FIT1047 Introduction to computer systems, networks and security - S2 2025 Assignment 2 – MARIE Programming Purpose This assignment is mainly about programming in the MARIE assembly language. This will allow students to demonstrate their comprehension of the fundamental ways a processor works. In addition, basic knowledge about processes, memory and I/O is assessed in an in-class interview. The assignment relates to Unit Learning Outcomes 2, 3 and 4. Your tasks Part 1: Submit your reflections (Week 4 - 6). See details below. Part 2: Disassemble and add comments to a MARIE program. Part 3: Write a MARIE program that can display bitmap alphabets. Part 4: In-class in-person interview (Week 8 applied session). Value 25% of your total marks for the unit. The assignment is marked out of 60 marks. Word Limit See individual instructions Due Date Part 1–3: 11:55 PM Friday 5 September 2025 Part 4: Interview conducted during your official allocated Applied Session in Week 8 Submission ● Via Moodle Assignment Submission. ● DRAFT upload confirmation email from Turnitin is not a submission. You must click the submit button to accept terms and conditions in Moodle. Note that DRAFT submissions will not be assessed. ● Once the submission is confirmed, any requests to revert it back to DRAFT for resubmission will not be accepted. Also, any incorrect, corrupted, empty or wrong file type submission will not be assessed. Please check carefully before confirming your submission. ● Turnitin and MOSS will be used for similarity checking of all submissions. Ignore Turnitin warnings or error messages for .mas files or other non-document files. ● This is an individual assignment (group work is not permitted). ● In this assessment, you must not use generative artificial intelligence (AI) to generate any materials or content in relation to the assessment task. ● You will need to explain and extend your code in an interview. (Part 4) Assessment Criteria Part 1 is assessed based on relevance of the submission to the unit. Part 2 is assessed based on correctness of the code and the labels/comments. Part 3 is assessed based on correctness of the code, as well as the documentation/comments. Part 4 is assessed based on the understanding of the code you have written, and basic knowledge about processes, memory and I/O. See instructions for details. The marking rubric in Moodle shows an individual marks breakdown. If no or insufficient reflections are submitted (Part 1), the overall marks for this assignment are capped at 30 (i.e., 50% of the overall mark). Late Penalties ● 5% deduction per calendar day or part thereof for up to one week ● Submissions more than 7 calendar days after the due date will receive a mark of zero (0) and no assessment feedback will be provided. ● Late penalty is automatically calculated based on Moodle submission. Support Resources See Moodle Assessment page Feedback Feedback will be provided on student work via: ● general cohort performance ● specific student feedback ten working days post submission INSTRUCTIONS This assignment has four parts. Make sure you read the instructions carefully. For Part 1, collect your reflections for Weeks 4 - 6 from each week’s Ed Lesson and create a single PDF document. Submit your PDF through the Moodle Assignment 2 Part 1 activity. For Parts 2 and 3, you need to submit files through the Moodle Assignment 2 Part 2 and Part 3 activities. Each part requires the submission of one or two .mas files inside a .zip file. You may see the following error message from Turnitin. You can ignore this error message! Part 4 is an in-class interview during your allocated Applied Class in Week 8. Instructions will be available in Moodle and communicated via an announcement post. Part 1: Reflection (Not marked, but cap on overall mark applies) Complete your reflection activities for Week 4 to Week 6 in the corresponding Ed Lesson and copy/paste them into a PDF file. Write at least 100 words for each week (relevant and meaningful to the specific week). Failure to submit all relevant reflections (missing all submissions or incomplete submissions) will result in your Assignment 2 having a maximum mark of 50%. For example, if the overall combined mark is 31/60, it will be scaled to 30/60. If the overall combined mark is 28/60 then it will remain as 28/60. You may use this template: https://docs.google.com/document/d/18UIEJQeyarYW1pl8oDEaf--ubCdJ5LDf-9_jSLbGxrE/edi t?usp=sharing to write down your reflections. Part 2: MARIE Disassembly (15 marks total) Follow the link on Moodle to access your personalised MARIE memory screenshot for this task. Important: Your memory screenshot is different from the one other students are working on. Only download the file while you are correctly logged into Moodle with your own student account. Task 2.1: Disassemble the memory (7 marks) Based on the memory contents, recreate the MARIE program that corresponds to your personalised memory screenshot. This is called “disassembling” the machine code, since it is the opposite operation of “assembling” the MARIE code into the binary memory contents. For each memory cell, decode the instruction and (if applicable) the address that the memory cell is encoding. You can make the following assumptions: - There is exactly one Halt instruction in the code - Every memory location after the Halt instruction contains data - Any memory location that contains the value 0 is data (even before the Halt instruction) Here is an example of a memory screenshot and the corresponding decoded MARIE program: Disassembled program: Input Add 005 Output Jump 000 Halt DEC 10 Note: You need to decode the actual instructions. E.g., for the first memory location, HEX 5000 would not be a valid answer. The contents of all memory that follows the Halt instruction is considered to be data. Therefore, DEC 10 is the correct decoding of location 5 (instead of JnS 00A), and HEX 00A would also be correct. You don’t need to list all the locations containing zeros starting from address 006 (these will be filled with zeros by the assembler anyway). Hints: You can verify that your disassembled code is correct by entering it into the MARIE simulator, assembling it and comparing the memory contents to the screenshot you started from. Task 2.2: Add labels (4 marks) Now update the program you decoded in Task 2.1. Remove all hard-coded memory addresses by adding labels to replace all memory locations that are used as addresses in the program instructions. Labels should have meaningful names in the context of what the program does (i.e., not just A, B, C). For the example above, this could result in the following program: MainLoop, Input Add Ten Output Jump MainLoop Halt Ten, DEC 10 Hints: All data used by the code can be interpreted as integer numbers, so it’s probably best to use the Decimal output mode. Run the code and observe the output. Ask yourself how the output relates to the given data. Use the step functionality in the MARIE simulator to understand step by step what the code does. Which parts are subroutines? Which parts are loops? What do the SkipCond instructions do? How are the different data values used? There may be codes that are “distractors” that do not contribute to the actual logic of the program. Task 2.3: Add comments (4 marks) Comment the code based on your understanding of what it does. Comments should describe the overall function of the program, as well as the functions of different parts. E.g., if you identify a subroutine in the code, add a comment at the start of the subroutine that describes what it does, and whether it takes any arguments. For this part (Part 2), you need to submit a ZIP file containing a single .mas file containing your final code. If you attempted all three tasks, your .mas file should not contain three copies of the code - only submit the Task 2.3 code in that case (or only Task 2.2 if you did not attempt Task 2.3). The Moodle submission activity for Part 2 contains a “quick check” function that you can use to check if your submission has the right structure. Part 3: MARIE Programming (35 marks total) In this task you will develop a MARIE application that paints characters on the screen. We will break it down into steps for you. Each task requires you to write code and documentation. On Moodle, you will find a template for the code. Your submission MUST BE based on this template, i.e., you must add implementations of your own subroutines into the template. The template already contains the main program that calls the subroutines. Your code must contain readable comments and meaningful labels for your tutor / marker to understand the logic flow of your program (e.g., the purpose of a subroutine, Jump / SkipCond instruction etc.). In-class interview (Part 4): You will be required to join an interview to demonstrate your code to your tutor during your applied session in Week 8 (after the submission deadline). Failure to demonstrate will lead to zero marks being awarded for the entire Part 3, regardless of your submission in Moodle. In addition, during the interview (Part 4), you will also need to answer further questions about your submitted code (see below for details). Code similarity: We use tools such as MOSS and Turnitin to check for collaboration and copying between students. If you copy parts of your code from other students, or you let them copy parts of your code, this will result in a report to the Academic Integrity team. As a result, you may receive a penalty such as 0 marks for the entire assignment, 0 marks for the whole unit, or in severe cases (such as contract cheating), suspension or expulsion from Monash University. Introduction: Bit-mapped displays So far, the only output capability we have seen in the MARIE system is using the Output instruction, which will print a single 16-bit value. Many computers of course are capable of displaying arbitrary graphics, often in high resolution and great colour depth. In the lectures on input/output systems, we have seen that one way to implement this is to map a certain location of the memory to an output device, i.e., writing to that memory location (using, e.g., a Store instruction) causes the output to happen. In the simplest form of graphics hardware, we can dedicate part of the RAM to be graphics memory. Each memory cell corresponds to a pixel on screen, and the value in the memory cell encodes the colour of the pixel. That way, we can create arbitrary graphics by simply writing values into the memory. The MARIE simulator has a feature called Display, which you access from the list of tabs that also shows the output log, RTL log etc: The display shows the memory from address F00 to address FFF as a 16x16 pixel screen. The value in the memory locations represents the colour of the pixels. We will only use the colours black, represented as 0, and white, represented as FFFF. When you start the MARIE simulator and assemble your code, the memory starting from location F00 is (usually) filled with zeroes, which means that the display is black. Let’s now change the contents of the memory using some Store instructions: Load White Store 0F80 Store 0F81 Store 0F82 Store 0F83 Halt White, HEX FFFF After running this program, the display will look like this: You can see that the first four pixels in the 9th row have now turned white. Task 3.1: Clearing the display (4 marks) Write a subroutine SubClearDisplay that uses a loop to turn all pixels in the graphics memory white. Remember that the graphics memory ranges from address 0F00 to address 0FFF, and that white pixels are represented by the value FFFF. Document your subroutine with comments. Task 3.2: Inputting a string (8 marks) Implement a subroutine SubInputString that reads an input string provided by the user and stores it in the memory. A string of characters is represented in memory as consecutive locations, each containing an ASCII code of a character. In the template, at the end, we have StringAddr, ADR InputString InputString, DEC 0 Store the input string into the memory starting from InputString. The format of the input string has to be a sequence of alphabets (i.e., uppercase or lowercase letter(s)) and terminated by a non-alphabetic character. For example, secUrity%, cRypTogrAphy&, and fIT3. The non-alphabetic character is a delimiter that allows your program to determine the end of your input string. In the subroutine, before storing the input string, convert the string to uppercase letters first. For example, if the input is secUrity%, SECURITY% will be stored in the memory. Note that if your input is, for example, tWo^WoRdS, only TWO^ (the upper case of tWo) is stored into the memory, because the first non-alphabetic character, ^, is encountered before the rest of the alphabets, WoRdS. Again, your subroutine needs to contain sufficient comments to enable someone else to understand the purpose of each line of your code. Task 3.3: Painting a character (6 marks) The template for this task contains data for bitmaps of the letters ‘A’-’Z’, stored at the label Font. Each letter consists of 4x8 pixels of data. The first 4 words are the first row of pixels, the next 4 words are the second row, and so on. For example, the letter ‘A’ is represented as You can see the pattern here, the zeros “paint” the shape of the character ‘A’. We have highlighted the zeros in bold and red to make the pattern easier to see, but on the real display, the zeros would be black against the white background (FFFF). Your task is to write a subroutine called SubPaintChar that paints a character into the graphics memory. The start of the subroutine needs to look like this: PaintCharCharacter, HEX 