BET 100 - Section 081 - Fall 2025 / Assignment 2: Current Article Review Assignment 2: Current Article Review Objective By completing this assignment, students will be able to: • Identify and explain disruptive forces that drive entrepreneurial opportunities • Analyze the real-world impacts of disruption, including the specific problems created and their effects on consumers, industries, and markets. • Apply key course concepts to evaluate how entrepreneurs respond to change. • Evaluate a company’s solution and strategy for bringing an innovative product or service to market, identifying their business stage and market approach. • Demonstrate professional communication skills through a concise, business-appropriate written analysis that uses evidence and structured logic. • Engage with real-world sources and effectively link current news to course theories and frameworks. Instructions This activity has three stages to complete: -Stage 1 where you will submit your assignment -Stage 2 where you will evaluate other students' submissions that have been assigned to you -Stage 3 where you will reflect on the feedback you have received from other students on your submission Check the schedule to the right of your screen to note the deadlines to submit for each stage. You will also receive email reminders when the stages open and when the deadlines are approaching. If you provide your phone number in Account Settings, you can opt in to receive text message reminders, too. The first part of the course looks at the dynamic forces that are creating disruption and opportunities for innovation in your world. This assignment asks you to find an example of these disruptive forces at work along with a company that has made it its mission to tackle the challenges created in an innovative way. Assignment #2 Description In this assignment, you will analyze a current news article about entrepreneurial venture is developing innovative solutions to tackle the challenges brought about by a disruptive force. Example of a good article: A company using automated robots (technological change) to spray corn crops to improve crop yield (problem) and reduce harmful runoff into local water supplies (problem). Stage 1: Create 1. Choose a current article (published within the last 12 months) that features an entrepreneurial venture that is seizing the opportunity to deliver an innovative solution to a problem caused by a disruptive force of change. 2. Write a 1-page report (12pt Times New Roman, single-spaced, standard margins) that provide a critical analysis of this article using the material from our class. Make sure to include: a. A clear summary of the article, the problem this company is tackling and the disruptive force(s) at play b. A definition and analysis of the problem the disruption has caused including the size and scope of the problem and why solving this issue is so important. c. An explanation of how the company is solving the problem. What is the company's solution and what makes it unique? d. Reflections on core concepts and business strategy frameworks from Modules 1–3 in your analysis in a thoughtful and applicable manner. e. Evidence from the article to support your analysis f. Concise, business appropriate language. 3. Include the link to your article at the bottom of your report. Note: -5% penalty if the article link is missing. 4. Submit your work on Kritik. Stage 2: Evaluate • Complete your peer reviews by the stated deadline for Stage 2 Stage 3: Feedback • Complete your feedback by the stated deadline for Stage 3
BET 100 - Section 081 - Fall 2025 / Assignment 1: Calibration Exercise Assignment 1: Calibration Exercise Objective Your first Peer-to-Peer Evaluation assignment is a Calibration Activity, which is designed to ensure grading accuracy for all future assignments. This is a simple exercise to familiarize yourself with the Kritik platform. and provides a submission which will calibrate your assessment effort against a standard assessment completed by the instructor and you will get a 2% participation grade just for completing the exercise so how well you do on this activity won't be counted toward a grade. For this activity, you will evaluate three samples of student work ("creations") using the rubric provided. The way you score the creations will then be compared by the Kritik system to the way the instructor has scored the same creations. Depending on how large or small the delta is between the scores you gave and the scores the instructor gave, your Kritik Grading Power will be adjusted accordingly. The closer you are to how the instructor graded, the higher your grading power will be. Grading power determines how much weight the scores you give your peers will have toward the final grades your peers receive for their creations. Note: you will see 4 Stars in your evaluation template but notice that you can assign 1/2 stars to any element of the rubric ( 3 1/2 stars for example) You can read more about in this Kritik help article. Instructions Navigate to the three creations below, and score each of them using the rubric. Remember to be as fair and accurate in your scoring as possible. The original instructions for the files you are scoring are outlined here, to give you some context: For this assignment, you are required to write a short essay that delves into the characteristics of an entrepreneurial mindset. Reflect on how these traits influence success in the business world and provide examples of well-known entrepreneurs who embody these qualities. Your essay should be between 300 and 400 words and should include clear examples and references to relevant theories or studies. Structure: Introduction: Begin with a brief overview of what an entrepreneurial mindset entails and its importance in today's business landscape. Main Body: Discuss at least three key characteristics of an entrepreneurial mindset. For each trait, explain how it contributes to business success and provide examples of famous entrepreneurs who exemplify these characteristics. You may include entrepreneurs from different fields to illustrate diversity. Conclusion: Summarize your main points and reflect on the importance of nurturing an entrepreneurial mindset especially in STEM disciplines.
95003 Sustainability in an Interconnected World 95011 Assessment 1 Brief This assessment brief supplements the Subject Outline information to provide detailed guidelines and requirements. Make sure you read both documents carefully. Type: Individual, Video presentation Weight: 30% Digital due: Sunday 24th August 2025 (before midnight – i.e., 11:59pm) Length: 60-second video uploaded to Canvas & Shared Drive Purpose: The purpose of this assessment is to identify potential domains for regenerative action. Idea generation: Domains of action This task aims to assess your ability to think like a ‘regenerator’ and identify sustainability problems/opportunities that could be addressed through regenerative action. Requirements You are required to identify a sustainability problem/opportunity space in a specific location (e.g. NSW, Sydney, Newcastle, or any other town, city, or region in Australia) and critique existing practices and innovative initiatives in this space, and propose initial ideas for regenerative action. To convey your ideas, you are required to develop a 60-second video pitch that covers the following: Part 1: Understanding the sustainability problem/opportunity ● Identify a sustainability problem/opportunity in a specific location/place (e.g. Sydney, Newcastle, rural NSW, Victoria or any other town, city or region in Australia). ● Analyse the underlying causes/reasons for the specific sustainability problem. Part 2: Critiquing and celebrating existing practices ● Critique the current/existing practices operating in this domain that are contributing to the problem (e.g. daily habits, actions of corporations, government, civil society) ● Evaluate current and emerging innovative/effective organisations/initiatives that are helping to address this problem o Note: the existing organisations and initiatives may be operating beyond the specific location/place of interest Part 3: Generating ideas for regenerative action ● Discuss potential novel early ideas of yours of how you might implement regenerative action to address these sustainability problems/opportunities in place. You need to upload your video by midnight on Sunday 24th August Note: We are not examining your video production skills in this assessment. We are interested in your critical thinking in identifying a problem/opportunity space and your persuasiveness in communicating potential ideas in the video. How to go about it Part 1: Understanding the sustainability problem/opportunity ● To identify a sustainability problem/opportunity, reflect on which solutions and action areas resonated with you when watching the Regenerating Australia film. o You might want to explore the following sources for more inspiration on sustainability problems/opportunities/solutions: . Regenerators Action Areas -https://theregenerators.org/action-areas/ . Project Regeneration – Nexus -https://regeneration.org/nexus . Project Regeneration – Cascade of Solutions - https://regeneration.org/solutions o Think about which action areas, problems, and opportunities align with your passions, interests, and knowledge. ● To identify a specific location/place, reflect on the discussions and activities in the opening days of the subject that encouraged you to explore your connection to place. o Which locations/places/communities do you feel an attachment/connection to? ● To analyse the underlying causes/reasons for the specific sustainability problem, you might begin with a root cause mapping activity similar to the one we did in the first tutorial. o You should also explore a range of sources (academic articles, industry reports, newspaper articles) to articulate some of the underlying causes of the sustainability problem. o Note that given the global nature of sustainability problems, you may need to expand beyond this specific place/location in analysing the causes. Part 2: Critiquing existing practices ● Note: the existing organisations and initiatives may be operating beyond the specific location/place of interest ● To assess the practices of existing organisations/initiatives, you should research who some of the main actors are in the sustainability problem/opportunity space you have identified. o Reflect on how the actions of specific industries, corporations, organisations or communities are contributing to this problem. o Some useful starting points might be: . The Carbon Majors database -https://climateaccountability.org/carbon- majors/ . The Corporate Human Rights Benchmark - https://www.worldbenchmarkingalliance.org/publication/chrb/companies / . The Sustainable Development Report rankings - https://dashboards.sdgindex.org/rankings o When critiquing practices of existing organisations/initiatives, think about how the differences/disconnects between talk and action. . Explore whether there are misalignments between what organisations say they will do about a sustainability problem and what they are actually doing. . Reflect on how the existing organisations/initiatives might benefit from the current unsustainable practices. . Are there aspects of their work that are good? Is there nuance to your critique? ● To evaluate current and emerging innovative/effective organisations and initiatives, you should research inspiring examples of new approaches to tackling the problem. o Similar to part one, you might find some interesting ideas here: . Regenerators Stories -https://theregenerators.org/stories/ . The Key players listed on the Project Regeneration – Nexus - https://regeneration.org/nexus o Additional sources include: . Corporate Knights ranking - https://www.corporateknights.com/rankings/global-100-rankings/2023- global-100-rankings/ . B Corporation listing -https://www.bcorporation.net/en-us/find-a-b-corp/ . The Climate Change give lists - https://www.australianphilanthropicservices.com.au/give-list-climate- change/ o When evaluating these innovative/effective organisations and initiatives, reflect on what makes them different to the unsustainable organisations/initiatives you identified. o Also, think about what these innovative/effective organisations and initiatives are doing to shape the broader contexts/systems within which they operating. Part 3: Generating ideas for regenerative action ● Based on your analysis in Parts 1 and 2 you should identify potential opportunities and ideas for regenerative action in the specific location/place you feel connected to ● The resources listed in the previous section provide some inspiration for ideas that are being rolled out in other parts of the world that could be brought into new locations and spaces. ● You should discuss how your potential ideas might work in this particular location/space and how they might contribute to overcoming (or reversing) sustainability problems. Assessment criteria In this task you will be assessed according to the following criteria: Criteria % of mark 1 Depth of insight on domain/s for regenerative action 25% 2 Critical evaluation of current effective/ineffective initiatives 25% 3 Coherence of rationale for recommended potential novel/innovative approaches 25% 4 Clarity and persuasiveness of video pitch 25% Submission requirements for Assessment 1 1. You will need to upload your 60-second video as a video file to Canvas and to the Shared Drive - It is your responsibility to ensure that the file is accessible to markers. - The link to the Shared Drive will be shared with you by your tutor 2. The submissions should be uploaded to the Shared Drive and Canvas no later than midnight Sunday 24th August 3. Submit the video file with the following naming convention: TutorLastName_SID_YourLastName_VideoPitch Late and incomplete assignments Assignments submitted after the due time/date will incur late penalties. Work submitted up to 7 days* later than the deadline should have either approval from their Subject Coordinator prior to the due date (with appropriate Doctor’s certificate or equivalent documentation) or a special consideration, otherwise the Subject Coordinator will apply the following penalties: ● Up to 1 day late (24 hours from the specified deadline): 5% late reduction ● Up to 2 days late: 10% late reduction ● Up to 3 days late: 15% late reduction ● Up to 4 days late: 20% late reduction ● Up to 5 days late: 25% late reduction ● Up to 6 days late: 30% late reduction ● Up to 7 days late: 35% late reduction ● Over 7 days late: NOT ACCEPTED ● The 5% per day penalty is applied to the mark that would have been received if the submission had been on time. ● Any work submitted after 7 days late will need a Special Consideration document to be accepted for assessment. ● Students cannot expect to receive verbal or written feedback for late work. * If equipment or software is not available for students to complete a late submission, then the Subject Coordinator may decide to exclude weekends from the number of days late in calculating the penalty.
