The aims of this module are: To introduce managerial and marketing issues central to brand management while also engaging in critical analysis of branding understood as a cultural practice within society at large To challenge some of the preconceptions about brands you may have, show you the potential breadth and depth of branding as an exciting subject area to study and make you aware of how all this is potentially relevant for your future professional and personal lives Module learning outcomes By the end of this module, students will be expected to be able to: 1. Explain the role of brands for contemporary marketing and the historical emergence of brands and branding as a business practice. 2. Analyse the role of brand management for companies and locate brand management within its wider social, economic, and cultural context. 3. Evaluate the theoretical and practical implications of branding concepts and strategies and discuss them critically in relation to a variety of contemporary issues of brand management. 4. Apply brand management concepts and strategies to business problems and justify their suitability for a business problem at hand while being able to identify possible limitations. Learning and teaching methods The module will be delivered via: weekly topical sessions (see indicative teaching programme above) pre-recorded and online contents, interactive face-to-face sessions and student-led peer activities In this way you are being broadly introduced to the content of a brand management topic/area each week providing you with a foundation for independent further study. Required readings and preparation activities for interactive sessions will be provided before each session on Moodle. You are expected that you prepare by reading the material and complete the required tasks beforehand and that you actively participate in activities and discussions. The notional study time required for this module is 10 hours per credit (including formal contact hours, self-directed learning and preparation of assessed and non-assessed work, revision, assessments etc.)
BE439-6-AU-CO: Business Ethics Key module for To develop students' appreciation of the basis of ethical reflexivity and agency and awareness of potential inhibitors to their expression in an organised context. Through class discussion, reading, participation and assessment to develop students' abilities to engage in critical argumentation that is informed by, and sensitive to, their own and others' ethical perspectives and values. Module learning outcomes By the end of this module, students will be expected to be able to: 1. Understand a range of ethical factors in, and perspectives, practices and critiques of, business and organisation. 2. Develop greater sensitivity and awareness of implied and explicit ethical assumptions and beliefs in their own and others' argumentation. 3. Critically analyse, using appropriate ethical concepts and theory, management and business practices and the contribution of the field of Business Ethics towards enhancing ethical accountability in business. Learning and teaching methods The module will be delivered via: Ten x 2-hr lectures/integrated sessions You are strongly advised to attend all lectures and participate fully. You will discuss and debate empirical and theoretical research on business ethics, examine relevant influential representations of the ethics of business in film and other media, and consider examples from contemporary organisational practice. Details of the necessary reading and preparation required will be provided on Moodle.
BE939-6-FY-CO: Independent Research Project: Management/Marketing Module learning outcomes By the end of this module, students will be expected to be able to: 1. Identify, plan, organise and pursue a research oriented project or study. 2. Demonstrate the capacity to exercise a range of research and transferable skills and methods in order to produce a research-oriented dissertation. 3. Analyse and reflect critically on theories and/or conceptual/analytical frameworks in addressing real-life management, marketing or business problems. 4. Demonstrate a series of transferable skills including those related to accessing documentary evidence, academic literature and analysing data from primary sources. 5. Demonstrate an ability to analyse, synthesise and critique knowledge from a variety of sources. 6. Communicate effectively findings and analysis, and generate appropriate recommendations. By the end of this module, students should have enhanced the following key professional and transferable skills: 1. Written Communication-through the preparation of a final report. 2. Research Skills-through the retrieval, evaluation and synthesis of published academic research and commercial and professional literature. 3. Critical Thinking-through the evaluation and critique of published academic, commercial and professional literature. 4. Digital and Technical Fluency-through the use of internet and electronic database searches to obtain published academic research and commercial and professional literature; or, for example, through research into on-line communities. 5. Innovation and Curiosity -through the development of a research question and awareness of the academic process. 6. Data and Analyticsthrough the evaluation of published research. 7. Personal Brand-through the development of all these skills to enhance your curriculum vitae. 