0 PaintCharDisplay, HEX 0 SubPaintChar, HEX 0 In the PaintCharCharacter argument, we pass the address of the first pixel data in the font for the character we want to paint. In the PaintCharDisplay argument, we pass the address of the top-left corner where we want to start painting in the graphics memory. For example, to paint the character ‘C’, starting from the second pixel in the second row, we could use the following code: Load FontAddr Add SIXTYFOUR Store PaintCharCharacter Load Display22 Store PaintCharDisplay JnS SubPaintChar Halt Display22, HEX 0F11 SIXTYFOUR, DEC 64 Note that the address 0F11 (label Display22) lies exactly 17 words after the start of the graphics memory. This means we’re skipping the first row (16 words) and the first pixel in the second row (1 word). Here we use FontAddr, which refers to the first character (‘A’), and then add decimal 64 to it, to get the address of the character ‘C’ (each character uses 4x8=32 words of memory, so ‘C’ starts at FontAddr + 64). For the other characters, we would have to add a corresponding offset into the font memory. In order to paint a character in your subroutine, you can follow this “recipe” : - Your subroutine should contain two nested loops. - Each character contains 32 pixels, so you need to loop through those 32 pixels, load each one from the font definition and store it into the graphics memory. This is the outer loop of your subroutine. - After each set of 4 pixels (i.e., 4 columns in a row), you need to start in the next row of the graphics display. This means that if you were currently writing into graphics memory at address X, you now need to continue writing at address X plus the width of the display minus the width of a character. This is the inner loop of your subroutine. - Once you have “copied” all 32 pixels from the font definition into the graphics memory, you can exit the subroutine. Your subroutine needs to contain sufficient comments to enable someone else (like the person marking your assignment) to understand the purpose of each line of your code. Task 3.4: Writing a string (10 marks) Your final task is to implement a subroutine SubPaintString that reads an input string, stores the string to the memory, clears the screen and then writes the string (excluding the delimiter) to the display, one character, at a time. Each character of the string is painted using the subroutines developed in the previous tasks. After each character has been painted, you need to clear the screen again and then paint the next character. The starting address for the string of characters is passed to the subroutine: Load StringAddr Store StringAddrForPainting JnS SubPaintString The string can be painted anywhere on the display you like. You will notice that it would be nice for each character to remain visible for a second or so before the next character is painted. Think of a way you can achieve this. Document how you achieved this in the code comments. A video with sample input/output cases for this part is provided for your reference on Moodle. For this part (Part 3), you need to submit a ZIP file containing the .mas file with the code for all subroutines, based on the template. Do not submit multiple .mas files! Task 3.5: Be creative (7 marks, only available if Tasks 3.1 - 3.4 are complete and correct) For the final task, think about creative ways to use the code you developed for Tasks 1 - 4. For example, you could make the text scroll or jump across the display, have some fun with colours, or any other idea you would like to implement. This task will be marked based on creativity (such as colours, text scroll and gamification etc.) and technical difficulty (such as usage of additional subroutines, boundary check, parameter passing etc.). Only work on this task when you have completed Tasks 3.1 - 3.4. You will not be marked for Task 3.5 if the code you submit for Tasks 3.1 - 3.4 is incomplete or incorrect. Submit a separate (self-contained) .mas file for this part, inside the same ZIP file that contains your submission for Tasks 3.1 - 3.4. You may implement additional supporting subroutine(s) and create new label(s) of memory location(s) for Tasks 3.1 - 3.5. Part 4: In-class interview (10 marks total) You need to demonstrate the code you submitted for Part 3 Task 3.1 - 3.4 to your tutor in an in-class in-person interview (to be conducted during your official allocated Applied session in Week 8) after the submission deadline. Failure to explain how your code works will result in 0 points for the individual tasks that you cannot demonstrate. In addition, you will be asked questions about the following topics: - Modify your MARIE code in certain ways to make it behave differently. - Explain how the MARIE concepts work that you were required to use for the individual tasks. - Demonstrate how to access a list of processes and applications on your computer. - Answer questions about processes, memory and I/O as covered in the lectures. These additional questions add up to 10 points for this part. Failure to attend the interview will result in 0 points for the entire Part 3 and Part 4, regardless of your submission in Moodle.
FIT5147 Data Exploration and Visualisation Semester 2, 2025 FIT5147 Data Visualisation Project (DVP) DVP Part 1: Design Presentation DVP Part 2: Project Report and Code In this project, you are asked to create an interactive narrative visualisation that communicatessome of your findings from the Data Exploration Project. It is an individual assignment and is worth 40% of your total mark for FIT5147. The Data Visualisation Project (DVP) has two parts: ● DVP Part 1 - Weight: 3%. The mark is for the in-class presentation of your submitted design. ● DVP Part 2 - Weight: 37%. Submission: Project report and files (source code and data). Relevant Learning Outcomes ● Choose appropriate data visualisations ● Critically evaluate and interpret a data visualisation ● Implement interactive data visualisations using R (Shiny) or JavaScript (D3). Overview of the Assessment Tasks Scope Task DVP Part 1 (3%) 1. Identify which findings from your Data Exploration Project you wish to communicate. You can be selective, and you do not need to share everything you have found. The visualisations and accompanying narration should reflect the answers to (one or more of) the questions in your Project Proposal. 2. Clearly define your intended audience. The audience might be the elderly, young children, your classmates, the general public, politicians or whoever you like, although the choice should make sense for the data and topic of choice. Your subsequent interactive narrative visualisation submission should be designed specifically for the intended audience. 3. Design an interactive narrative visualisation using the Five Design Sheet methodology. 4. Prepare a short presentation based on your five design sheets (one sheet per slide). 5. Submit the five design sheet slides for your presentation in Week 11. 6. Present your presentation to your Applied Session in Week 11 or 12. DVP Part 2 (37%) 7. Review and improve your five design sheets in response to the feedback from the presentations. 8. Implement your visualisation using either R (Shiny) or JavaScript. (D3). The use of other visualisation libraries and packages is subject to approval by your Teaching Associate (see the section “Notes on Implementation”). Note that you are not allowed to use R Markdown. 9. Write a report and export it to PDF. 10. Submit your report and your source code (see the section “How to Submit”) at the start of the exam period in Week 14. The report should contain the FdS design. See the Marking criteria below. DVP Part 1: Design Presentation (3%) The presentation is an opportunity to gain feedback on your designs from your teaching associates and peers. Prepare a three minute presentation based on your five design sheets. Your presentation should consist of 6 slides covering: 1. An Introduction: Name, project title, aims and motivation (one slide) 2. Each of your Five Design Sheets (i.e., one sheet per slide). The Five Design Sheet methodology must be completely followed. All components should be legible and readable. For your sheets, you may use pen and paper, and then digitise them (at high quality to ensure readability), or use digital pen technology. If you do import any images from external sources to your sheets, you must reference the source appropriately in the relevant design sheet. The design slides you present in person in your Applied session must match those submitted on Moodle. DVP Part 2: Project Report and Code (37%) Report Requirements Write a report of up to 15 pages (excluding cover page, table of contents, bibliography, and appendix, which together have a limit of 10 pages) that consists of the following sections: 1. Project title Title of your narrative visualisation. This should be included in the cover page. 2. Your identity Your full name, student ID, Applied session number, and Teaching Associate’s name. This should be included in the cover page. 3. Introduction [Approx. ½–1 page] A precise and succinct description of what findings and messages you wanted your narrative visualisation to convey, and who your intended audience is. 4. Design Process [Approx. 3–5 pages] A description and justification of your narrative visualisation design process. This should briefly refer to each of your five design sheets (you must provide each of your 5 design sheets in the Appendix), and justify your design choices based on the theoretical content of the unit (throughout Weeks 1-12). These may include but are not limited to: ● identifying consistency in your design and interaction, ● choice of visualisation type, ● choice of visual variables, ● choice of typography, ● reasons for a particular colour palette, ● your layout structure, ● aspects of Munzner’s what-why-how framework, ● choice of genre and/or narrative style, ● and aspects of the human visual system. It is important that this section is not simply a description of which visual elements you chose to include in the different sheets, but must justify your ideas and the process that led you to your final design choices. Be sure to cite suitable references. All visualisations in your design process should be relevant for your data and there should be a clear indication of how your choice of audience has influenced your design process. 5. Implementation 5.1. Technical Implementation [Approx. ½ – 1 page] This section contains a high-level description of your implementation, including libraries used, references to external code sources such as templates, and reasons for any differences between your final design (that was justified and explained in the Design Process section) and the implemented design (described in the following section), if applicable. You are not required to explain the code in detail. You should briefly explain the reasons why your project was challenging (e.g., extensive wrangling was required, advanced use of D3, etc. - see Marking Criteria 4 for further information). 5.2. Interactive Narrative Visualisation Implementation [Approx. 2–5 pages] Document and describe your final implemented submission, including screenshots of your final implementation where suitable. This section should clearly explain the final implementation and how its narrative portrays the data insights to your audience. 5.3. Using the Implementation [Approx. 1 page] This section contains instructions for how to run, view and use your interactive narrative visualisation. This should emphasise any parts of your visualisation that may be easily missed by a reader (e.g., some interaction you have implemented that might not be immediately visible). 6. Conclusion [Approx. ½ page] Summarise your findings and what you have achieved with your narrative visualisation. Reflect on what you have learnt in this project, including what in hindsight you might have done differently to improve the result and any future work that you would like to do. 7. Bibliography Appropriate references of all resources that have influenced your work in IEEE or APA style (refer to the Monash Uni library's guide page for Monash citing and reference style). This should include any code templates, design influences and references to design theory, as well as any sources that have influenced any data insights. 