MSPM1-GC 1025 Management Information Systems Assignment: Module 1: Information Technology and Business Applications Instructions Assignment 1: Please write a concise (one page) position statement identifying current issues with respect to global business based on current events. What challenges do organizations face? How can they prepare to handle them effectively? How does Information Technology play a role in the solution?
MGEC45 Sports Data, Analysis and Economics Winter 2025 Course Description: This course uses different empirical strategies to analyse various issues in sports. There will be a special emphasis on econometric and statistical models to explore strategic questions for sports teams and players across multiple leagues. The course will conclude with teams of students presenting their own work on sports data with techniques learned in the course. Course Learning Outcomes/Objectives: By the end of the course, students will be expected to have a command ofR programming skills, the collection and analysis of data (particularly sports data) with advanced regression techniques to consider causal relationships. Students will also learn about the frontier of sports economics research. Lastly, the major project will provide students with an experiential learning opportunity that mirrors real-world exercises of data analysts with major sports franchises. Organization of the Course: This course will take place in class, and will not include an online component. Prerequisite(s): MGEB12H3 Textbook/Required Course Materials: There is no required textbook for this course, but there will be several readings from different articles. Lecture Notes and Other Announcements: The lectures will use PowerPoint files that will be posted on the course website; please download these files for your reference. In addition, the readings covered in the lecture will be accessible through the University of Toronto’s library website Evaluation and Grading: September 22(3) Complete R workshop#22%TBAComplete by Monday, September 22(4) Obtainapproval f Component (1): Form. groups for major project presented in weeks 11 and 12 During weeks 11 and 12, you will present a major data project on a topic involving sports analytics. This will involve group work, so it will be necessary to form. groups of 4 people relatively quickly, so that planning for the group project can begin as soon as possible. Once you have formed your group, please send me an email indicating your group members, and you will receive full credit. If you are late to form/join a group, you will receive a grade of zero for this component. Component (2) and (3): Complete R workshop at The Bridge This course will require you to do a large amount of programming work to complete the problem sets, and the group project. To assist you with your programming skills in R, I have arranged for The Bridge to run a workshop on R, and completion of this workshop will provide you with full credit for this component. If you do not attend and/or complete the workshop, you will receive a grade of zero for this component. Component (4): Obtain approval for Group Project topic You will need to obtain approval for your group project’s topic from the professor on or before Monday, September 29. If you obtain this approval on or before the due date, then you will receive full credit for this work. If you are late to obtain approval for a topic, you will receive a grade of zero for this component. Component (5): Meet with Professor to review tentative results for Group Project You and your group will need to meet with the professor to review the tentative empirical results for your group project during our class on Monday, November 3. You must have some empirical results to present to the professor during this meeting to receive full credit for this assignment. If you do not meet with the professor, or ifyou do not have any empirical results to show the professor, you will receive a grade of zero for this component. Components (6) through (8): Problem Sets You will be required to complete three problem sets in the course; these will be submitted through Quercus. Late penalties are specified later on in this syllabus. Component (9): Group Project The major project within the course is a group project that analyzes a major topic in sports analytics by applying econometric techniques learned in the course to original data you collect. The grading scheme for the presentation will be specified in a rubric that will be provided during the term.
HIST 200 History and Film Fall 2025 Course Description Calendar Description for HIST 200 An introduction to issues in modern cultural history through the study of selected narratives and documentary films with supplementary reading, lectures, and discussions. This course helps students to place films in historical context by teaching them how to analyze films like a historian and understand the historical significance of films. Assigned work may include essays, midterms, a final exam, and online or in-person discussion elements. Students will be able to develop research abilities, visual literacy, and writing skills through analytical film responses and other written assignments. Students will also be better able to determine the historical accuracy of films, and identify how cinema relates to cultural, social, and political discourses and debates. This course will introduce you to the experience of viewing motion pictures through the lens of a historian, with the goal of helping you to critically assess the historical films that you watch. After the first week's introductory Module (that does not have an Assigned Film), we will watch a different movie each week that is representative of the topic that will be our focus that week. Such broad themes as race and race relations, gender, religion, politics, social class, war, humour, and memory (i.e., how certain periods of time are remembered) will be explored in this course. The moving picture has been with us for nearly a century and a half, and although it is largely considered a form. of entertainment, it is also the means by which many people have learned what they understand about history. The course will be largely about how people learn history through film and to consider what film adds to our understanding of the past. Questions we will probe include: How do films convey a sense of the past? How important is historical accuracy in films? Can film tell the truth about history? Should films be taken seriously as history? These – and other questions – will form. the basis of our explorations in this course. The purpose of this course is to help students be able to place films in historical context by teaching them how to “read” a film like a historian. To this end, students will engage in writing critical analytical film reviews (with a focus on such overarching themes as race, gender and social class), discuss films online, and write assignments that demonstrate historical thinking in their analysis of films. Learning Outcomes Upon completion of the course, students will be able to: analyze film within its historical context, determine how accurate (or inaccurate) different films depict the past, develop and hone research, visual literacy, and writing skills through analytical film responses and other assignments, build confidence in your communication skills through online discussion engagement, and identify how cinema relates to cultural, social, and political discourses and debates.
GEOG 225 Global Environment and Health Fall 2025 Course Description Calendar Description for GEOG 225 This course addresses the range of environmental issues that affect human health, with a global focus. This course will use a range of case studies from around the globe to address issues of measurement (of exposures and outcomes), evaluation (study designs), and policy responses. Students will be exposed to a range of theoretical perspectives and debates, and engage in innovative assessment activities to illustrate their learnings. In this course, we'll see a landscape that reveals the intersection of a number of different land uses and the humans who interact with them. There are industrial land uses, residential land uses, commercial land uses, as well as the natural environment which provides the backcloth for this landscape. As we embark on the course, we will first establish our expectations of each other as well as the intended learning outcomes. That will provide a foundation for everything that we do throughout this course. We will then develop a keen understanding of the foundational concepts we need to be able to explore the measurement, evaluation and implications of human health-environment interactions. This will provide us with the knowledge we need to be able to address the more nuanced aspects of these relationships: the challenges to measurement; issues of social/environmental justice and equity; lay epidemiology; and perhaps others that will arise as we move through the course together. The structure of the course is designed to enhance the student’s ability to think critically, communicate well, and see themselves as a global citizen. We will accomplish this by following a series of steps across 11 modules. You will see these steps identified in each of the 11 learning modules as: Read: Before you start the module, read the assigned materials. Review: Listen to the lecture burst(s). Watch: There will typically be a video or a film that will illustrate the concepts being discussed in the module. Do: There will typically be an exercise or a case study for you to engage in that allows you to see the application of the concepts being discussed in the module. Discuss: We will engage weekly with each other through online discussion forums in order to facilitate peer learning; you should also discuss this material with others in your working and/or social worlds – what do they think about what you’re learning? Finally, throughout the term, there will be a number of assessments that will allow you to display your learnings in a manner that allows me and the teaching assistants to evaluate them for grading purposes. These are summarized in the Assessments & Activities section of this Outline, and much more detail is provided in the Assignments module in LEARN. Learning Outcomes At the end of this course, the successful student should be able to: Define key terms in environment and health. Illustrate theoretical framings and understandings of environment and health. Critically assess the reporting of environment and health relationships in the media as well as the peer-reviewed literature. Value their role as a global citizen.