8. Commercial Awareness-through the evaluation and critique of professional and commercial literature. Module information In order to take this module, students must have achieved a 60 overall in the second year and a module mark of 60 in BE425 Research Methods in Management and Marketing. This module is a two-term project where you will investigate a contemporary issue in business, management or marketing. There will be a particular emphasis on the data/evidence you use as part of this investigation and an expectation that there will be a systematic approach to data collection and analysis, i.e. the role of research methods and methodology is more explicit. This module will rely on the knowledge and skills imparted in core and compulsory modules (including the Research Methods in Management and Marketing module) and reinforce the research-led environment that is a hallmark of Essex graduates. Learning and teaching methods This module will be delivered via: Lectures. Supervisory meetings. Independent study. The Final Year Research Project is an independent, self-directed project which builds on earlier modules, in particular on research methods and skills. Lectures and meetings with your supervisor will provide guidance on the work process as well as the structure and format of the coursework assignments. Key information on the module and assignments will be made available on Moodle. The module leader will also periodically email further guidance and reminders. Your supervisor is your primary contact and support during the process. Be sure to seek their advice during official meetings as well as academic support hours during term time. You, however, are ultimately responsible for the scheduling, development and completion of the project. To reiterate, this is an independent, self-directed project. The module consists of four lectures, two in the Autumn Term and two in the Spring Term. The Autumn Term lectures introduce the module and provide an overview of the research process. The Spring Term lecture includes, in particular, detailed advice on the structure and sections of the dissertation. There will be altogether four supervisory meetings, two in each term. The Autumn Term supervisory sessions will be group meetings relating to the processes of conducting and completing the Final Year Project. The two spring term supervisory sessions will be individual, comprising of 30 minutes each with your supervisor. Your supervisor will also read and comment on one draft of the final dissertation. Typically, meetings would be arranged for the following milestones: Group meeting to discuss your topic and the development of your emerging research proposal. Group meeting to discuss operationalising your proposal, and in particular looking ahead to your data collection and analysis activity. Individual meeting to discuss progress with data analysis and the writing process. Individual meeting to discuss the draft.
SC340-6-FY-CO: The Current Issues in Social Science Key module for BA LP33 Media and Digital Culture, BA LP33TT Media and Digital Culture, BA LP34 Media and Digital Culture (including Placement Year), BA P300 Media and Digital Culture (Including Foundation Year), BA PL33 Media and Digital Culture (including Year Abroad), BA LY10 Social Sciences, BA LY11 Social Sciences (Including Placement Year), BA LY12 Social Sciences (Including Year Abroad), BA LY13 Social Sciences (Including Foundation Year) Module description This module gives students an opportunity to apply social science to address key issues facing society at the local, national and global level. For example, what is the impact of the war in Yemen or in Syria? What is the impact of Brexit? How does global warming affect us? What are the major challenges in the 21st century? This module will tackle a different theme each term to better understand how Social Science can be used to understand the big issues. Module aims The aims of the module are: to understand the contemporary theories of how key topics intersect with politics, sociology, psychosocial analytic studies, economics, marketing, business, and language and linguistics to develop student's ability to critically assess and discuss a variety of issues in different disciplines to understand the effect that a variety of current issues have had on shaping behaviour and institutions to adjudicate between competing theories or arguments, giving credit to perspectives other than their own to improve students' abilities to write objectively and persuasively to improve general writing skills in a concise fashion to learn how to gather data and analyse it in a concise fashion to learn how to present information orally to learn how to work in large teams Engage students in their own employability and development Enable students to develop a thorough understanding of the range of careers and their ability to access and utilize resources effectively Engage students with the purpose of developing employable skills and understanding why these specific skills are essential Develop student's understanding of the recruitment process and what their ability is to influence this process Develop students' ability to articulate their personal brand, skills and attributes in a positive, confident and professional manner. Transferrable skills: Identifying, gathering, assessing and organizing evidence Understanding the different disciplines use different approaches to understanding current events; Critically comparing alternative perspectives on current events Working in groups with other students from a range of different disciplines; developing inter-personal skills, people management, and ability to coordinate with others and negotiate Exercising judgement on the relevance and reliability of information Verbal, written and online communication Effective time management and organising tasks to meet deadlines Technical skills in putting together online content Complex problem solving and critical thinking Module learning outcomes By the end of this module students will be expected to be able to: 1. Develop a detailed knowledge of the main theoretical and empirical concepts in social sciencel. To develop a detailed knowledge of the main theoretical and empirical concepts in social science 2. Gain an in-depth understanding of how social science applies to the big issues facing our world and the main findings of social science 3. Develop a comprehensive knowledge of developments, issues and debates in social sciences and the sources of information for studying social science from an inter-disciplinary perspective 4. Apply analysis and research to solve and explore common issues in social science 5. Develop skills in teamwork and technical presentations 6. Deliver successful planning and project implementation through strong organisational skills 7. Develop understand how to undertake independent research, to learn important research techniques, writing and critical thinking.