8. Appendix Include your five design sheets in the Appendix. Make sure you provide clear images and any handwriting is readable. Your report should contain high-quality images of your narrative visualisation and five design sheets, indicating interaction when relevant. Where possible, avoid using a single screenshot of the entire page since the resolution might be low; instead, crop and explain individual sections of the page. It is also recommended that you export your PDF using a local word processor (e.g., Microsoft Word), as exporting your document as a PDF directly from Google Docs will result in low-quality images. Make sure you can read and understand the PDF document and its images at A4 size without requiring further enlargement. Notes on the Design A few key points to keep in mind while designing your visualisation. ● The visualisation must be a narrative. Elements of the design must tell the data story, using text and visualisation techniques to narrate how the data and the findings of the exploration process enable the questions about the topic of interest to be answered. ● Your design must follow the Five Design Sheet process and provide all the required information according to the FdS template. The designs for Sheets 2-4 must be distinct from each other. The final design on Sheet 5 is expected to be a refinement of one of those sheets (or a combination of components from each). ● Each design for Sheets 2-4 is expected to complete the narrative independently of the other designs. No design sheet should just respond to one of the questions or findings narrated by the visualisation. No design sheet should consist of a single visualisation technique, e.g., one graph. Every design should resemble a complete solution with a clear layout that follows a particular narration style. ● In Sheet 5 (and your final implementation) your final design should include a location to provide information about the data used in this work and a link to the original data source. It should also include how the interface will provide guidance to the audience on using the interactive narrative visualisation. ● Any differences between the final design you submitted and presented in Week 11/12 and that design submitted in your report (Appendix) in light of feedback to your presentation should be justified and explained in the Design Process section. Notes on the Implementation A few key points to keep in mind while implementing your visualisation. ● Your implemented narrative visualisation should be based on the result of your Five Design Sheet process. It does not need to follow it exactly. However, it should resemble the final design in Sheet 5. Small changes to your final design are allowed (e.g., layout, visualisation choices, navigation method, colour), but any such differences between your design and how it was implemented must be explained and justified in the Implementation section of your report. ● As a rule of thumb, all visualisation packages and libraries that are included in this unit are allowed for your implementation. This includes, but is not limited to: ○ For R Shiny: ggplot2, ggmap, ggraph, Leaflet, Plotly, igraph, wordcloud, etc. ○ For D3: D3 itself, Leaflet, MapBox, etc. Libraries which act as high-level wrappers for D3 are NOT allowed (e.g., C3.js, dimple). If you are unsure if a particular visualisation package or library is allowed, please discuss it with your Teaching Associate, or ask on the Ed discussion board. ● Tools or packages used for data wrangling, data cleaning, Shiny theming, HTML5 templating, CSS styling, etc. are not subject to these rules and can be used freely (i.e., for anything other than the visualisations themselves). However, you should not use server-side code, like Django or node.js, when implementing your design. Any data used for your DVP must be read from the files submitted with your code. ● For performance reasons, it is recommended that you pre-format all of your data files before loading them into R Shiny or D3. In other words, all data wrangling and cleaning steps (if any) should be performed outside of your narrative visualisation code. You are not required to include the code for data wrangling and cleaning as part of your submission. However, if you have done considerable work since your Data Exploration Project, then you should describe these steps in your DVP report (see Marking Criteria 3). Marking Criteria DVP Part 1: Design Presentation [3%] ● Quality of oral presentation (confidence, speed, voice) and quality of slides (legibility, design, images) [1%]. ● Logical structure of the presentation [1%] ● Choice of design content, including completeness, appropriate level, discussion of design, and implementation alternatives [1%]. The teaching staff may stop your presentation if you go overtime. This may result in the loss of marks and reduce the amount of feedback you get on your design. DVP Part 2: Project Report and Code [37%] When grading your submission, all components (i.e., the quality of your narrative visualisation design, technical implementation, and the written report) are taken into account. 1. Project Continuity [2%] The degree to which the narrative visualisation presents data insights from questions proposed in your submitted Project Proposal and discovered during your Data Exploration Project. This explanation should be clearly outlined in your Introduction. Further exploration or improvements can be done post DEP, when necessary, but must be described and justified within the Technical Implementation section. 2. Design Process and Justifications [8%] a. Appropriate use of the Five Design Sheet methodology and evaluation of your alternative designs [5%]. b. Relevance and quality of your justification of the final design based on data visualisation theory taught in the unit (Weeks 1-11). [3%]. 3. Implementation of Final Visualisation Design [12%] a. Quality of implemented narrative: clear and appropriate guidance and narrative to your audience. This should connect the data to the visualisation(s) through a narrative story. Clean and appropriate layout for the implemented narrative including appropriate sightlines and visual hierarchy of typography. Limited use of jargon. [2%]. b. Quality and appropriateness of implemented interactive visualisation: provision of appropriate context, attention to detail, appropriate and clean visualisation layout(s) and use of typography, appropriate and consistent use of colour and other visual variables, appropriate information about the data source(s), and appropriateness for the intended audience [5%] c. Correctness and robustness, performance and usability of the implementation [3%]. d. Code comments and code quality [2%]. 4. Project Difficulty [10%] The degree to which the visualisation project demonstrates sophistication and complexity in terms of its technical, theoretical and design implementation. Marks for this section will be allocated for the following: a. Sophisticated use of different data sources, in particular non-tabular data [2%]. b. Dealing with very large or complex datasets [2%]. c. Advanced implementation of D3 / R (Shiny) [3%] d. Sophisticated user interaction (e.g., animation, linked interaction) [3%] Note: Other technical, theoretical and/or design aspects will be considered for marks in this difficulty section. It is therefore crucial that you make the marker aware of the complexity of your project by ensuring you mention and justify all related elements in your written report. 5. Project Report [5%] a. Quality of writing, logical structure, quality and suitability of images, grammar/spelling, appropriate figure and table use with clear captions and in-text referencing (e.g. Figure 1, Table 1), appropriate academic referencing (APA or IEEE) and citations [1.5%]. Note: Pay particular attention to your visualisations in your report. They must be clear and legible with readable font and font size, clear titles, legends and labelled axes in written English with no special characters such as underscores. b. Completeness, i.e., all the above sections should be submitted and completed. [3.5%]. Note: Pay attention to the criteria expected and page limit expectations for each section. This forms a guide for completeness. Check Your Code! Please be sure to check that your code runs correctly. If possible, check if your code works on other computers and operating systems. If you do not have access to another computer you can try checking via the Monash MoVE platform. If your code requires some steps for it to run, then be sure to make these very clear in readme notes for your marker and describe this in the User Guide section of your report. Your code must run on your marker’s computer on the first attempt for us to be able to mark your submission. If your submission does not run correctly, 5% (from the Implementation mark) will be instantly deducted from your grade. If after some troubleshooting your marker is still unable to get the code to run, further deductions will occur as we will not be able to fully mark your interactive narrative visualisation. Your code must also contain meaningful comments and be formatted and designed in such a way that it is easily readable and understandable. Originality As this is academic work, it must be original and must clearly indicate what elements were your work and what are based on someone-else’s work. If you are including facts, data, opinions or any other written or graphical information from another source, you must cite the source and reference the bibliographic details for the source, using the APA or IEEE style. guide. This includes any third-party programming code or software you use in your data exploration and analysis. If you directly quote or replicate any material from a reference, you must do so in a manner appropriate to the APA or IEEE style. guide. Be sure to acknowledge sources that influence your code through your code comments and references in your bibliography. Do not copy complete designs from any external sources. If you are retaking this unit from a previous semester, please ensure you choose a completely new design and new visualisation code. The text, design and code cannot have been used in any other unit. Likewise, you cannot reuse any code or written content that you have used in any previous assessment tasks for any units. The only self-plagiarism that is allowed is the questions you set in your Project Proposal this semester and reusing some R code from your Data Exploration Project this semester (if you wish). Any other written content from your Proposal or DEP Part 2 may not be reused. It must be rewritten for your DVP. Generative Artificial Intelligence (Generative AI) software or systems like ChatGPT or Midjourney cannot be used for any part of this assessment task, including (but not limited to) generating or translating written or visual components of your submitted work. If your work is believed to not be original, due to potential instances of plagiarism, collusion with other students or contract cheating, your academic integrity will be reviewed. If any breaches of the academic integrity are confirmed, penalties may be applied to your assignment, the unit and/or even your enrolment in your course. Submission and Due Dates NOTE: All submission times are in Melbourne, Australia local time. Part 1: Design Presentation 1. Prepare a PDF file containing all five of your design sheets. 2. Name the file StudentName_StudentID_Presentation.pdf 3. Submit it via Moodle under Assessments → DVP Part 1: Design (3%). Submit your presentation slides to Moodle, due early Week 11 (see Moodle for date and time). Presentations will take place during Week 11 & 12 in your Applied session. Attendance for both weeks is mandatory. Part 2: Project Report and Code 1. Prepare a PDF report (max 15 pages) and a ZIP file containing the source code for your narrative visualisation and any data files that are required to run it. 2. Name the files using the following format: a. StudentName_StudentID_Report.pdf b. StudentName_StudentID_Code.zip 3. Submit both files via Moodle under Assessments → DVP Part 2: Visualisation Project Submission (37%). These must be two separate files. Do not put your PDF inside of the ZIP archive. Note that only .zip is recommended, and you should not use other extensions such as .rar or .7z. Submit a PDF report and a zip file containing your code and the data to Moodle, due the first week of exam period (see Moodle for date and time). Notes on submissions A few items to keep in mind while submitting. ● We cannot mark any work submitted via email or stored on file hosts such as Google Drive or Dropbox. Please ensure that you submit correctly via Moodle since it is only in this process that you complete the required student declaration, without which your work cannot be assessed. ● Your assignment MUST show a status of "Submitted for grading" before it will be marked. If your submission shows a status of "Draft (not submitted)”, it will not be assessed and will incur late penalties if submitted after the due date/time. Note that this applies even if your file was uploaded to Moodle as draft prior to the due date. ● It is your responsibility to ENSURE that the files you submit are the correct files. We strongly recommend after uploading a submission, and prior to actually submitting on Moodle, that you download the submission and double-check its contents. ● Turnitin is used to help staff review the academic integrity for all submissions. It may not be shared with students unless a student’s work is under review. ● Moodle only allows a maximum file size of 500MB for submissions. This is rarely hit by students in the unit, but it can cause an issue if your data files are very large. If you believe the limit affects you, check your zipped folder size and look to reduce the size of your data (e.g., by removing columns you are not using). If this is not possible, then only then can you consider storing your data remotely, e.g., via Google Drive, but be sure to test your code and provide access. Be sure to note this restriction in your code comments and any instructions, if needed. If access and instructions are not provided, your mark will be penalised. ● You do not need to publish your app on the web. Late Submissions and Special Consideration Part 1: Design Presentation ● We encourage everyone to submit their presentation slides on time. All Presentation Slides submitted late will receive zero marks. Part 2: Project Report and Code ● Assessments received after the submission deadline, or after the extended submission date for those with special consideration, will be penalised 5% of the available total marks per day up to a maximum of seven days. Submissions more than seven days after the due date will not be graded. ● For information on eligibility for Extensions and Special Consideration, please refer to the relevant section on the Assessment page on Moodle.