ASSIGNMENT ASSESSMENT DETAILS Unit Name: Finance Fundamentals Unit Code: WACT1001 Assessment Task: Financial Decisions with Excel Assignment Term & Year: Term 3 2025 Total Marks: 30 marks Weighting: 30% Due: 11:55pm Tuesday, Week 6 NATURE OF THE TASK This is an individual assessment task. You are required to prepare an Excel spreadsheet using techniques including formatting, referencing and Excel functions taught in this Unit. You will need to submit your work using the submission link on iLearn. REQUIRED RESOURCES To complete this assignment, you are required to use Microsoft Office Excel for Windows or Mac. The version must be the latest version of the Microsoft Office suite. Please follow the instructions on this webpage https://students.mq.edu.au/support/technology/software/microsoft to get the full version of MS Office for free. INSTRUCTIONS General: Please note that the worksheets are protected. You can only enter data into the cells that are not locked to you. In the Excel file provided, if you attempt to change the contents of a locked cell, you will receive a message saying that you are trying to change protected content. Leave the file protected or you risk getting a zero mark. • Files are required to be saved with an “ .xlsx” extension. Other file types will not be accepted and cannot be uploaded to the submission link. • Don’t switch to another computer unless you know it uses the correct version of Excel. • You will get a zero mark for the Excel assignment if: o The submission is not an accessible Microsoft Excel file. o You did not use the current Session/Term’s Excel Assignment Template file provided on iLearn. o The teacher cannot mark your submission because you have changed the format/structure/name of the worksheets of the Excel Assignment Template file. o The teacher cannot mark your submission because you used an old version of Microsoft Office Excel rather than the latest version available on the webpage mentioned above. o The teacher cannot mark your submission because you added extra protection (additional password or sensitivity setting) to the Excel file. o The passwords that protect the Excel Assignment Template file have been removed or changed. PART A THE “AMORTISATION SCHEDULE” WORKSHEET In this part of the assignment, you are required to prepare a loan amortisation schedule for a mortgage loan you borrowed from the bank. The loan is to be repaid by equal month-end repayments starting from the end of the first month. The monthly repayments include both the principal and the interest (P&I) on the loan. The term of the loan is n years. For example, if n=12, you have 12 years to repay your loan. This means you will make 144 equal month-end repayments including both the principal and the interest (P&I) over the 12 years. The loan outstanding balance keeps reducing until it becomes zero at the end of the 12 years or 144 months. 1. Download the Excel Assignment Template file from the ‘Assignment’ section found in the ‘Assessments’ tile on iLearn. 2. Save it with the file name: Student family name_ID number.xlsx (E.g., Wong_43567859.xlsx) 3. Input your student number digit by digit in cells F3 to M3. You must input your own student ID otherwise a penalty of 15 marks will apply. 4. Enter your first name and family name into the cells O3 and O4. 5. In cell C4, show the total of the first four digits in your student ID number using the =SUM() function and referencing cell locations. This is interpreted as the number of years you have, to repay the loan. 6. In cell C5, calculate the number of months you have, to repay the loan using a reference to cell C4. 7. In cell C6, the nominal annual interest rate p.a. compounding monthly is computed automatically with the input of your student ID number (expressed as a percentage). 8. In cell C7, calculate the effective monthly interest rate for the loan using a reference to cell C6. 9. In cell C8, the amount of the original loan is computed automatically with the input of your student ID number. 10. In cell C9, use the =PMT() function to calculate the month-end repayment that includes both the principal and the interest amount. You must show your answer as a positive number. You must use cell references among cells C4 to C8. 11. Format the values in cells C4, C5, C7 and C9 according to the formatting requirements next to the cells. Do not round any values in these cells manually. 12. Prepare a loan amortisation schedule including each month of the loan term using the following detailed steps (all amounts are positive): a) In column A, starting from cell A13, create month labels in terms of integers (e.g., 1, 2, 3, …) by using a new row for each month of the loan. b) In column B, show the balance of the loan outstanding at the beginning of each month. In column C, show the interest paid for each month. In column D, show the principal paid for each month. In column E, show the balance of the loan outstanding at the end of each month. c) In columns B, C, D, E you must use Excel formulas or functions with cell references. You will be penalised for the whole column if you hardcode any number in any cell. d) You need to use relative and / or absolute cell references where necessary. This means that the contents of cells B14, C13, D13 and E13 can be copied down to the end of the columns. You will lose marks for any unnecessary inconsistencies in your functions. 13. Use a currency format (with 2 decimal places) in all cells in columns B, C, D, E of your schedule, showing dollars and cents e.g., $12,345.67. Do not modify or round any numbers in the amortisation schedule manually. PART B THE “ADDED QUESTIONS” WORKSHEET 1. In the worksheet “Added Questions”, calculate the answers for Q1 to Q8 in cells C3 to C10 respectively. Please note that you cannot see the questions until you have entered your student ID digit by digit in cells F3 to M3 on the “Amortisation Schedule” worksheet. 2. For each of your answers, you must effectively use at least one of the following Excel TVM functions: =PV(), =FV(), =PMT(), =RATE(), =NPER(), =IPMT(), =PPMT(), =CUMIPMT(),=CUMPRINC(). 3. Do not round your answers (unless required by the question) but format your answers according to the formatting requirements stated next to the answer cell. 4. Questions 1 to 4 are based on the Amortisation Schedule in PART A. You are encouraged to refer to cells C4 to C9 in the “Amortisation Schedule” sheet as the arguments for TVM functions. However, DO NOT refer to any other cells / values on the “Amortisation Schedule” worksheet, otherwise you will be awarded a zero mark for the question. 5. Questions 5 to 8 are independent scenarios which are not related to the Amortisation Schedule in Part A. PART C THE “CAPITAL BUDGETING” WORKSHEET 1. In the worksheet “Capital Budgeting”, calculate the answers for Q9 to Q17 in cells C16 to C32, respectively. Please note that you cannot see the questions until you have entered your student ID digit by digit in cells F3 to M3 on the “Amortisation Schedule” worksheet. 2. For Q9 and Q10, you must effectively use the appropriate Excel functions in the calculation. For Q11, you may list the cumulative cash flows to help you with the calculation, but only the final answer will be marked. 3. Do not round your answers for Q9 to Q11 (unless required by the question) but format your answers according to the formatting requirements stated next to the answer cell. 4. For Q12 to Q17, select the correct answer from the drop-down list. SUBMISSION INSTRUCTIONS Submit your assignment to the Assignment Submission Link on iLearn prior to the deadline. If you submit after the due date, your submission will be counted as a late submission and penalties will apply (see “Late Submissions” section below). Please note that if you resubmit your work after the due date, your submission will be counted as a late submission and penalties will apply. If you experience any problems with the online submission, you must: (i) Take a screenshot of the error message that is displayed (which includes the time and date) (ii) Contact the Senior Teacher, Maxine Chen (j[email protected]), immediately via your Macquarie University student email, advising the Senior Teacher of the problem. (iii) You must attach the screenshot AND the file containing your submission. (iv) The email must be received by the Senior Teacher before the submission deadline. Please note that if your email is received after the submission deadline, your submission will be counted as a late submission and penalties will apply (see “Late Submissions” section below). Verify that your submission to the assignment link was successful. You must check that your submission can be opened and viewed on iLearn after submitting it. 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POL 102 — Introduction to American Government Fall Session Online - 2025 August 25 - December 18, 2025 Course Description: This class is conducted entirely online and therefore may be taken anywhere in the world and at your own pace, given that you are prepared for your online exams within the time period allotted. Lectures, exams and discussion are entirely online. POL 102 is a core course (Social and Behavioral Sciences, SBC;SBS;USA; Category DEC F under previous curriculum) covering the themes of the foundations of American government, institutions, and political behavior. The course is designed to achieve these objectives by introducing students to the academic study of American Government. The first part of the course will discuss the major concepts and theoretical arguments in founding the U.S. Constitution. The second part of the course will apply these ideas in practice by studying the institutions established by the United States’ government. Lastly, we explore political behavior. in American politics. Readings: Barbour and Wright, 2025. Keeping the Republic: Power and Citizenship in American Politics, 12th Edition. Thousand Oaks, CA.: CQ Press/Sage Publications. ISBN: 9798348840952 You should read a major daily newspaper (e.g., The New York Times or The Wall Street Journal) or watch several hours of news each week (e.g., Meet the Press - NBC: Sundays 10:30am, PBS NewsHour – PBS, Channel 13: 7pm weeknights) CNN, MSNBC, FOX, ABC Grading: All work will be graded on an 0-100 scale. Scores of 100-94 receive an “A"; 93-90 an “A-"; 89-87 a “B+"; 86-84 a “B"; 83-80 a “B-"; 79-77 a “C+"; 76-74 a “C"; 73-70 a "C-"; 69-67 a “D+"; 66-64 a “D"; “63-60 a “D-"; and below 60 an “ F." Grades will consist of 3 online exams, and participation in the online discussion. The final exam will not be cumulative. Make-up exams will only be offered under extraordinary circumstances, i.e. a death in the family or medical emergency. Proper documentation is required. Note that simply visiting a doctor is not sufficient. There must be written documentation stating that the student was physically incapable of taking the exam within the online period allowed. All make-up exams must be completed within one week (7 days) of the original exam due-date. This window will only be increased for the most extreme cases. Failure to schedule a make-up exam within the allotted time will result in a grade of zero for the exam. The format of the make-up exam is left to the discretion of the instructor. NOTE: BRIGHTSPACE POINTS WILL NOT RELECT YOUR ACCURATE GRADE!! DISCUSSION BOARDS ARE WORTH 15% OF YOUR GRADE WHILE THE EXAM AVERAGE IS 85%. Objectives and Assessment: This goal of this course is to provide the student with a fundamental understanding of the U.S. Constitution and how the American political system - both in theory and practice - developed and currently operates. This course is the foundation for all future scholarship in the study of American Government. Initially we focus on U.S. Constitution and the principles it establishes. What was the theory of the founders' structure of federalism and how do the different branches of government work today? We then focus on the Civil Liberties and Civil Rights through a study of the Bill of Rights. What are your liberties and rights as an individual and what are their limits? What is a right? What is a liberty? We then turn to the institutions established by the U.S. Constitution - the United States Congress, Executive and Supreme Court. How have the three branches evolved over time? What are their roles and how do they check and balance each other? How is policy chosen and implemented in this federal system? The course will conclude with an examination of the political activities and beliefs of the public. Is the public well-informed about the government and the policies it considers? How do citizens shape public policy? Assessment of student progress toward these objectives is accomplished through three midterm examinations and a final cumulative examination, along with a minimum of 5 unannounced quizzes as outlined in the "grading" section of this syllabus.