Pertanika Journal of Science & Technology Our goal is to bring high-quality research to the widest possible audience MANUSCRIPT. PREPARATION Manuscript. Types Pertanika accepts submission of mainly 4 types of manuscripts - that have not been published elsewhere (including proceedings) - that are not currently being submitted to other journals 1. Regular article Regular article is a full-length original empirical investigation, consisting of introduction, methods, results, and discussion. Original research work should present new and significant findings that contribute to the advancement of the research area. Analysis and Discussion must be supported with relevant references. Size: Generally, each manuscript. is not to exceed 6000 words (excluding the abstract, references, tables, and/or figures), a maximum of 80 references, and an abstract of less than 250 words. 2. Review article A review article reports a critical evaluation of materials about current research that has already been published by organising, integrating, and evaluating previously published materials. It summarises the status of knowledge and outlines future directions of research within the journal scope. A review article should aim to provide systemic overviews, evaluations, and interpretations of research in a given field. Re-analyses as meta-analysis and systemic reviews are encouraged. Size: Generally, it is expected not to exceed 6000 words (excluding the abstract, references, tables, and/or figures), a maximum of 80 references, and an abstract of less than 250 words. 3. Short communications Each article should be timely and brief. It is suitable for the publication of significant technical advances and maybe used to: (a) reports new developments, significant advances and novel aspects of experimental and theoretical methods and techniques which are relevant for scientific investigations within the journal scope; (b) reports/discuss on significant matters of policy and perspective related to the science of the journal, including ‘personal’ commentary; (c) disseminates information and data on topical events of significant scientific and/or social interest within the scope of the journal. Size: It is limited to 3000 words and have a maximum of 3 figures and/or tables, from 8 to 20 references, and an abstract length not exceeding 100 words. The information must be in short but complete form. and it is not intended to publish preliminary results or to be a reduced version of a regular paper. 4. Others Brief reports, case studies, comments, concept papers, letters to the editor, and replies on previously published articles may be considered. Language Accuracy Pertanika emphasises on the linguistic accuracy of every manuscript. published. Articles must be written in English and they must be competently written and presented in clear and concise grammatical English. Contributors are strongly advised to have the manuscript. checked by a colleague with ample experience in writing English manuscripts or a competent English language editor. Author(s) may be required to provide a certificate confirming that their manuscripts have been adequately edited. All editing costs must be borne by the authors. Linguistically hopeless manuscripts will be rejected straightaway (e.g., when the language is so poor that one cannot be sure of what the authors are really trying to say). This process, taken by authors before submission, will greatly facilitate reviewing, and thus, publication. MANUSCRIPT. FORMAT The paper should be submitted in one-column format with 1.5 line spacing throughout. Authors are advised to use Times New Roman 12-point font and MS Word format. 1. Manuscript. Structure The manuscripts, in general, should be organised in the following order: • Page 1: Running title This page should only contain the running title of your paper. The running title is an abbreviated title used as the running head on every page of the manuscript. The running title should not exceed 60 characters, counting letters and spaces. • Page 2: Author(s) and Corresponding author’s information General information: This page should contain the full title of your paper not exceeding 25 words, with the name of all the authors, institutions and corresponding author’s name, institution and full address (Street address, telephone number (including extension), handphone number, and e-mail address) for editorial correspondence. The corresponding author must be clearly indicated with a superscripted asterisk symbol (*). Authors’ name: The name of the authors is listed according to their preference. Authors’ addresses: Multiple authors with different