MET AD 571 Assignment 1 Data 7 points Assignment 1 Objective: Prepare a managerial report, starting with an executive summary; expected length up to 1-2 pages APA format, excluding cover page, table of content, and appendixes. 1. Import your data into Power BI (Desktop or Excel) via BU Server or Provided CSV Files 2. Using your assigned neighborhood to visualize and explore the following angles for residential properties: o How the overall market behaves over the past 5 years o How the Borough in which your neighborhood exists behaves over the past 5 years o How your neighborhood behaves over the past 5 years o The top selling property types o Proportion of properties are residential versus commercial o The trend in sales o The trend in transactions o The trend in price per square foot o The proportion of sales by Year Built 3. Develop visualizations highlighting the percentage growth (or reduction) of the market as compared with your neighborhood over the past 5 years. 4. If real estate companies, on average, earn a commission of 5 cents per dollar on residential sales, what is the total revenue earned in your neighborhood over the latest year in the data? If your company achieves 12.5% market penetration in your neighborhood, what would its revenue be overall and on an annual basis? 5. Write 1-2 pages summarizing your findings. For example: Discuss the findings related to the overall market as it compares to your neighborhood. Discuss whether there is a risk or an opportunity in your neighborhood based on the trajectory of sales. Assess whether there is an interesting opportunity upon initial analysis or a big risk with your neighborhood.
Practical 2 - Sequential A Reaction Tester Game Logic THE UNIVERSITY ofADELAIDE ELEC ENG 1101 Digital Electronics Last Revision September 5, 2025 2.1 Introduction In this practical you will build a simple reaction tester game using an FPGA. After the game starts, the onboard LEDs will be turned on sequentially from right (LED0) to left (LED8) . The user needs to press the button before LED8 turns on. This practical begins with some tasks that are similar to Practical 1 . This will give you more practice with the FPGA and the software tools. Later in the practical you are required to do some new digital design using blocks such as adders, registers and comparators. Before attempting this practical you should complete Workshop 6. Before coming to the practical, copy your solution from to your practical exercise book. All students are expected to be able to complete and demonstrate the practical on their own. Students in the labs can work in pairs but must be able to demonstrate that they understand and are able to complete the practical. 2.2 Objectives This practical contributes to the following course learning objectives. At the completion of this practical, students should be able to: 1. analyse and synthesise combinational logic circuits; 2. develop Moore finite state machines; 3. select, justify and use appropriate input and output devices and controllers for simple digital systems; and 4. demonstrate practical skills in the programming and testing of digital systems on FPGA and microcontroller development boards. More specifically, at the completion of this practical and its accompanying workshop, students should be able to: 1. define and identify synchronous sequential and asynchronous sequential circuits; 2. analyse the behaviour of a Moore FSM given its gate-level circuit or Boolean equations; and 3. derive a gate-level schematic circuit for a Moore finite state machine from a written description of its required function. 2.3 System Overview The top level schematic in the reaction tester is shown in Figure 2.1. The modules are: • StateMachine: this module will contain a finite state machine to control the game. • ReactionCounter: this module will count from the time a game starts to the moment the player presses the button. • Clock: generates a CLK signal. • sw15 is used to switch between fast and slow clock. The fast clock is 100Hz, and the slow clock is 50Hz. The blinking speed of LED15 indicates the clock speed. The StateMachine and ReactionCounter are all incomplete. You should finish the StateMachine and the ReactionCounter in the practical session. Figure 2.1: Top level schematic for local students. 2.4 The State Machine 2.4.1 Background Recall that in Workshop 6you designed a state machine for the reaction tester game. The details are repeated here for completeness. The game uses a Moore finite state machine with the state transition diagram shown in Figure 2.2. The nodes show the current state and outputs in the form S1 S0 /DFR. B=0 Figure 2.2: State Transition Diagram for a Reaction Tester Game 1. The outputs are: • D: indicates the test is done. • F: indicates the user has failed the test by pressing the button before the game is ready. • R: indicates the tester is ready for the user to press the button. D , F and R are connected to LED14, LED13 and LED12 on the Basys3 development board respectively. 2. The inputs are: • B: is high when the user holds the button down. This is connected to the right button, BTNR, on the Basys3 development board. • G: stands for the command of go. This is connected to the left button, BTNL, on the Basys3 development board. Note that a third input N is indicated. This is used to start a new game. To keep the design simple, we will just connect this to the reset inputs on the state register so that when it goes high it will reset the machine to the waiting state. N is connected to the up button, BTNU, on the Basys3 development board. From the workshop, you should now have equations for the next state logic to generate S0, and S1, . 2.4.2 Completing the State Machine Your rst task in the practical is to complete the StateMachine module. 1. Build your state logic design and test it. Download SequentialLogicTest .zip from the course MyUni page and extract it into a folder in your U:drive. Launch NI Multisim and open the SequentialLogicTest .ms14. 2. In NI Multisim, open the StateMachine module by double click it on Design Toolbox. In this module, inputs and outputs have been de ned. The module has two D- ip-fops and a 2:4 decoder (Figure 2.3) . These are D- ip- ops with synchronous reset inputs. You will use them to store the state variables. Because we can't use subscripts in NI Multisim, call the current state variables S0 and S1. Similarly, because we can't use the symbols S0, and S1, , call the next state inputs S0next and S1next. 3. Complete the next state logic using logic gates. Also remember to connect the reset inputs on the ip- ops so that the state machine functions as indicated in Figure 2.2. (Note: the reset input, CLR, is an inverted reset input.) Table 2.1: Output table for the state machine (left) and truth table for a 2:4 decoder (right) . B A Y3 Y2 Y1 Y0 Y3 Y2 Y1 Y0 0 0 0 0 0 1 1 1 1 0 0 1 0 0 1 0 1 1 0 1 1 0 0 1 0 0 1 0 1 1 1 1 1 0 0 0 0 1 1 1 Figure 2.3: The FF D PCLR CO (D ip- op with reset) and DEC2 4 (2:4 decoder with enable) symbols in NI Multisim. 4. An output table for the state machine is shown in Table 2.1. Note that the state encoding and outputs have been chosen carefully so that they follow a particular pattern. In fact, this is such a common pattern that it corresponds to a standard logic block, a 2:4 decoder as shown in Table 2.1. So in this case we can use a 2:4 decoder for the output logic. As shown in Figure 2.3, the component outputted inverted outputs. Therefore, we have inverted these outputs from this decoder and connected them to the outputs of the module. 5. Once you have completed the next state and output logic in the StateMachine machine you should be able to synthesise your design. Upload it to the FPGA, and test it. Press BTNU to reset to a new game. When you press BTNL the `go light', LED12, should turn on. If you press BTNR the `done light', LED14, should turn on. If you press BTNR before BTNL the `fail light', LED13, should turn on. Once this is working, your next task is to start counting the reaction time. 2.5 The Reaction Counter The ReactionCounter module shown in Figure 2.1 produces 10 output bits which connect to indicate on LED0:9. These outputs should all reset to 0 when a new game starts (i.e. when the N input goes high) . The function of this module is to count up by 1 every clock cycle while the game is in the ready state, so the R input is used as enable to the counting function. The corresponding LED will be turned on while the number counts to it (i.e. if the number counts to 5, the LED5 should be on) . It should count up to and stop at 8, so the LED9 should never be turned on. In this practical, the clock has been slowed down to 50Hz. Therefore, it will take less than one second to count up to 8 . Your task is to design the digital logic for this module. You may use any of the components described below, which are already added for you in the ReactionTester module as shown in Figure 2.4. Before you start, you will need to delete all connections to the DIGITAL LOW source, which provides a constant source of the LOW signal. You may need the following components. Note that you may not need to use them all and you can duplicate the same component. • Register4: this is a 4-bit D register with synchronous reset input. (Hint: you will need one of these to store the counting number.) Figure 2.4: The Reaction Counter. • Adder4: is a 4-bit binary adder with carry-in, C0 , and carry-out, C4 , pins. • Comparator4: is a module that compares two 4-bit unsigned binary inputs A3:0 and B3:0 . It sets OAgtB high if A3:0 > B3:0 ; OAltB high if A3:0
Basic Logic Assignment 1 Due September 15, 2025 Answer the following questions. Explain your answers in 1 or 2 sentences. Question values are indicated with the question. The maximum grade for the assignment is 20 points. The assignment is worth 2% of your overall course grade. 1. Determine whether each of the following is a statement. (3 Points, 1 each) (a) Is it raining outside? (b) Please help me in the garden. (c) London, Ontario is older than London, England. 2. Do the following pairs of statements express the same proposition? Explain. (2 points, 1 each) (a) Sara is 160cm tall. Sara is 5’ 3” tall. (Assume lengths are rounded to the nearest unit.) (b) The first dog in space was Soviet. Laika was Soviet. 3. Which of the following are arguments? (3 points, 1 each) (a) Climate change occurs because of an increased concentration of heat-trapping greenhouse gases in Earth’s atmosphere. (b) We should change our plans to watch the movie because we do not have enough money to buy the cinema tickets. (c) The politician claimed that there is too much poverty because housing is too expensive. 4. Are the following sets of statements incompatible, inconsistent, both, or neither? (2 points, 1 each) (a) The cat is dead. The cat is alive. (b) Everybody in this room is a student. Peter is in this room and is not a student. 5. Is each of the following arguments valid (in the general sense), formally valid, both, or neither? (2 points, 1 each) (a) Sandra loves only animals. Dogs are animals. : Sandra loves only dogs. (b) If it rains tomorrow, then we will not go hiking. It will not rain tomorrow. : We will go hiking. 6. Are the following true or false? Explain. (3 points, 1 each) (a) Every argument with a true conclusion is valid. (b) Every argument with a false conclusion is invalid. (c) A valid argument can have an invalid form. 7. For the following argument: (i) Identify the premises and the conclusion (2 points); (ii) Identify the inference indicators that help you make these identifications (2 points); (iii) Is the argument formally valid (1 point)? Argument: Since everybody, who passed the exam, studied a lot and Francis did not study at all, it follows that Francis did not pass the exam. (5 points)
MATH 1053 — Quantitative Methods for Business Case Study Part A (SP2 2025) DUE by 11:00pm, Friday 4 April Submission instructions: · This case study relates to the material in Weeks 0 to 3 and is worth 15% of your final grade. It is due no later than 11pm on Friday the 4th of April in Week 5. · You will need to submit your assignment via learnonline. Feedback on your submission, will be provided to you via learnonline as well. · This assignment must be completed using this template. You may change the visual style. including fonts and colours, add a company logo, add extra figures, tables, etc. as you see fit, however basic structure must remain unchanged. Working out must be shown in the Appendix and interpretation must be provided in the Report Body; refer to the instructions contained in this template. · Analysis methods and interpretation of results must be consistent with course materials, which are more than sufficient to successfully complete this assessment task. Should you use any other sources (not required or expected), a reference must be provided. · The file you submit needs to be in a pdf format, prepared using this template. · Assignments submitted late, without an extension being granted, will attract a penalty of 10% of the maximum marks (that is, 10 marks) for each working day or any part thereof beyond the due date and time. Please refer to the Course Outline for the course policy regarding extensions. · Failure to follow the template, not deleting text/pages as requested, photos of hand-written answers, poor communication or a messy layout will attract a penalty of up to 10 marks (10% of maximum marks available). · Major components of the assignment are as follows: Assignment component Mark Business report 30 Appendices 60 Presentation 10 TOTAL 100 The J Spot Baked with Love, Brewed to Perfection For over 40 years, Dave’s Bakery has been a beloved family business, known for its wide selection of pies, pasties, pastries, cakes, and buns. Now, as owner Dave Gilmour steps into retirement at 66, he is passing the reins to his daughter, Jessie Gilmour, who has ambitious plans for the future. Jessie aims to modernise and expand the business, starting with a rebrand—transforming Dave’s Bakery into a café called The J Spot. Her first step is to introduce freshly brewed espresso coffee, catering to the evolving tastes of the community. She also plans to extend operating hours to align with peak demand across six days a week. With the neighbourhood changing and an influx of young professionals and families, Jessie sees an opportunity to blend heritage baking with modern café culture, ensuring The J Spot becomes a favourite destination for both longtime patrons and new visitors. Anticipating this transition, Jessie encouraged her father to commission a market research study to assess local demand for coffee, including cappuccinos, lattes, and short blacks. Now, with valuable insights in hand, she is ready to make key financial decisions to drive the café’s success. While Dave is enthusiastic about Jessie’s vision, he also wants to be assured that she is making sound, strategic decisions to secure the future of the family business. Perform. the necessary quantitative analyses and prepare a business report for Dave, where you describe your findings and make appropriate recommendations. Specifically, perform. the tasks outlined in this document and include FULL details of your working out in the Appendices. You will need to do the analysis and calculations that go in the appendices BEFORE you write your report. Read and understand this whole template before you begin. Suggested assignment work timeline: If you are not sure how to start the assignment, a suggested work breakdown schedule is below. Feel free to use it (or ignore it) as you like J Some people like to complete each appendix and then write it up in the report, others prefer to complete all appendices first and then write up the report in one go. Do whichever suits you! A suggested schedule to work through this assignment is as follows: Week Suggested tasks to be completed 2 · Download and read through the assignment instructions. · Take the time to understand the structure of the submission template. · Complete Appendix 1a and b. 3 · Continue working on Appendix 1. 4 · Finish Appendix 1 and complete Appendix 2. · Start working on Appendix 3. 5 · Finish Appendix 3. · Write the report and double-check that you have addressed all the requested points. · Check the entire submission for completeness and adherence to the template, and submit J