Optimizing Rowing Force for Time Minimization Over Fixed Distances Introduction The optimization of athletic performance through mathematical modeling represents a compelling intersection of theoretical mathematics and real-world applications. This investigation focuses on competitive rowing, where athletes face a critical trade-off: increasing force per stroke boosts velocity but reduces stroke frequency due to physiological constraints. The central research question – What applied force F minimizes time t over a fixed distance D = 500m, and how can this be experimentally validated? – emerges from observing elite rowers who balance power and cadence strategically. By integrating fluid dynamics (drag force Fdrag = kv2) and biomechanics (force-frequency relationship f = a - bF), this study develops a calculus-based model to identify the optimal force Fopt. The implications extend beyond sports, demonstrating how mathematical optimization resolves efficiency problems in constrained physical systems. Modeling Fixed distance: Let the distance be D (unit: meters). Resistance model: The water resistance is proportional to the square of the velocity, that is, Fdrag = kv2, where k is the resistance coefficient and v is the velocity. Rowing force and frequency: The force F applied by the athlete is the force per stroke (unit: Newton). The rowing frequency f (unit: Hz, the number of strokes per second) is related to F because there is a force-frequency trade-off in human muscles (for example, the frequency decreases when the force is greater). Suppose a linear relationship: f = a - bF, where a is maximum frequency of the athlete and b is stronger frequency degradation of the athlete. Average thrust: The average thrust Favd is directly proportional to the rowing frequency and the force per stroke, that is, Favg = C . f . F, where c is the efficiency constant (related to the rowing technique). Steady-state motion: In the uniform. speed stage, the average thrust force is equal to the resistance, that is, Favg = Fdrag Objective: Minimize the time t = v/D Analysis and calculation The model rests on three foundational assumptions: hydrodynamic drag follows Fdrag = kv2 (consistent with turbulent flow theory), stroke frequency f decreases linearly with force F as f = a - bF (supported by muscle biomechanics literature), and propulsion balances drag at steady state (cfF = kv2). Beginning with force equilibrium, velocity is derived as . Consequently, time over distance D becomes: Minimizing t requires maximizing the function h(F) = F(a - bF). Calculus optimization confirms a critical point at: with the second derivative verifying a maximum. Sensitivity analysis reveals that Fopt scales with b/a: higher maximum frequency a raises optimal force, while stronger frequency degradation b lowers it. For illustration, using parameters a=2.0Hz, b=0.02Hz/N, k=0.5kg/m, and c=1.0, we compute Fopt = 50N , yielding tmin ≈ 100s for. Graphical analysis (Fig. 1) further confirms the characteristic U-shaped t vs. F curve and parabolic v2vs. F relationship, both peaking at Fopt. Check the Model Experimental validation utilized a Concept 2 Model D rowing machine, which records power P, stroke rate f, and elapsed time t. Twelve trials over D = 500m conducted at controlled force levels (low/medium/high), with machine resistance fixed at Level 5. Trial Power (W) Stroke Rate (rpm) Time (s) Freal (N) f (Hz) 1 210 34 118.2 37.1 0.567 2 285 31 109.5 46 0.517 3 325 29 103.8 56 0.483 4 355 28 98.7 63.4 0.467 5 380 26 97.1 73.1 0.433 6 410 24 98.9 85.4 0.4 7 395 25 99.3 79 0.417 8 370 27 97.8 68.5 0.45 9 340 29 101.2 58.6 0.483 10 300 32 106.5 46.9 0.533 11 260 35 114.3 37.1 0.583 12 230 36 120.1 32 0.6 Dataset Fig. 2. f vs. Freal Fig. 3. t vs. Freal
Department of Technology Management and Innovation Course Name: FinTech: Finance Industry Transformation Course Description: With the continued success of fintech (financial technology) businesses around the world - from virtual banks to crypto exchanges and blockchain solutions - financial services are becoming increasingly decentralized, personalized, and automated. This course is designed to provide students with a comprehensive understanding of the latest technological advancements shaping the finance industry. It will cover topics such as APIs, decentralized finance, cloud computing, artificial intelligence, machine learning, blockchain, financial crime, RegTech, and algorithmic trading. Students will learn how these technologies are revolutionizing financial services and explore their practical applications in financial institutions. The course will also focus on the potential risks associated with these technologies and how to mitigate them. In addition, students will benefit from guest lectures by industry leaders who will share their experiences and professional journeys. Past semesters have featured CEOs ofFinTech and InsurTech startups, managing directors from major banks, venture capitalists, user experience specialists, cybersecurity experts, and cloud architects. No technical background is required. Course Objective: By completing this course, you will be able to: • Understand the latest advancements in technology and their impact on the finance industry. • Learn how to leverage these technologies to create innovative solutions to financial challenges. • Examine real-world applications in financial institutions and the wider financial landscape. • Develop critical thinking skills to assess the effectiveness of the discussed technologies in financial institutions. • Explore the ethical considerations of utilizing these technologies in financial institutions. • Enhance the ability to adapt to rapidly evolving technological advancements in the finance industry. Suggested Course Structure: This course includes weekly in-person lecture sessions and a mandatory final project. Readings: Required Text(s): Financial Technology, Case Studies in Fintech Innovation by Niels Pedersen -https://www.koganpage.com/product/financial-technology-9781789665437 Additional Reading: • Deloitte LLP (2017) Open banking: How to flourish in an uncertain future: Open Banking and PSD2. Available from: https://www2.deloitte.com/uk/en/pages/financial-services/articles/future-banking-open- banking-psd2-flourish-in-uncertainty.html • MagnaCarta Communications and ACI Worldwide (2017) Innovation, distributed: Mapping the fintech bridge in the open source era. Available from: https://www.aciworldwide.com/-/media/files/collateral/other/aci-magna-carta- fintech-disruptors-report.pdf • Zachariadis, M. and Ozcan, P. (2017) The API Economy and Digital Transformation in Financial Services: Open Banking, Swift Institute, 15 June. Available at: https://swiftinstitute.org/research/impact-of-open-apis-in-banking/ • Bettencourt, L. & Ulwick, A. (2008) The Customer-Centred Innovation Map, Harvard Business Review, pp 109-114 (May) • Domingos, P. (2015) The Master Algorithm: How the quest of the ultimate learning algorithm will remake our world, Penguin Books, London • Gandomi, A. and Haider, M. (2015) Beyond the hype: Big data concepts, methods, and analytics, International Journal of Information Management, 2015, 35, pp 137-144 • Bank of International Settlements (2018) Cryptocurrencies: Looking beyond the hype, BIS Annual Economic Report Report. Available from: https://www.bis.org/publ/arpdf/ar2018e5.htm Course Assignments and Grading: • 30% participation in class • 70% final project Course Topic Outline ams1–Sep5NetworksAPIsandfintechbanking platforms – How technolog • ;Financial Technology, C – Howfinancial innovation and cloudcomputingh revolution;Financial Technology, Chapt automation infintech – AI and machine learning inpractice;Financial Technology, Ch , and riskmanagement – Pitfalls and opport 75 –Oct3Regtech and regulatory compl a fintechcontext;Financial Technology, C ncies – RuntheBankChangethebankhow financial institution irector at amajor bank9 –Oct31Electronic trading chcompany)Asaf@ nism – Theimpact ofautomation and social media on 21Behavioral economics and e r engagement;Financial Technology, mization,personalization;Financial Technology, Chapter 914 –Dec5Final project presentationFinal project presented to the class
Cyberslacking and Employer Monitoring Product: Sage Business Cases Keywords: employers, monitoring, workers Disciplines: Corporate Social Responsibility, Business Ethics & Corporate Social Responsibility, Business & Management, Business Ethics (general), Human Resource Management (general), Human Resource Management Access Date: November 25, 2024 Case Learning Outcomes By the end of this case study, students should be able to: • describe the development of cyberslacking since 2020 and the challenges it presents to organiza- tions with remote workers; • explain employer approaches used to monitor remote employee work performance; and • apply major ethical decision-making frameworks in developing recommendations to prevent cyber- slacking. Introduction After COVID-19 hit the United States in January 2020, it was not long until many professionals were quickly forced to transition to a completely virtual work environment (Centers for Disease Control and Prevention, 2023). In May of 2020, roughly 35% of the U.S. workforce worked remotely (Coate, 2021). While COVID-19 does not have the same negative impact on the country today as it did in early 2020, many people have be- come accustomed to the ability to work from home, and a large portion of employers found that many work- related tasks can be completed just as effectively from home as they had been accomplished in the office setting. Consequently, as of early 2022, 58% of workers in the United States have the option to work from home at least one day weekly (Dua et al., 2022). With a workforce that spends a large amount of time outside of the four walls of an office, upper managements of many companies have concerns about the productivity of their employees, especially in a time where “cy- berloafing” or “cyberslacking” has become prevalent. Cyberloafing or cyberslacking is defined as “an employ- ee’s use of work computers and other resources during work hours for non-work-related purposes” (Kenton, 2021). Cyberslacking is not a new concept. Over 20 years ago, Lim (2002) noted that cyberloafing was the “IT way of loafing on the job,” describing how employees were using the Internet for personal reasons while at work and citing one study that found 50% of