addresses must indicate their respective addresses separately by superscript. numbers. Tables/figures list: A list of the number of black and white/colour figures and tables should also be indicated on this page. See “5. Figures & Photographs” for details. Example (page 2): Fast and Robust Diagnostic Technique for the Detection of High Leverage Points Habshah Midi 1,2*, Hasan Talib Hendi1 , Jayanthi Arasan 2 and Hassan Uraibi3 1Institute for Mathematical Research, Universiti Putra Malaysia, 43400 UPM, Serdang, Selangor, Malaysia 2Department of Mathematics, Faculty of Science, Universiti Putra Malaysia, 43400 UPM, Serdang, Selangor, Malaysia 3Department of Statistics, University of Al-Qadisiyah, 88 -Al-Qadisiyah -Al-Diwaniyah, Iraq E-mail addresses [email protected] (Habshah Midi) [email protected] (Hasan Talib Hendi) [email protected] (Jayanthi Arasan) [email protected] (Hassan Uraibi) *Corresponding author List of Table/Figure: Table 1. Figure 1. • Page 3: Abstract This page should repeat the full title of your paper with only the Abstract, usually in one paragraph and Keywords. Keywords: Not more than 8 keywords in alphabetical order must be provided to describe the content of the manuscript. • Page 4: Text A regular paper should be prepared with the headings Introduction, Materials and Methods, Results and Discussions, Conclusions, Acknowledgements, References, and Supplementary data (if any) in this order. The literature review may be part of or separated from the Introduction. 2. Levels of Heading Level of heading Format 1 st LEFT, BOLD, UPPERCASE 2 nd Flush left, Bold, Capitalise each word 3 rd Bold, Capitalise each word, ending with . 4 th Bold italic, Capitalise each word, ending with . 3. Equations and Formulae These must be set up clearly and should be typed double-spaced. Numbers identifying equations should be in square brackets and placed on the right margin of the text. 4. Tables • All tables should be prepared in a form. consistent with recent issues of Pertanika and should be numbered consecutively with Roman numerals (Table 1, Table 2). • A brief title should be provided, which should be shown at the top of each table (APA format): Example: Table 1 PVY infected Nicotiana tabacum plants optical density in ELISA • Explanatory material should be given in the table legends and footnotes. • Each table should be prepared on a new page, embedded in the manuscript. • Authors are advised to keep backup files of all tables. ** Please submit all tables in Microsoft word format only, because tables submitted as image data cannot be edited for publication and are usually in low-resolution. 5. Figures & Photographs • Submit an original figure or photograph. • Line drawings must be clear, with a high black and white contrast. • Each figure or photograph should be prepared on a new page, embedded in the manuscript. for reviewing to keep the file of the manuscript. under 5 MB. • These should be numbered consecutively with Roman numerals (Figure 1, Figure 2). • Provide a brief title, which should be shown at the bottom of each table (APA format): Example: Figure 1. PVY-infected in vitro callus of Nicotiana tabacum • If a figure has been previously published, acknowledge the original source, and submit written permission from the copyright holder to reproduce the material. • Authors are advised to keep backup files of all figures. ** Figures or photographs must also be submitted separately as TIFF or JPEG, because figures or photographs submitted in low-resolution embedded in the manuscript. cannot be accepted for publication. For electronic figures, create your figures using applications that are capable of preparing high-resolution TIFF files. 6. Acknowledgement Any individuals and entities who have contributed to the research should be acknowledged appropriately. 7. References • References begin on their own page and are listed in alphabetical order by the first author’s last name. Only references cited within the text should be included. All references should be in 12-point font and double-spaced. • If a Digital Object Identifier (DOI) is listed on a print or electronic source, it is required to include the DOI in the reference list. Use Crossref to find a DOI using author and title information. NOTE: When formatting your references, please follow the APA-reference style. (7th edition) (refer to the examples). Ensure that the references are strictly in the journal’s prescribed style, failing which your article will not be accepted for peer-review. You may refer to the Publication Manual of the American Psychological Association (https://apastyle.apa.org/) for further details.