APPLIED ECON 440.601 — Midterm Exam DUE: Wednesday, March 16th, 2022, 8 am EST The solutions to this exam should be submitted via the link under “Assignment Guidelines” by 8 am EST, Wednesday, March 16th, 2022. No late exams will be accepted, no exceptions. This exam is open book, open note. However, please do not communicate with others about the exam during the relevant period. Note: Interpretations ofthe outcomes are required for full credit. Problem 1 (40 Points) Inhabitants from a country named Nenseland have two types of utilities. ua (xa, ya) = xa(2)/3 . ya(1)/3 ub (xb, yb) = xb(1)/3 . yb(2)/3 Where x is the consumption of luxury goods and y is the consumption of non-luxury goods for individuals with utility types a and b. Considering this information, please answer the following questions. a) If you are an individual of this country, what type do you think you are? Explain your answer (5 points). b) Find the Marshallian demand for both goods considering both types of individuals (start from scratch) and interpret (10 points). c) Calculate the substitution effect and the income effect for both types of individuals and interpret (15 points). d) Nenseland decided to introduce a tax on luxury goods, so discuss the implications of this policy in the light of the lump sum principle (10 points). Problem 2 (15 Points) Consider the following production function: Q = Kα Lβ a) Derive the cost function (8 points). b) Draw the AC and MC when α + β > 1 (7 points). Problem 3 (15 Points) Maximize XYZ s.t. 2X+30Y+150Z = 900. If X is the quantity of bus rides, Y is the quantity of train rides, Z the quantity of flight tickets, and 900 is the total income for transport, interpret your final answer based on this information. How can you be certain that your final answer is a maximum point? Problem 4 (30 Points) Tricolor is a company of selling jerseys and is deciding where to locate its production plant. If it locates in region A, the production function is described by the formula below: fA (k, l) = [k2 + l2]3/2 If it locates in region B, then the production function is the following: fB (k, l) = k1/2l1/2 a) Considering that the firm wants to be located where it can have the maximum returns to scale, where should it be located? Explain your answer (10 points). b) Considering the prices of labor and capital as w and v, respectively, and output price asp (firm is price taker), find the optimal quantity of labor in the short-run in region B when capital is fixed at level k1. At the optimal level, what happens if price of labor increases? Interpret your answer (10 points). c) Imagine that a technological change occurred in region B and its production function is now given by fB (k, l) = 2kl Does it change where Tricolor would have its plant based on returns to scale? Explain your answer (10 points).
MED5484 Advanced Research Skills Laboratory classes Summative Assessments Portfolio 25% The student will be asked to provide a reflective portfolio notebook (e.g., lab book) detailing a summary of the methods employed in the laboratory sessions, problems encountered including appropriate solutions and key learning points. Report 50% The students will be required to provide a written report (ca. 2500 words), detailing methodologies used, implementation and analysis of data. Oral Presentation 25% The student will present a technical report of this exercise to their peers and supervisory staff. This will be in the form. of a short “flash-talk” which will be no longer than 5 minutes length. This format will be similar to that of a “Three-Minute-Thesis” talk which is commonly used at postgraduate level (e.g., PhD) in Universities. Course overview The aim of the MED5484 Advanced Research Skills module is to build on your understanding of basic laboratory skills gained in semester 1, allowing you to learn more in-depth techniques that can readily be utilised for microbiological and immunological research in oral sciences. Week 1 – Tuesday 28th January 2025 The first week will involve an introductory session led by Dr Brown, that will introduce you to the module, highlighting the purpose of the laboratory sessions, the methods to be used and an intro to the summative assessments. Week 2 – Tuesday 4th February 2025 All steps in red are for you to think about in relation to your lab book, lab report and/or presentation. In addition, all dilution steps are for YOU to work out. Any issues, ask for help from the teaching staff. Check all final calculations with a member of teaching staff. DNA extraction DNA will be extracted from PBS samples that mimic saliva. These samples will contain a range of microorganisms associated with oral health and a range of different oral diseases. These diseases will include oral candidiasis and periodontitis, whilst some samples will be representative of individuals with good oral health. There will be a total of 72 samples for the class to extract from. The “composition” of each sample will give an indication as to what disease the patients may or may not have. Students will work in pairs and everyone will be required to extract DNA from their own samples (4 samples per person), and this will be used for qPCR (week 3). DNA will be extracted using the QIAamp DNA Mini Kit, according to manufacturer’s instructions (detailed below). The DNA extraction protocol contains several different buffers and enzymes. Each of which has an important role in allowing sufficient extraction of DNA from the microbial cells. The kit we use for DNA extraction is purchased from Qiagen and contains the following: 1) AL buffer 2) ATL buffer containing Proteinase K 3) AW1/2 buffers 4) AE buffer Think about why these buffers are used, what are their functions in aiding the process of DNA extraction? o Firstly, microbial cells will be pelleted by centrifugation at full speed for 10 minutes. Once pelleted, the supernatant will be carefully removed and discarded. This will be demonstrated by the supervisors if necessary – it is essential not to remove or dislodge any of the pellet. o Next, prepare a working solution of proteinase K in ATL buffer. The proteinase K solution provided is 100% concentrated. The working solution concentration is 10%. You need a final volume of 900 uL. o Add 200uL of the ATL/Proteinase K to your pellets and incubate at 56°C for 10 minutes. ATL Buffer may crystallise whilst in storage, therefore, needs to be heated up to decrystallize before use. o Next, add 200μL AL buffer and incubate at 70°C for 10 min. Following incubation, add 200μL of 100% ethanol and transfer to spin column. What is the purpose of the ethanol and of the spin column? For this step, be careful when transferring the mixture. This will be demonstrated by the supervisors if necessary, as the solution may be foamy from the addition of the ethanol. o Once transferred, centrifuge at 6000 x g for 1 minute then place column in new collection tube and add 500μL of AW1 buffer. o Centrifuge again at 6000 x g for 1 minute then replace the collection tube again. Add 500μL of AW2 buffer and centrifuge at 12,000 x g for 3 minutes. Replace the collection tube again and centrifuge at 12,000 x g for 1 more minute. Why do you think we do this? o Place column in 1.5mL RNAse-free Eppendorf and add 100μL AE buffer directly onto membrane. Incubate at room temperature for 5 minutes. Centrifuge 6000 x g for 1 minute. o If available to use, and dependent on time constraints, your DNA concentrations can now be quantified using a Nanodrop – it is important to note concentrations and quality of your DNA samples in your lab book. Why do you think we do this? Why is the DNA yield of relevance here? o Store the eluted DNA in the freezer until week 3 (qPCR). The teaching staff will provide a box for this and we will store samples at the dental school until next week. Week 3 – Tuesday 11th February 2025 Quantitative PCR For week 3 you will be expected to create and run a qPCR plate using the DNA extracted from the previous week. This will allow you to determine the colony forming equivalents for a range of different microorganisms in the “saliva” samples, allowing you to “diagnose” if the patient will likely have a disease or not depending on the composition of the microbiota from the sample. For this we will use a technique called fluorescent dye-based real time quantitative PCR (Figure 1), something you have encountered in the scientific publications in your journal club sessions. In short, the qPCR process will amplify the fluorescently “tagged” DNA in your sample using primers specific for the different microorganisms, resulting in levels that can be detected above the threshold of the machine. Figure 1 – basic principles of fluorescent based qPCR 1) Firstly, a mastermix needs to be prepared using the SYBR green mastermix (the dye that is utilised for quantifying the DNA levels, including nucleotide bases to generate new DNA strands), forward and reverse primers for your organism of interest (to amplify specific regions of DNA for that given organism) and nucleotide free water. This will be combined with the DNA you extracted from the previous weeks “saliva” samples to run in the qPCR machine. 2) Each group will be asked to create a series of mastermixes for a range of different microorganisms (Streptococcus spp, F. nucleatum, P. gingivalis and C. albicans). This will be clarified on the day, and it will give everyone the opportunity to make mastermixes. In addition to running their own samples on the qPCR plates, each group will be given several “standards” or “positive controls”. Why do you think this is necessary? 3) It is the responsibility of each student in their group to prepare two microorganisms mastermixes. You will have a total of four per group, one for each microorganism. To do this prepare ONE mastermix to a final volume of 600 uL. SYBR green is 2X concentrated, and needs to be diluted to a 1X working solution. Primer sets are at a concentration of 100 µM. The working concentration of primers should be 5 µM. The remaining volume should include nucleotide free water. Repeat this step with the other THREE mastermixes, ensuring the right primers are used for each. Student 1 samples Student 2 samples S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con S1 S2 S3 S4 S1 S2 S3 S4 Pos con Pos con Neg con Neg con *S1, S2, S3, S4 refers to sample 1, 2, 3 and 4 (ALL SAMPLES MUST BE RAN IN DUPLICATE) Microorganism 1 (Candida albicans) Microorganism 2 (Streptococcus spp.) Microorganism 3 (Fusobacterium nucleatum) Microorganism 4 (Porphyromonas gingivalis) 5) Once the mastermixes have been prepared, each student is required to add 19 µL of the mastermix for their designated microorganism to each appropriate well of a MicroAmp fast-optical 96-well, 0.1 ml reaction plate – follow the plate plan above as a template. For example, if you have prepared the mastermix for C. albicans, you will add 19 µL of this to every well in rows A and B e.g., this should be added to all wells, including the positive and negative controls in that row. The same process is repeated for the other three microorganisms. 6) Once the mastermixes are all added, you can start adding the samples. Remember these will be added in duplicate for all your samples – a total of 1 µL will be added for each sample. This will be demonstrated by the supervisors if necessary, as 1 µL is a very small volume, that isn’t easily visible by eye in the pipette tip. Why do we add samples in duplicate? 7) Repeat this step with the positive control in duplicate. For the negative control wells, add 1 µL of nucleotide-free water, in duplicate. What is the purpose of adding water only to your negative controls? Remember we are trying to assess the levels of all four microorganisms in your samples, therefore you need to add your sample to all four microorganisms mastermixes e.g., student 1 will add their sample 1 to every well in column 1, sample 2 to every well in column 2 etc… ensure that you change pipette tips between wells. Why is changing pipette tips between samples important? 8) When complete, plates will be centrifuged and loaded into the qPCR machine. The following thermal profile will be used for the reaction; 50°C for 2 min, 95°C for 2 min, 40 cycles of 95°C for 3 seconds followed by 55°C for 30 seconds. One of the teaching staff will help each group load their own plate and explain the principles of the qPCR machine, and what the results will look like. We will show you examples of a standard curve that has previously been generated, and will be used for you to quantify the level of microorganisms in the sample.