companies were at least somewhat concerned that employees were using the Internet for non-work tasks. Results from this study indicated that cyberloafing occurs when em- ployees think they have not been treated fairly (Lim, 2002). More recently, a 2022 systematic literature review identified 87 studies on the topic dating from 2002. The authors noted the increased prevalence of workplace digitization and Internet-based communication (ICT) platforms, along with additional opportunities for cyber- slacking behaviors (Tandon et al., 2022). In a broad sense, cyberloafing is a form. of procrastination which can take on forms such as zoning out or chatting at the water cooler (Darden, 2015; Lim & Teo, 2022). While this case tends to focus on U.S. companies, cyberslacking is a global phenomenon that has existed for decades. For example, Hassan et al. (2015) studied cyberloafing in the Tehran Subway Organization, finding that employees are less likely to engage in cyberloafing when monitoring systems are effective and adverse consequences exist. Ugrin et al. (2018) examined the relationship between culture and cyberloafing using the Hofstede Model. They found evidence of cyberloafing globally and that national culture contributed to its presence. They suggested that organizations should consider cultures when establishing policies and pro- grams to address cyberloafing (Ugrin et al., 2018). Syed et al. (2020) reviewed the 1996Ð2020 literature on the impact of cyberloafing on employeesÕ job performance. In addition to the U.S. organizations, they cited cyberloafing studies from Spain, Malaysia, South Korea, China, Saudi Arabia, Iran, Lebanon, and Ghana. In- terestingly, they found that while cyberloafing may negatively impact worker performance, organizations that monitor employee Internet use and permit certain times for cyberloafing may experience improved work per- formance (Syed et al., 2020). With the world at our fingertips whilst on a laptop, it can become difficult to avoid the cyberloafing that is dreaded by the corporate United States. According to research conducted at the University of Nevada, cyber- slacking annually costs businesses approximately USD 85 billion (Stokel-Walker, 2020). As every for-profit business has one goal in commonÑto become and remain profitableÑthe economic impact of cyberloafing is a cause for concern. Other companies across the globe have installed a wide array of software packages on company-issued lap- tops, smart-phones, and other equipment to ensure that employees are staying productive and on-task. Some of the programs installed are arguably extremely invasive. For instance, at ESW Capital, employees were tracked at random and unpredictable times. During these tracked times, their laptop cameras would be turned on, and images would be taken of them to ensure that they were actually working. Additionally, images were taken of their screen, making sure that they were viewing items on their laptops that were related solely to work, and not related to personal sites, social media, and so on (Kantor & Sundaram, 2022). Consequences resulted if the employee was found to be “off-task” during these times. In fact, it could cost them 10 minutes of pay every time they were found to be “off-task.” Due to the randomness of these images, an employee could simply be taking a break to go to the restroom and may have their pay suffer because they were not in the image in the one second the image was taken. Employees at ESW have spoken out, stating that “You have to be in front of your computer, in work mode, 55 or 60 hours just to get those 40 hours counted and paid for,” since offline work was not compensated by the company (Kantor & Sundaram, 2022). ESW Capital is not the only company with practices such as these. Another company is UnitedHealthcare, which employs social workers. UnitedHealthcare has a tracking system in place that labels their workers as being inactive when there has been an absence of keystrokes after a short period of time. The concern with this approach, however, arises when one considers the nature of social work. A large portion of social work involves “off-computer” tasks, such as engaging in conversations with clients and other clinical providers. The worst part was that the tracking system played a vital component in the performance review faced by those employed by UnitedHealthcare. As is the case at many other companies, the results of the performance re- view play a key role in determining pay for employees. Hence, employees who may be working diligently, but not on their laptops, face the chance of being penalized as it relates to their overall salary due to these met- rics (Kantor & Sundaram, 2022). In a survey conducted in 2021, researchers found that 60% of companies in the United States use some form of software to track what their employees are doing during the day. This study also found that nearly 90% of companies who have this software have fired employees due to information revealed by these programs (Corbyn, 2022). With this being a common practice across the country, how do workers feel about this? One research study revealed employees being tracked online reported lower levels of intrinsic work motivation (Jiang et al., 2020). Other research has connected computer tracking with an increase in stress felt by em- ployees, along with greater anxiety (Friedman & Reed, 2007). Additionally, employees who are constantly kept under observation are likely to feel a lower sense of autonomy (Corbyn, 2022). On the other hand, you cannot ignore major issues that may arise for companies if they do not have tracking services in place. As aforementioned, cyberloafing can cost companies a hefty amount annually due to lost work time, and there’s also a cybersecurity risk that arises if/when employees download personal unsafe items onto work-issued technology (Quackenbush, 2022). Following the 2020 pandemic, there has been a 300% increase in cyber- attacks as of 2022, with even more predicted to occur in the next five years (Marks, 2022). This could leave the company at risk of data leaks and other major security issues, which may even lead to legal issues or other detrimental impacts down the road. How to Assess Cyberslacking In assessing cyberslacking and employer monitoring, you may find the following approaches to ethical deci- sion making helpful as you develop your case solution. These are provided by the Markkula Center for Ap- plied Ethics at Santa Clara University and are briefly summarized below. The utilitarian approach. This approach focuses on the consequences of an action, with the correct moral action being determined by calculating the net value of the action’s consequences for those affected. Utilitar- ian Jeremy Bentham focused on “the greatest good for the greatest number,” while utilitarian John Stuart Mill held that the degree of the consequences (pleasure and pain) should also be considered. There are basically three steps to addressing the situation with a utilitarian approach: first, identify the various courses of action; next, determine all the foreseeable benefits and harms of each approach; and finally, choose the course of action that provides the greatest benefits after the costs have been considered. Although this may sound good in theory, “it’s often difficult, if not impossible, to measure and compare the values of certain benefits and costs.” Utilitarianism may also fail to address the concept of unjust actions such as lying or coercion to justify possible outcomes (Markkula Center for Applied Ethics, 2023; Providence College, 2023). The rights approach—deontology. This is an approach to moral theory that focuses on principles, such as respect for individual rights, rather than on the consequences of our actions. Immanuel Kant, one of the lead- ing philosophers of deontology, argued that each person has a dignity that calls for respect. He believed that individuals should be treated as an end unto themselves and not as a means to an end by another person. Kant also espoused the “categorical imperative,” which he formulates as follows: “Act only according to that maxim by which you can at the same time will that it should become a universal law” (Markkula Center for Applied Ethics, 2023; Mintz & Miller, 2023; Providence College, 2023). The fairness approach. Justice is traditionally defined as giving each person what he or she deserves. Jus- tice and fairness are closely related and often used interchangeably. The notion of being treated as one de- serves is crucial to both justice and fairness. When conflicts of justice or fairness arise, we need principles that all can accept as reasonable and fair standards for what people deserve. Aristotle defined justice as a princi- ple where “equals should be treated equally and unequals unequally.” For example, if a man and woman do the same work, they should be paid equally. Different theories focus on different forms or domains of justice. For example, distributive justice evaluates the fairness of how important benefits and burdens are distributed in society. Compensatory justice considers the fairness of compensation to those who are injured by those who have injured them. Retributive justice evaluates the fairness of punishments for crimes or other trans- gressions, considering the crime’s severity, intent of the criminal, etc. (Markkula Center for Applied Ethics, 2023; Providence College, 2023). The common good approach. This focuses on having a society and institutions that strive to benefit all peo- ple. For example, a society’s accessible healthcare, public safety, just legal system, environmental protection, and economic prosperity might all be considered part of a system that affects the common good. Achieving and maintaining the common good requires collective efforts but certain obstacles hinder this endeavor such as living in a pluralistic society. Pluralistic societies encompass differing values and priorities, making it a chal- lenge to agree on common goals. There is a “free-rider” problem because some people benefit from the com- mon good without contributing. Additionally, a culture that emphasizes individualism can make it difficult to convince people to sacrifice personal interests for the common good. Lastly, unequal sharing of burdens can arise when certain groups or individuals bear disproportionately heavy costs to maintain the common good (Markkula Center