[COMU1130] Data and Society. Semester 2, 2025 Task description For this assessment, you will write a critical academic essay on platformization. You will choose a specific social sector where platforms have changed the way people interact and communicate. You can work on a single platform that you think is the most important or several platforms in the same sector. You should develop well-structured arguments that explain the following; 1. What the social sector is; what kinds of social interactions occur there; how many different groups of people with different interests are involved in the interactions; 2. How these interactions WERE managed in the past; whether each participant was required to have proper knowledge or skill, or powerful intermediaries were intervening in people’s interactions; 3. How the platform(s) is (are) introduced as the disrupter of the established order 4. how platform(s) and its (their) algorithm-based data collection/process/application are introduced as the more optimal or smart solutions to the needs of different platform. stakeholders Your essay also needs to critically address; 1. at least two different platform. narratives from the course at work in this sector to mobilize each stakeholder’s participation in platform(s) 2. whether there are conflicting interests between stakeholders, and whose interest platform(s) prioritize 3. how platforms popularize these narratives to make more people rely on their services 4. and the possible harmful consequences of platformization on the democratic process of communication. Requirements Should be put in a coherent essay structure. A numbered format is not allowed. Every theory, concept, claim, and fact used in the essay should be properly referenced (according to APA) unless it is generally conceived as common sense or specified as something based on your personal experience. At least four concepts from the course should be incorporated into the essay. No cover page, just a header on the fi rst page that includes: • Your name • Your Tutor's name • Student number • Title of the assessment • Word count (excluding references) This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
[COMU1130] Data and Society. Semester 2, 2025 Task description For this finaI project, you wiII write a proposaI for an AI-based Internet, smartphone, or smart wearabIe (e.g. smart watch) appIication, which functions to discover hidden patterns from a person,s or peopIe,s everyday Iives and suggest one or severaI possibIe ways to make use of these patterns for the users, smart Iife. The proposaI shouId incIude the foIIowing sections; 1. RationaIe: What are the expected hidden patterns? What are a person,s or peopIe,s everyday activities (data of which can be easiIy coIIected) expected to be reIatabIe to the patterns, and why? What kind of benefit can the hidden patterns be used for? Are there REAL DEMANDS for these benefits? 2. Datafication: a) technicaI strategy to coIIect reIevant data (working with existing mobiIe apps, or deveIoping its own user interface?), b) discursive strategy to mobiIize peopIe,s participation in data coIIection or donation (what kind of sociaI benefits couId be emphasized for peopIe,s voIuntary sacrifice of a IittIe bit of their data privacy) 3. AppIication: a simpIe scenario of SUPERVISED machine Iearning expIaining how the coIIected data wiII be used and what kind of pattern recognition or prediction the Iearned aIgorithmic modeI can make, and expIanations on how this modeI can provide promised benefits to the users. 4. CriticaI EvaIuation: What are the possibIe Iimitations of the proposed data coIIection methods? For instance, are there certain groups of peopIe whose interests are Iess IikeIy to be represented in the data? What are the possibIe biases the aIgorithmic modeI couId contain, and what couId have caused these biases? What couId be the harmfuI consequences of these biases? Requirements No cover page, just a header on the fi rst page that incIudes: • Your name • Your Tutor Is name • Student number • TitIe of the assessment • Word count (excIuding references) This task has been designed to be chaIIenging, authentic and compIex. WhiIst students may use AI and/or MT technoIogies, successfuI compIetion of assessment in this course wiII require students to criticaIIy engage in specific contexts and tasks for which artificiaI inteIIigence wiII provide onIy Iimited support and guidance. A faiIure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students wiII be required to demonstrate detaiIed comprehension of their written submission independent of AI and MT tooIs.