BET 100 - Section 081 - Fall 2025 / Assignment 4: Review an Entrepreneur Like Me Video Assignment 4: Review an Entrepreneur Like Me Video Objective By completing this assignment, students will: • Summarize key insights from a real entrepreneur’s story. • Apply at least relevant course concepts to analyze an entrepreneurial journey. • Use evidence-based reasoning to connect theory and practice. • Communicate analysis clearly and professionally in video format. 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. One of the ways we learn entrepreneurial skills in this course is through the eyes of other UW grads who are or have been entrepreneurs across various fields of endeavours. The 4th Peer-to-Peer Evaluated Assignment, asks you to review one of the designated Entrepreneur Like Me videos listed on the assignment page on Learn (not the ones placed in the weekly Modules) and submit a 4-minute video of you providing your analysis and review of the chosen video. Assignment #4 Description Steps: 1. Choose one Entrepreneur Like Me video from the Assignment Folder. (Note: do not use ELM videos from the course modules.) 2. Watch the video carefully and take notes. 3. Record a 4-minute video where you: • Start with a brief review of the entrepreneur and their venture. • Then critically review their journey. Using at least 4 of the concepts covered in the course, analyze and prepare a review/critic of this interview and the journey described by the entrepreneur. • You are not limited to 4 concepts but ensure that you select course concepts that are most closely aligned with the discussion in the interview you have selected to review. • Make sure to highlight how the course concepts you have chosen came into play in this story (or should have come into play). Define the course concepts well and be specific with your comments to illustrate the relevancy of each concept to this entrepreneur’s journey. Provide specific support from the video as evidence. • Explain how each concept applies (or could have applied) to the entrepreneur’s journey. 4 Submit a 4-minute video of you providing your review of the chosen video. • Focus on the content of your presentation not sensational graphic. You may include slides, graphics or text as part of the video if it helps illustrate your presentation and assists in the communication. Do not over complicate your presentation with images that distract from what you are saying. • Edit effectively. Content after the first 4-minutes will not be reviewed. • Since this is a business video, you should be visible for a substantial part of the video. • Publish your video on One Drive or as a private video on Youtube and submit a link to your video on the Kritik platform. Make sure you open access to the file. • Format Requirements • Max length: 4 minutes • Your face must be visible for a substantial part of the video • Optional: use slides, visuals, or graphics • File type: .mp4, or YouTube (unlisted link) • There is no need to do outside research for this assignment. Use material from BET 100 and the Entrepreneur Like Me Video. • You do not need to cite any material used in your presentation from BET 100. Any citations required can be submitted as a separate Word document in the submission folder along with your video.
BET 100 - Section 081 - Fall 2025 / Assignment 3: Create a Customer Perception Map Assignment 3: Create a Customer Perception Map Objective By completing this assignment, students will be able to: • Conduct primary observational research in a real-world retail setting. • Identify and interpret customer behavior. and experience using cues and clues. • Organize insights using the Customer Perception Map framework ("See", "Hear", "Think & Feel", "Say & Do"). • Analyze customer pain points and inefficiencies in the purchasing journey. • Recommend evidence-based improvements to enhance customer experience and business performance. • Communicate findings clearly in a structured and professional written format. 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. Assignment #3 Description The 3rd Peer-to-Peer Evaluated Assignment is a fun one called Create a Customer Perception Map and it is worth 10% of your grade. We have been studying customer pain points and design thinking in this section of the course. For assignment #3, we ask you to observe customers as they interact at the business and make purchases. Carefully observe their interactions and behaviour and their use of ‘cues and clues’ during their journey. Using principles discussed in the course, especially those in Modules 4 & 5, and using the template provide on Kritik, complete a Customer Perception Map – What did the customer ‘see’, ‘hear’, ‘think and feel’, ‘say and do’ during their engagement and what cues and clues did they use along their journey? You can combine your observations of customers to capture the most relevant and poignant observations. Submit your completed Customer Perception Map on Kritik. · Example: Go to a local pharmacy and watch the customers on their journey as they get a prescription refilled or go to a shoe store and watch customers purchasing shoes/boots. Then, in 1 page, describe the pain points you discovered from your observation and define what opportunities these pain points represent for this business. What would you recommend for improvements to make the customer experience better? Steps: 1. ·Go to a large, local retail business or service provider (grocery store, retail outlet, coffee shop, pharmacy, big box retailer, fast food business, LCBO, movie theatre, etc) and spent time observing customers as they interact at the business and make purchases. Carefully observe their interactions and behaviour. Observe customers as they move through the store and interact with staff, products, signage, and services. Observe their use of ‘cues and clues’ during their journey. Watch for both obvious and subtle behaviors. o If you wish to do this project on a different type of business, please feel free to email your professor with your request. It will likely be approved as this project will work in almost any type of business 2. · Using principles discussed in the course, especially those in Modules 4 & 5, and using the template provide on Kritik, complete a Customer Perception Map – What did the customer ‘see’, ‘hear’, ‘think and feel’, ‘say and do’ during their engagement and what cues and clues did they use along their journey? You can combine your observations of customers to capture the most relevant and poignant observations. Submit your completed Customer Perception Map on Kritik. · Be specific. Observe carefully to capture highly specific moments, interactions, and actions that best define the customer experience and their pain. i.e. “customers walking down the isle” isn’t a useful observation whereas “older customers having trouble hearing the pharmacist instructions because of in-store music playing” is very relevant. · Example: Go to a local pharmacy and watch the customers on their journey as they get a prescription refilled or go to a shoe store and watch customers purchasing shoes/boots.Complete the Customer Perception Map using the provided fillable template. You must include: • 9 to 16 concise observation points per section: • See – What do customers visually encounter? (e.g., layout, staff, signage) • Hear – What are customers hearing? (e.g., music, staff instructions, announcements) • Think & Feel – Based on body language and expressions, what are they experiencing emotionally or cognitively? (e.g., confusion, frustration, satisfaction) • Say & Do – What do they say out loud? What actions do they take? (e.g., asking for help, abandoning a product) • 3. Write a 1-page analysis (12 pt Times New Roman, single-spaced, standard margins) that includes: • A summary of the customer pain points you observed and the size, scope and importance of these issues to the business. • A brief explanation of how specific 'cues and clues' may have caused or contributed to those pain points • A discussion of the opportunities these pain points present for business improvement • Specific and actionable recommendations for operational changes that would improve customer experience and outcomes • Note: using business appropriate bullet points and subheadings to make your submission more consumable is encouraged. 4. Submit both your completed Perception Map template and 1-page analysis by the deadline. Ensure both documents follow the guidelines (12 point, Times New Roman font, single spaced, standard margin).