for Applied Ethics, 2023). The virtue approach. Virtue ethics characterizes a moral life not by the outcomes or principles behind individ- ual actions, but rather by the habits and traits of character that define human excellence. These can include the cardinal virtues of classical thinkers such as Plato (wisdom, courage, temperance, and justice). The virtue approach emphasizes the role of community in shaping character traits. Virtues are attitudes, dispositions or character traits that enable us to be virtuous or attain certain ideals such as excellence or dedication to the common good. Virtues are developed through learning and practice. Communities, including family, church, and school, influence individuals’ values and personality traits. Virtues become ingrained habits in an indi- vidual and guide their behavior. The virtuous person can be seen as an ethical person (Markkula Center for Applied Ethics, 2023; Mintz & Miller, 2023; Providence College, 2023). The care ethics approach. Care ethics places care at the center of ethical thinking, which values human relationships, recognizes human codependence, and acknowledges the significance of emotions. Psycholo- gist Carol Gilligan’s work in the 1980s marked an early articulation of care ethics. She argued that women often employ a “different voice” of care that considers relationships and contextual nuances. Care also exists in various cultural traditions, “including African communitarian views, Indigenous worldviews, Confucianism, and Buddhism.” Care ethics also emphasizes the importance of healthy, reciprocal relationships and extends beyond personal bonds; it acknowledges that all individuals require care to flourish, even healthy adults. Un- like approaches that solely rely on reason, care ethics values both emotions and the body. While not all emo-tions are equally valuable, care highlights emotions such as empathy and compassion (Markkula Center for Applied Ethics, 2023). Your Assignment You have been commissioned to provide an ethical analysis of the worker productivity monitoring issue, ulti- mately leading to a recommendation to ABC, Inc. as to whether the company should implement one of these tracking systems. ABC, Inc. is a well-known and highly successful professional services firm that will have no issue paying to implement this software on all company-issued equipment. In C-Suite level meetings, there has been debate as to whether the installation of this software will be beneficial. You have interviewed ex- ecutives at ABC, Inc. and there are a multitude of opinions as to whether the company would benefit from this system and increase overall profitability. Some believe that forcing employees to be tracked will ensure that they stay on-task during the day, while others believe that these systems create a workplace culture that breeds discontent and distrust. Certain executives are concerned that an overly aggressive monitoring system that penalizes employees might “backfire,” as described in Thiel et al. (2022), and might even contribute to increased employee turnover, which has been observed in many companies. For example, Thiel et al. (2022) reported that “monitored employees were substantially more likely to take unapproved breaks, disregard in- structions, damage workplace property, steal office equipment, and purposefully work at a slow pace, among other rule-breaking behaviors.” Discussion Questions 1. What broad ethical issues, if any, are associated with employee productivity monitoring? 2. Should ABC, Inc. install software to track employee productivity? 3. If ABC decides to install the software, what communications, if any, should be sent out to employees? What capabilities should the software have? In other words, what metrics should the company track? What penalties might be included for inadequate performance (e.g., reduction in pay)? 4. If ABC does not decide to install the software, provide a rationale why. 5. If ABC does not decide to install the software, how might the company ensure that cyberslacking does not become a major cost for the company? What alternatives exist to ensure employees stay on-task?
25/FA Museum Studies AHD-2596-C School of Visual Arts Art History Fall 2025 Class Times / Description Class Times: 09/05/25-12/17/25, Fri 03:20PM-06:10PM Course Description How are art collections and museums formed? Who decides what a museum exhibits? Is a museum like a bank vault filled with precious objects, or is it more like a secular cathedral? This course will address these questions by surveying the history and philosophy of art collections and museums. Topics include: public, private and corporate art collections; the conservation and preservation of art; museum architecture; installation design; traveling exhibitions; museum education programs; exhibition catalogs; museum trustees; laws that impact museums; commercial galleries and non-profit artists' spaces. Course Outcomes After completing this course, students will: describe museums and art galleries, and be able to curate an exhibition. Course Requirements GRADES: are based on Assignments, Attendance, Class Participation, and Academic integrity: 1) On-time assignments. 2) Regular attendance. If you have more than 2 absences, it will be hard for you to pass this course. 3) Participation in Zoom meetings: you need to be there mentally and physically, and you must contribute. 4) Academic integrity: Copying word-for-word from any source is plagiarism. If you use material from the Library, the Internet, or AI technology, say so and cite the source. Academic dishonesty will not be tolerated. Students who commit academic dishonesty will fail the assignment and not receive higher than a C in this course. Repeated cheating is grounds for failure of the course. Course Outline 1- Introduction to the class and Historical Museums (part 1) CLASS 30:00 Intro to class; students introduce themselves 1 5:00 min break 15:00 SHORT STORY: Historical - National Palace Museum, Beijing and Taipei 20:00 SHORT STORY: Historical – Louvre, Paris 2 - Historical Museums (part 2) CLASS XX DISCUSSION of curatorial concepts 11 :22 SHORT STORY: Met NY 50:35 FILM: Inside the Met: All Things to All People? 15:00 min break 46:51 FILM: Inside the Forbidden City: Survival Instructor EXPLANATION of Assignment 1 (due next session). 3 - Curating an exhibition HOMEWORK Complete Assignment 1 on the FILMS Inside the Met: All Things to All People? and Inside the Forbidden City: Survival CLASS XX DISCUSSION of curatorial concepts 15:01 SHORT STORY: Curating 41:17 CASE STUDY: Whirligigs 19:35 CASE STUDY: Sacred Geometry 15:00 min break 48:23 CASE STUDY: Freud Antiquities 28:04 CASE STUDY: Dreams Instructor EXPLANATION of Assignment 2 (due next session). 4 - Acquisitions and Provenance HOMEWORK Do the READING “The Missing Madonna” [in FILES on Canvas] Complete Assignment 2 on the READING CLASS XX DISCUSSION of curatorial concepts 31:18 SHORT STORY: Acquisition and Provenance 25:05 SHORT STORY: Bubon Bronzes 15:00 min break 55:13 FILM: An Acquiring Mind: Phillip de Montebello 5 - Jobs in museums and galleries: Registrar, Installation Designer, Preparator, Conservator HOMEWORK Complete Assignment 3 on the FILM An Acquiring Mind CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 7:46 SHORT STORY: Jobs in museums and galleries 4:41 SHORT STORY: Registrar 44:01 SHORT STORY: Installation designer 31:10 SHORT STORY: Installer/Preparator ?? SHORT STORY: Conservator 6 - Jobs in museums and galleries: Fundraising, Education, Publications HOMEWORK Do the READING: “The Modest Museum” [in FILES on Canvas] Complete Assignment 4 on the READING CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 16:06 SHORT STORY: Fundraising 6:41 SHORT STORY: Education 6:58 SHORT STORY: Publications 7- Museums of Modern Art, Galleries, and Auctions HOMEWORK Do the READING: “The Dia Generation” [in FILES on Canvas] Complete Assignment 5 on the READING CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 27:16 SHORT STORY: MoMA 39:18: SHORT STORY: Galleries and Auctions 8- Museum Architecture for the 21st Century HOMEWORK: None this week CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 30:00 POWERPOINT Museum Architecture for the 21st-Century 9- Science museums HOMEWORK Complete Assignment 6 on the POWERPOINT (from session 8) Museum Architecture for the 21 st-Century CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 27:27 SHORT STORY: Science museums 1 :08: CASE STUDY Madness in America 10 - Art in time of war HOMEWORK: None this week CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) No break – long films 10 SHORT STORY: Art Lost in WWII 42:51 FILM: Rape of Europa (part 01) 44:34 FILM: Rape of Europa (part 02) 11 - Smuggling and Looting HOMEWORK Complete Assignment 7 on the FILM Rape of Europa CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 22:54 SHORT STORY: Smuggling - Egyptian antiquities 36:07 SHORT STORY: Parthenon sculpture 19:47 SHORT STORY: Benin bronzes 16:58 SHORT STORY: Euphronios Vase 12 - Conservation/Restoration HOMEWORK: None this week CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 30:17 SHORT STORY: Restoration of Architecture 15:25 SHORT STORY: Restoration of Painting 18:57 SHORT STORY: Prado: Roger van der Weyden Crucifixion 7:34 SHORT STORY: Sistine Chapel 13 - Authentification HOMEWORK: None this week CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 46:31 SHORT STORY: Authentification 18 min in begins story of Robert Simon, et al and Salvatore Mundi 14- Forgeries HOMEWORK: None this week CLASS 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 30:00 EXHIBIT (15min - look at exhibit+leave a comment; 15 min discuss) 15:00 min break 4:36 SHORT STORY: Forgeries 55:32 FILM: The Forger and the Con Man 15 - Memorials HOMEWORK Complete Assignment 8 on the FILM The Forger and the Con Man CLASS 30:00 EXHIBIT (make-up) 30:00 EXHIBIT (make-up) 15:00 min break 15:36 SHORT STORY: Memorial museums 3:04 VIDEO: Holocaust Memorial in DC 2:57 VIDEO: Holocaust Memorial in Berlin 7:12 VIDEO: Maya Lin, Vietnam Veterans Memorial 3:17 VIDEO: 9-11 Memorial 2:10 VIDEO: 9-11 Memorial: Tribute in Light