95003 Sustainability in an Interconnected World Assessment 2 Brief This assessment brief supplements the Subject Outline information to provide detailed guidelines and requirements. Make sure you read both documents carefully when doing this assessment task. Type: Individual, Research/Report Weight: 40% Digital due: Sunday 14th September (before midnight – i.e., 11:59 pm) Length: 3 pages, including visuals Purpose: The purpose of this assessment is to engage with stakeholders from diverse sectors, industries, and disciplines to co-create potential regenerative futures Interview synthesis: Regenerative futures In this assessment, you will undertake two interviews with different stakeholders to explore their perspectives on regenerative action. After conducting the interviews, you need to create a 3-page document that draws out the main insights from the stakeholders, synthesises the ideas and highlights potential directions for regenerative action. While this is an individual assessment, the insights you generate will be used to support your group project for Assessment 3. Requirements You create a document (3 pages in total) that utilises text and visuals to cover the following: 1. One page on each stakeholder (2 pages) – Why did you choose them? What were the main insights from the conversation? What are key quotes that stood out? How do they think, feel, and act in respect to your problem space? 2. Overview page of the key takeaways (1 page)- What do the insights mean for your group project? Do they align with your team’s understanding of the problem space? Do they enrich your understanding and give further detail? Does it challenge your assumptions and offer alternative ways of thinking about the problem? Does it suggest some further steps or areas of investigation that you haven’t explored yet with your team? How to go about it This assignment will help you gain a real-world understanding of the domain of regenerative action your team is exploring and assist in co-creating regenerative futures with community members. Step 1 – Develop an interview guide - Develop an interview guide with open-ended questions to help you explore the perspectives of different stakeholders on the sustainability problem, potential regenerative actions and possible imaginaries of the future. - We recommend having six to ten open-ended questions for the interview. - You should create specific probes that help you to explore responses in greater depth. - You should gain feedback from your teammates on the interview guide and questions. - We will also conduct a practice interview in class in the seminar activity. - After the practice interview, you should reflect on which questions worked well and which were unclear Step 2 – Reach out to interview participants - Identify which ‘types’ of stakeholders you might want to interview by reflecting on the system mapping activities. - Brainstorm with your team about potential people that you or your friends, classmates, and family might know who fit these ‘types’. - If you do not have contacts with these ‘types’, you may need to contact people directly through LinkedIn or email. - When reaching out to potential interviewees, give a simple ‘ask’: For example o “My name is X, I am a student at UTS conducting research on Y. Given your work/activities with ABC, I would love to interview you about your perspective on DEF. Please let me know if you would be free for a 30-minute interview between [these dates]. Let me know if you would prefer to do the interview in person or over Zoom. ” - Once an interviewee agrees, send a calendar invitation for the interview, including the meeting location or the Zoom link. Step 3 – Conduct the interviews - You should aim to conduct interviews of 20 to 30 minutes. - At the start of the interview, introduce yourself and ask permission to record. - During the interview, follow your interview guide but try to create a conversational tone. - Be sure to probe and maintain control in the interview to keep things on track. - Take interpretative notes during and right after the interview to ensure you have captured your initial impressions. - After your first interview, reflect on what went well and what you might change for future interviews. Step 4 – Analyse and synthesise insights from the interviews - Re-read your interpretative notes for each interview. - Use the in-built transcript. function in Zoom or utilise a speech-to-text service (such as Otter.ai) to transcribe your interview recording to text. - Analyse the interview transcripts (either by reading/or reading while listening) o As you read/listen, highlight any key quotes that shed light on the sustainability problem or potential for regenerative action - As you analyse/listen, write/type your own analytical reflections on what you heard. - Remember, analysing interviews is more than just summarising what participants described, you need to interpret their comments with a critical lens and synthesise what the differing perspectives offered from each interviewee. Note: This is an individual assignment, meaning you should be doing the work independently, but you can get feedback and ideas from your team as you develop your questions and identify participants. Also, note that the interviewees must be unique to each team member (i.e. you can’t interview the same person as someone in your team). Assessment Criteria In this task, you will be assessed according to the following criteria: Criteria % of mark 1 Appropriateness of stakeholders engaged and insights garnered in interviews 25% 2 Depth of critical analysis of interview insights 25% 3 Synthesis of interview insights and identification of common themes, disconnects and opportunities 25% 4 Clarity and persuasiveness of how interview insights shape potential action 25% Submission requirements for Assessment 2 Ensure the following details are included as a footer in your PDF file: 1. Full name and student ID 2. Faculty (of your core degree) Please submit: 1. One PDF file into the designated Assessment 2 area in Canvas by no later than 11:59 pm on Sunday 14th September. 2. Submit the digital PDF copy with the following naming convention: 95003_Surname_Assessment2 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.
MIS 111 Applied Business Project 3 Summer II 2025 Assignment Overview For Applied Business Project 3, you will create an informational (authority) website providing investor-related information on the business you previously researched for ABP-1 and ABP-2 (refer to your D2L grade book for your “ABP Ticker”). Your website should include a brief overview of the company and products, and additional information on the corporation’s management, stock, and financial status that would be of interest to investors. As discussed in class, your website should consider the principles of good website design and the effective use of both textual and graphical information. (An example webpage is included with this document as Appendix A.) Business Objectives of Website Designs As described by Thrive, a website design company, every website can be sorted into one of four types, each with their own defining factors and sales structure. By knowing what kind you want before making any design or marketing decisions, you can effectively attract the audience you want and complement a well-defined marketing plan. Authority Website The authority website serves as an online presence for your business. This is the place potential customers can go to get information about your company’s products and services, as well as learning how to get in contact with someone about your services. People visiting this type of website will already have heard about your company and are looking for more detailed information as part of their decision-making process. Your website serves as an online placeholder, giving your business more legitimacy in the eyes of your customer. Lead-generation Website As its name suggests, this type of website site is focused on generating leads through its online presence. SEO and targeted marketing strategies play a huge role in bringing in new customers, although direct sales occur offline. These websites focus on prospective customers who are ready to spend their money, but who need to be convinced that your business is the perfect place to invest. Sales Website This type of website is especially popular, as both leads and sales are all done completely online. These are the sites that sell products or services through e-commerce, even if the business utilizes online scheduling and payment, but provides the service in-person. In general, if a site has a cart function, then it falls into the sales website category.
Unit Briefing: Creative Making MSc Advanced Project June 11, 2025 What you need to explain in your thesis • What did you do, and why? • How well it worked and what did you learn from it? • Why did you make the design decisions you did? • How did you evaluate the project against your stated objectives? Submission • A project with the code and all documentation included in your Github Repository • A demo video: This is a 2-5 minute video presentation showing your project working, for a target audience of the general public. • A written thesis describing the project (3500 words minimum). • A weblog on Github documenting your iterative development and your weekly progress. o Use this as a communication tool with your supervisor so they can see your project’s development Presentation / Viva You will be required to give a 10-minute presentation of your thesis work after the submission date at the end of term.
Assessment Aim: The Team Final Report presents to your client the detailed design of your proposed design solution,how it meets their needs,and implementation plan and further recommendations.This is a TEAM assessment task that documents and communicates your team's design solution to a professional standard in a technology report. Assessment Weight: 35%,adjusted by SPARKPlus run on Assessment 2b (team final report) and Assessment 3 (presentation - team mark). Length: 5000 words (appendices,cover page,content list,executive summary and references are excluded from word count). What is the aim of the Team Final Report? The Team Final Report presents to your client(The Torres Strait Regional Council)the detailed report of your proposed design solution,how it meets their needs,an implementation plan and further recommendations.This is a group assessment task that documents and communicates your group's design solution to a professional standard in a technology report. What needs to be in the Team Final Report? Your team will extend on your Assessment Task 2a - Draft Team Proposal to document your final EWB Challenge design solution to the client.This report will communicate and justify your team's design solution,explaining your engineering design, problem-solving, decision making, design solution development, and prototyping through collaborative teamwork and project management. Social, cultural, environmental and budgetary considerations must be taken into account.This report must contain enough information so that your client can continue with your design or implement your design in the community. The sections of the Team Proposal (e.g.,some of the background research,alternative design solutions,decision matrix)can be developed from the material submitted in your draft.(This will not affect the turnitin score in your Final Team Report.) Your report should cover the following content(*designates sections to be added to draft sections): ·Group declaration 。Summarise all group member contributions to the report and project · Executive Summary* 。Summarise the entire report,including conclusions. 。Follow the template provided as it is defined by EWB 。The executive summary should not be more than a one-page maximum. ·Introduction 。Clearly identify the problem you are looking at 。What is the overall context of your problem/project? 。Which specifc Project Opportunity does your proposed design solution address? ·Background 。What relevant background information have you learnt that needs to be understood in order to address the problem? 。What are the current practices in relation to your group's chosen Project Opportunity? 。What are the existing solutions to this problem? ·Project scope 。Problem description:Provide your 'user needs'statement AND a concise paragraph defining the problem to be addressed.Both the 'user needs'statement and concise definition should logically match as they are the same problem.The former is a succinct summary,and the latter provides further detail regarding the problem being addressed. 。Design criteria:Describe and justify the design criteria which a solution must meet.Ensure these criteria relate to the client/community needs. ·Design solution options 。Present and briefly explain 3 potential solutions,including your proposed solution,that could address the problem. ·Proposed design solution: 。Justify the selection of your proposed design solution e.g.,evaluated against your design criteria. 。All teams must include a decision matrix. · Detailed design 。Describe your proposed design solution in detail,including diagrams and other visuals as appropriate. · Prototyping* 。Explain your prototype/s (each group must prototype their design), and describe the construction,testing, evaluation etc. · Implementation plan* 。If your design solution is a product or infrastructure,how is it made/constructed? 。How will your design be co-designed /introduced to the community and used,managed,maintained etc. over time?(Use local materials and local expertise where possible!) 。How will you transfer knowledge to the community e.g.,how will the community have ownership, participate,be involved/educated to adopt your design solution? · Cost analysis* 。Detailed construction,implementation and maintenance costs,as well as potential avenues to cover costs or generate income,if any. · Discussion* o Include any further information about your broader design considerations · How does your design meet the needs of your client? · How is your design appropriate to the community?What are the benefits and impacts to the cultural, environmental,economic and social context of the community? ·How will the client,community and other stakeholders be engaged in the project(should be throughout the project!)-how will the community gain ownership if this is relevant to your design? .What are the strengths/weaknesses of the design,how would you address these? .What is the long-term sustainability of your design solution? · What any regulations apply to your design?How will you meet (and exceed) these regulations in your design and/or implementation? ·Conclusion 。Summarise the main "takeaways"from the report. 。Provide a concise statement on the next steps for the project(e.g.,refining of the solution,further prototyping,handover to the community,etc).* ·References 。List of all references cited in the report in APA 7th Edition format. ·Appendices(Optional) 。You may use appendices for relevant content which is worth including but is not in the body of the report (e.g.,large diagrams of your solution may go in an appendix). 。Do not include material that does not add to your report. 。You would usually refer to appendix material somewhere in the body of the report(e.g.,for further detail on the structure of the solution see the block diagram in Appendix 1).