FIT5234 ADVANCED BIS ANALYSIS AND DESIGN ASSIGNMENT 2: INDIVIDUAL ASSIGNMENT (35%) Your Task Please read this article about Walmart’s supply chain management (SCM) practices: ● Walmart’s Retail Link Supply Chain: A Case Study Solution. For your convenience, we provide a brief summary of Walmart’s SCM practices: Walmart has Retail Link—a proprietary, web-based platform. that serves as the central nervous system for its supply chain. It is a comprehensive data-sharing portal that connects Walmart's thousands of global suppliers directly to its vast internal data systems. At its core, Retail Link is a tool for collaboration and visibility, designed to remove guesswork from the supply chain and replace it with real-time, actionable data. The primary supply chain management role of Retail Link is to ensure that the right products are in the right place, at the right time, and in the right quantities. It achieves this by providing suppliers with unprecedented transparency into the performance of their products within Walmart's ecosystem. This shifts the dynamic from a traditional, reactive supply chain (where suppliers ship products and wait for the next order) to a proactive, collaborative, and data-driven one. Segment 1-Focus group plan (a total of 30 marks): Imagine that you need to design the SCM for Walmart from the scratch, and your department head has asked you to conduct a focus group to determine the system requirements. Please specify how you will implement the focus group within 1000 words. Specifically, you are requested to determine: a) The participants of the focus group. (5 marks) b) The key design question of SCM for the focus group. (5 marks) c) The process that can be implemented for the focus group. (10 marks) d) The questioning route for the focus group. (10 marks) Segment 2-BPMN diagram You are required to create a BPMN diagram that models the below business process about the procurement. Use BPMN-compliant tools (e.g., Lucidchart, or Microsoft Visio) to create your diagram (30 marks). In a supply chain management system, Walmart and suppliers collaborate as follows: Walmart’s procurement team identifies and selects a supplier from a pre-approved list within the Supply Chain Management (SCM) system. The selection is based on key factors such as price, delivery terms, and inventory availability. Once a supplier is selected, Walmart places an order through the SCM system, specifying the required goods, quantities, and delivery deadlines. The supplier’s sales department reviews the order to verify the availability of the requested goods. If the goods are in stock, the supplier confirms the order and sends it to the production department for processing. A confirmation letter is sent to Walmart through the SCM system. If the goods are unavailable, the supplier informs Walmart via the SCM system, providing an estimated restocking date. The production department begins preparing and packaging the goods for shipment upon receiving the order. The goods are then shipped to Walmart, along with tracking details and all necessary shipping documentation. Upon receipt of the shipment, Walmart verifies the goods against the original procurement order to ensure accuracy. If the shipment matches the order, Walmart processes payment to the supplier, completing the transaction, otherwise suspending the transaction for further resolution. Segment 3-Data flow diagram (a total of 40 marks): Walmart manages its financial transactions through an accounting information system (AIS). The AIS handles various functions, including accounts payable, accounts receivable, payroll, and general ledger management. When a procurement is made, the accounts clerk enters the invoice details into the system, which then generates a payment schedule for the clerk. The system automatically checks for available funds and notifies the finance director if a payment cannot be processed due to insufficient funds. For sales, the sales team inputs customer orders, and the accounts clerk generates invoices based on these orders. Payments received are recorded in the system, updating the customer account balances. At the end of each month, the system generates financial statements that are reviewed by the finance director. Any discrepancies or unusual transactions are flagged for further investigation. Please answer the question a) and b). a) Is the accounts payable clerk a source or sink in the dataflow diagram? Why or why not? (10 marks) b) Draw a level-0 dataflow diagram for the accounting information system at Greenfield Enterprises. If you find the narrative incomplete, make reasonable assumptions to complete the diagram. (30 marks) Value 35% of your total marks for the unit Due Dates By Week 9, Monday, Sept 22, 2025, 11:55 pm. Submission ● This individual report must be submitted via Moodle Assignment 2 ● File format: .doc/.docx (MS Word document) ● File name: FIT5234_Assignment 2_ Student number.docx ● Turnitin will be used for similarity checking of all submissions.
STAT7305 Assignment 2 - Clustering Due: Friday 26/9/2025 by 5pm ; Weighting: 17% The R package gapminder offers a dataset summarising a small number of attributes of 142 countries, recorded every 5 years for 55 years from 1952 to 2007. The data can also be downloaded from Blackboard. The dataset is complete, meaning that there are no missing values for any of the listed countries or years. We will focus on two different years: 1952 and 2007. Two important variables in describing average quality of life in a country are life expectancy and gross domestic product (GDP) per capita. The GDP per capita is measured in “international dollars”, which here is “a hypothetical unit of currency that has the same purchasing power parity that the U.S. dollar had in the United States in 2005” . We also have a record of country populations, each either from censuses or from United Nations estimates. You will aim to use this data to find clusters of countries which are similar, in the experience of the average inhabitant. Detailed questions are given below. a) After looking at the data, potentially attempting clustering, and thinking about this, decide whether you prefer to retain all three quantitative variables for clustering or drop one. In either case, provide justification for your decision. [2 marks] b) You will use two forms of clustering to cluster the data over the variables chosen above. A Gaussian mixture model must be one of the methods. You are free to choose another method, but make an argument as to why you think it might be useful for clustering this dataset. [1 mark] c) Give the assumptions of each clustering method. Consider transformations of each variable to try to suit the assumptions of each clustering method. Explain which transformations you chose and why. Plot the transformed data in each case, illustrating the relationships between variables. [2 marks] d) For the Gaussian mixture model, use MClust in R or another package offering a similar range of models and methods of model selection. You will also need to use an effective method to select the optimal number of clusters with each form of clustering. Define the methods of selecting the number of components that you choose for each clustering method and give pseudo-code. [2 marks] e) Write out the statistical model for both the VVV and the VVE mixture models, as used by the R package MClust, with p variables. [1 mark] f) Do any countries in either 1952 or 2007 seem like such outliers that you would be better off removing them from the dataset? Explain why/why not. [1 mark] g) Use each clustering method to select an optimal collection of clusters for the 2007 data. Then fix the number of clusters (for each method) and use each clustering method to cluster the 1952 data. Plot the resulting clusters from each method at each time point (including a readable form. of country labelling). For the mixture model fit, add a set of contours for each of the weighted components of this fitted mixture distribution. Use the same set of weighted density levels for the contours of each component, except where infeasible. Also present all the estimated model parameters for each model. [2 marks] h) With respect to your preferred mixture model fit to your chosen variables from the dataset, use a resampling approach to approximate 95% (marginal) confidence intervals for the component proportions. Explain the concept of label switching and why it could be of concern for the production of these confidence intervals. Look for evidence of label switching and explain why you think it was or wasn’t present. [2 marks] i) Which countries seem to have changed cluster from 1952 to 2007? Give a table of countries that (on your evidence) have changed cluster, including their cluster number at each time. [1 mark] j) Various categorisations of countries exist, particularly for their level of development. Find one such form. of categorisation, including lists of countries in each category in 1952 and 2007, and compare it to your preferred clustering of the countries in the gapminder data. How do you account for any differences? Note that you will need to research the basis for thecountry categorisation and explain this as part of your answer. [3 marks] Notes: • Your main response to the questions should consist of a single .pdf file, submitted by the relevant link for this assignment on Blackboard. You may use other software prepare your document, but the submitted file must be in .pdf format and contain all your answers. The assignments will be marked via Gradescope, and you will need to allocate pages to question parts. • You should not include any raw output from software except figures and these should have a title, axis labels, a legend where appropriate, a caption, a figure number and be referenced by the figure number at least once in your report text. Any other output should be manually processed/selected before being included in e.g. text or tables. • All your code and any supplementary files should be submitted via a separate .zip file to a second link for this assignment, also on Blackboard. No code should be included in the .pdf file. All code should be written in R or Python and be readable via a text editor. • Name your files e.g. student_number_STAT3006_A2_report.pdf and student_number_STAT3006_A2_supp.zip to assist with marking. • As perhttps://my.uq.edu.au/information-and-services/manage-my-program/student- integrity-and-conduct/academic-integrity-and-student-conduct , you must submit work that you prepared. Even where working from sources, you should endeavour to write in your own words. Equations are either correct or not, but you should use consistent notation throughout your assignment and define all of it.
FIT9138 IS ANALYSIS, DESIGN AND SYSTEMS THINKING ASSIGNMENT 2: GROUP REPORT WITH WALKTHROUGH Your Task Please read this news article (source: Reuters, 15 July 2025) Five EU states to test age verification app to protect children France, Spain, Italy, Denmark and Greece will test a blueprint for an age verification app to protect children online, the European Commission said on Monday, amid growing global concern about the impact of social media on children's mental health. The setup for the age verification app is built on the same technical specifications as the European Digital Identity Wallet which will be rolled out next year. The five countries can customise the model according to their requirements, integrate into a national app or keep it separately. The EU executive also published guidelines for online platforms to take measures to protect minors as part of their compliance with the bloc's Digital Services Act (DSA). The landmark legislation, which became applicable last year, requires Alphabet's (GOOGL.O), Meta. Platforms (META.O), ByteDance's TikTok and other online companies to do more to tackle illegal and harmful online content. Elon Musk's X, TikTok, Meta's Facebook and Instagram and several adult content websites are currently being investigated by EU regulators on whether they comply with the DSA. EU regulators said the new guidelines would help online platforms to tackle addictive design, cyberbullying, harmful content and unwanted contact from strangers. "Platforms have no excuse to be continuing practices that put children at risk," EU tech chief Henna Virkkunen said in a statement. The effect of social media on children's mental health has become a growing global concern, with dozens of U.S. states suing Meta, while Australia last year banned social media for children under 16. Assignment 2 is an extension of Assignment 1. Please use the formative feedback you received from Assignment 1 to improve the first four main segments of the Group Report. The task requires you to design an age verification app for Australia. This assignment is a group assignment (of four members) where each individual has their own part to play. This assignment consists of six main segments: ● One persona and the corresponding scenario ● Functional and non-functional system requirements ● Use case diagrams ● Service blueprint diagram ● Prototyping ● System testing plan The persona cannot be an imaginary persona. It must be derived from in-depth interviews with two individuals. You must submit proof of the interviews in the form. of an anonymised typed transcript. of the interviews as an Appendix of your Group Report. Value 40% of your total marks for the unit Due Dates Group report by Week 8, Wednesday 17 September 2025, 23:55. A group walkthrough interview in Week 9 (In-class, 30 minutes per group) Submission ● The Group report must be submitted via Moodle Assignment 2 Submission link by only one of the group members. ● File format: pdf ● File name: FIT9138_Assignment 2_Group number.pdf ● Turnitin will be used for similarity checking of all submissions. Assessment Criteria ● Please refer to the marking rubrics available on the unit’s Moodle site for details. Late Penalties ● 5% deduction per day for the late submission ● Submissions more than 7 calendar days after the due date will receive a mark of zero (0) and no assessment feedback will be provided.
GEOMETRY OF DATA EXAMPLES FOR STUDY & PRACTICE 1. One-sided chebyshev: For Z ∈ L2 with EZ =0& varZ = 1 verify that, for any t ≥ 0: P(Z>t) ≤ 1/(1 + t2). There are at least three di↵erent ways to arrive at this result: (a) Hint: Z>t (Z + s)2 ≥ (t + s)2 s > 0. Apply markov. (b) Hint: t − Z ≤ (t − Z)I(Z ≤ t). Apply cauchy-schwarz. (c) Hint: (1 + t 2)2I(Z>t) ≤ (tZ + 1)2. 2. wP1-equality For any X ∈ R we say that iff P(X = Y ) = 1. (a) Verify that is an equivalence relation on R. (b) Verify (c) Verify (d) Verify 3. Verify that, in L2, P is an orthogonal projection (onto W = JmP) if and only if it has the following three properties: and, in particular, on Rn, P is an orthogonal projection 4. For an orthogonal projection, P, with P +Q = I, verify that Use this result, or otherwise, to verify that from which we have the special case of pythagorus 5. For nested sub-spaces V < W in L2, if Q is the orthogonal projection onto V, while P is the orthogonal projection onto W, verify that 6. Suppose that X ~ bin(2, 1/3), Y ~ poisson(2/3) and X Y . a) Given that , determine k. b) Determine the ratio ||X−Y||/||X−EX||. c) Determine the coefficient of correlation ρ(X−Y,X+Y ). 7. Suppose that X ~ N(1, 1), let Y = X3, and consider the simple linear model Y = α+βX + W w. EW =0= ρ(X,W). a) Evaluate the constants α and β. b) Determine the relative proximity of Y to its closest linear predictor 8. Let X ~ exp (1), Y = e−X, and consider the simple linear model Y = α+βX + W w. EW =0= ρ(X,W). a) Evaluate the constants α, β and γ. b) Determine the relative proximity of Y to its closest linear predictor
CSYS5040 Criticality in Dynamical Systems Assignment 2 Due Date: This is assignment is due in TurnItIn by Sunday, September the 15th. This assignment is worth 25% of your final mark. You must do all of your working in a Mathematica notebook that I can run (no pdfs of Mathematica notebooks). The * for some questions indicate the relative difficulty of the question. This is an individual assessment; your answers must reflect your own work. Marks will be based on the correctness of each answer, the effort put into exploring each question, and the originality of the examples you choose to look at. You are strongly encouraged to read beyond the class material to get a higher grade. Question 1 (7.5%): The dynamics of a stochastic differential equation a. Choose the constant valued parameters (i.e. μ, x! and E ) of a linear stochastic differential equation of the form. dx = μ dt + E dw where E is the strength of the stochastic (noise) term, x! is the initial starting point and then plot the time series of the solution, making sure μ is not equal to zero (it can be positive or negative though). Choose some numerical value b (for ‘boundary’) that has the same sign as μ, run some simulations of your solution, does your solution ever cross the boundary b and if so at what value of t does your solution cross it? Without simulating your solution, how can you know when to expect the solution to cross the boundary? b. * Repeat part a. except that the stochastic differential equation is now non-linear, i.e. dx = (αx + μ) dt + E dw or uses even higher order terms in x, e.g. x 2 or x 3 such as dx = (βx2 + αx + μ) dt + E dw you will score higher the more sophisticated your model is in this part and consequently for part 1 c. below. Do not implement the same equations here that are needed for Question 2.a. c. Write a single paragraph on one application of the methods you used in parts a. and b. For example you can look up: “drift diffusion” and “neural network”, “two alternative forced choice task” (e.g. here:https://tinyurl.com/yygku3oa), “Ornstein- Uhlenbeck process”, or see here: https://en.wikipedia.org/wiki/Ornstein–Uhlenbeck_process Question 2 (7.5%): Plotting non-linear functions for a non-linear map a. From the article we looked at in Week 4 I want you to implement one of the non- linear stochastic neural models. Do not implement the same equations you used for 1.b. For this first step all you have to do is replicate the work I showed you in class but using either 1 or 2 (depending on which model you chose to implement) stochastic non-linear equations that you will you find in the articles listed below where a decision is reached once a “decision variable” crosses a boundary threshold. This question is not intended to be difficult to understand but it can still be tricky to implement, just modify the code I’ve already given you in class to reflect the non-linear model you’re implementing. For the different equations for each system see pages 705 to 707 of the article here https://sites.engineering.ucsb.edu/~moehlis/moehlis_papers/psych.pdf Or look at the different equations listed on the Wikipedia page under “Other Models” here:https://en.wikipedia.org/wiki/Two-alternative_forced_choice b. * Find an article (using Google Scholar etc.) that has used the model you implemented in part 2a. and illustrate some aspect of the results from that article using the model you’ve just implemented. c. Discuss the impact of the model you’ve used in the context of the article you’ve found, e.g. you might discuss why this stochastic model was used rather than some other model, or what the parameters mean in a practical setting, or what new interpretation the model has provided in the area of study etc. Question 3 (10%): Parameters in non-linear dynamical systems a. **Based on your answer to Question 1 for the non-linear system, write a Mathematica function that shows what happens when a parameter value, e.g. or α changes and the system switches from one equilibrium state to another. See the Mathematica notebook from Week 1, at the end of the notebook there is a stochastic diffusion processes with more than one stationary state, we didn’t discuss this model but I want you to base your answer on the ideas outlined there. Note that the stationary state the system was attracted to (settled in) depended on the initial starting point x。. For this question, using a system with more than one stationary state, I want you to let the system find its stationary state (i.e. it is in equilibrium) and then change the parameter values so that the system switches from one equilibrium point to another by going through a tipping point. The minimum you need to do to pass this question is to plot the time series of the system passing through this tipping point.