TASK A and TASK B Assumptions – Task A: 1. Each Service is assigned exactly one Bus and one Driver. 2. A Bus can be used for multiple Services, but not at the same time. 3. A Driver can operate multiple Services on different dates or time slots, but only one at a time. 4. Each Route passes through multiple Stops, and each Stop can belong to multiple Routes. 5. The order of Stops in a Route is maintained using a SequenceOrder attribute in RouteStop. 6. Each Bus belongs to exactly one Depot. 7. A Bus may support multiple fuel types; this is modeled using the BusFuelType table. 8. Each Payslip is generated monthly for a single Driver. 9. Each Accident is linked to exactly one Service and may have multiple Repairs. 10. Depot amenities are stored as a comma-separated list (not normalized). Assumptions – Task B (Contractor Extension): 1. ContractorDrivers are modeled in a separate table from full-time Drivers to distinguish their employment type. 2. Each ContractorDriver is affiliated with exactly one Agency. 3. ContractorDrivers receive Payslips similar to full-time Drivers, with DailyRate and DistanceRate used instead of HourlyWage. 4. Either DriverID or ContractorID is filled in the Payslip table, but not both. 5. ContractorDrivers are not required to undergo safety training or medical checkups. TASK C Analysis 1: Bus Maintenance Records in May 2025 (City Depot) To determine which buses from the “City” depot underwent maintenance in May 2025, the following ERD-based procedure is used: 1. Use the Depot table to identify the DepotID for the depot with Location or Name = “City”. → In our data, "City" corresponds to DepotID = 1. 2. Use the Bus table to find all buses where DepotID matches the City depot, where DepotID = 1. → This includes BusID: 101, 102, and 104. 3. Use the Maintenance table to select records where the BusID belongs to one of those buses and the MaintenanceDate falls within May 2025. The following maintenance records meet the condition: BusID 101 → Maintenance on 2025-05-10 and 2025-05-30 BusID 102 → Maintenance on 2025-05-20 BusID 104 → Maintenance on 2025-06-05 (excluded as not in May) Therefore, the buses from the City depot that had maintenance in May 2025 are: Bus 101 and Bus 102, with three maintenance activities in total. Entry Sets Used: Depot, Bus, Maintenance Sample Data: We generated at least five records for each of these tables, linking Depot, Bus, and Maintenance accordingly. In conclusion, based on the ERD, this method allows a manager to identify all maintenance activities for the current month within a specific depot. Analysis 2: Accident Frequency and Repair Cost by Route To evaluate which route has the highest number of accidents and the associated repair cost, we follow these steps based on the ERD: 1. From the Route table, retrieve all RouteIDs. → In our data, we have RouteID 301 (Route R1) and 302 (Route R2). 2. Use the Service table to find all services assigned to each Route. → Route 301 has ServiceIDs 401, 402, 405; Route 302 has ServiceIDs 403, 404. 3. Use the Accident table to count how many accidents occurred for each Service. → Service 401: 2 accidents (AccidentID 501, 504) → Service 402: 1 accident (AccidentID 502) → Service 403: 1 accident (AccidentID 505) → Service 404: 1 accident (AccidentID 503) 4. Use the Repair table to calculate the total cost of repairs associated with those accidents. → Repairs for R1: $500 (501) + $1200 (502) + $450 (504) = $2150 → Repairs for R2: $600 (505) + $300 (503) = $900 By grouping the accidents by Route and aggregating the count and repair costs, we can determine which route is most incident-prone and its financial impact. Entity Sets Used: Route, Service, Accident, Repair Sample Data: We generated at least five records for each table to reflect meaningful relationships like multiple services per route, accidents per service, and repairs per accident. In conclusion, based on the sample data, Route 301 had the highest number of accidents (3 total) and accumulated a total repair cost of $2,150. This suggests that Route R1 may require further investigation or additional safety measures. TASK D Five methods of controlling data integrity for the Bus relation 1. Entities' Integrity BusID, the primary key, must be unique and not NULL. This ensures that each bus record has a unique identity. 2. Domain Integrity The NumberOfSeats attribute requires a positive value. For example, a constraint such as CHECK (NumberOfSeats > 0) ensures realistic data entry. 3. Reference Integrity DepotID is a foreign key in the Bus table that refers to the Depot database. The Depot. DepotID must be the value of the DepotID field. 4. Honour as defined by the user To enforce CHECK (FuelType IN ('Diesel', 'Electric', 'Hybrid')), the FuelType in the BusFuelType database must be one of the three designated, allowed values: 'Diesel', 'Electric', or 'Hybrid' 5. Integrity of Transactions When adding a new maintenance record for a bus, the transaction should include the bus's status update as well as the maintenance data. This guarantees the system state's atomicity and consistency. TASK E The new ER model lists drivers and payments in the Driver and Payslip tables. If HR or management often generates pay reports with driver names, influencing performance, the system must integrate the two databases. 1. Normalised Table Structure – Fully Normalised (3NF) The Driver database includes driver data, whereas the Payslip table contains normalised pay cheque data. Foreign key DriverID connects these tables. This split saves data duplication and quickly updates future joins for driver name changes. 2. Denormalised Table Structure – With Redundant Data DriverName appears in denormalised Payslip tables immediately. This field transfers drivers' names from Driver databases to payslips. Reporting without a join saves time but may produce data inconsistencies if the driver's name changes. Pros 1. Improved Query Performance Reduces JOIN operations when generating payroll reports. 2. Simplified Report Generation Makes it easier to retrieve and export payslip data with names. 3. Historical Data Stability Retains the driver’s name as it was at the time of payment, even if it changes later. Cons 1. Data Redundancy Driver name is stored in multiple locations, which violates 3NF. 2. Storage Usage For large batches of records, redundant text fields will increase the storage volume.
218.764 CONSTRUCTION CONTRACTS AND ADMINISTRATION Semester 2, 2025 ASSIGNMENT 1 – Comparative construction contracts Total maximum marks for assignment: 100 marks. Assignment weighting to the whole course: 20% 1 Background 1.1 Modern drafting practice expects contracts including construction contracts to be written in plain language. There has been progress towards promoting plain language. For example: 1.1.1 The New Zealand Plain Language Act 2022 has been in force since 2023. The Act defines plain language in s5 as follows: 5 What is plain language In this Act, plain language means language that is— (a) appropriate to the intended audience; and (b) clear, concise, and well organised. 1.1.2 The ISO 24495-1 Plain language — Part 1: Governing principles and guidelines was launched on 21 June 2023 defining plain language as follows: A communication is in plain language if its wording, structure, and design are so clear that the intended readers can easily find what they need, understand what they find, and use that information. The four governing principles in the standards are as follows: • — Principle 1: Readers get what they need (relevant) • — Principle 2: Readers can easily find what they need (findable) • — Principle 3: Readers can easily understand what they find (understandable) • — Principle 4: Readers can easily use the information (usable) 1.1.3 Numerous legislative drafting guidelines such as those in New Zealand, New South Wales, Victoria, Queensland, Western Australia, Hong Kong, and most recently, Singapore. 1.1.4 The plain language drafting guidelines for the construction industry dated 20 June 2025 (attached). This is a slightly revised version of a similarly titled document that was considered by Standards New Zealand’s drafting committee in developing the NZS 3910:2023. 2 Assignment brief Part A: Review of 3 contracts against plain language guidelines 2.1 Read and review the new NZS 3910:2023 contract (downloadable from the Massey University library), the STCC-RSP 2015 (the first standard form. of construction contract to attain the Clear English Standard accreditation from the Plain Language Commission UK downloadable here: http://hdl.handle.net/10179/20237 click under files on the left), and a third standard form. of construction contract or sub-contract of your choice. For this third contract, do make sure you include extracts from the contract in referring to clauses as these contracts may not be available in the public domain or from the library) 2.2 Read the 18 plain language drafting guidelines for the construction industry dated 20 June 2025 (attached). Against each of the guidelines, evaluate the three contracts to establish the extent to which each of the 3 contracts complies with each guideline. Part B: Plain language and ESG outcomes in construction contracts 2.3 Environmental, Social, and Governance (ESG) is a framework for evaluating how organisations operate beyond purely financial performance. Plain language is increasingly recognised as having an important role in supporting ESG objectives. 2.4 Explain in under 500 of your own words why plain language is vital to achieving ESG outcomes in construction contracts and related legislation, with brief reference to what ESG is. 2.5 It has been said that generative artificial intelligence (AI) will not replace all people and jobs but may replace those doing mundane tasks. It has also been said that those who embrace AI will replace those who do not. 2.6 For this part of the assignment (part B) you are strongly encouraged to use any AI tool (for example ChatGPT, Claude, Gemini, or Perplexity) as a research and learning tool or 'second brain' to bounce off from your ideas and 'prompts'. However this is not mandatory. If you prefer, you may use only conventional research tools. 2.7 The final answers must be in your own words (maximum 500 words). Do not copy AI-generated text directly into your submission. 2.8 If you use AI, you must provide a shareable link or export of your AI conversation so your prompting process can be reviewed. 3 Assignment approach, format, and submission 3.1 As expected under a postgraduate course, you are expected to think and review critically and provide sound judgement. 3.2 Present your findings in the form of a report. Include an executive summary, the contents (parts A and B), and the conclusion and recommendations. 3.3 For some basic guidance on reports generally see: https://owll.massey.ac.nz/assignment-types/report.php Specifically for business reports see: https://owll.massey.ac.nz/assignment-types/business-report.php You will also see a sample of a structure of a business report here: https://owll.massey.ac.nz/assignment-types/business-report-structure.php These are just general samples not actual samples to be mandatorily used in preparing this report. 3.4 Indicative report word count guide: about 3,000 words. This is just a guide, not mandated word count. However Part B has an absolute mandatory maximum word count of 500 words. 3.5 Cover page Your assignment must have the following information on a cover page: Title: Assignment 1 Ð Comparative construction contracts Course: 218.764 Construction Contracts and Administration StudentÕs ID number only: [insert student’s ID number only] Course team: Naseem, Kelvin, and Chinthaka 3.6 Format You must submit your assignment complying with the following format: File format: MS Word or PDF Font type and size: Arial, 11 point (you can use different fonts sizes for the title, headings, and sub-headings). Spacing: 1.5 Justification: Block-justified (justified left and right) or only left-justified Page number: Insert page numbering in the report using the format page 1 of x where x is the total number of pages 3.7 File name The assignment must be submitted on the Stream portal as a single document with the file name: 218.764-A1-2025-[student’s ID number]. There is no need to submit any hard copy. 3.8 Deadline Submit by 11.59 pm, Wednesday 24 September 2025 4 Plagiarism, cheating, and generative artificial intelligence statement 4.1 Don’t plagiarise and don’t copy or cheat. They are very serious offences. Read the plagiarism rules here: https://owll.massey.ac.nz/referencing/plagiarism.phpHaving said that, as you may be quoting standard clauses from contracts, don’t be overly concerned if your plagiarism score is high because of similarity on contract clauses. 4.2 Generative AI statement: You may use Gen AI as a learning tool during your studies for this course but not as a cheating tool. You are not allowed to use Gen AI as a cheating tool when doing the assignment. Follow the University instructions on the use of Generative AI and include the mandatory statement requirements in the assignment as an appendix attached as part of the assignment document submitted. See attached document titled Generative AI use statement for the statements. https://stream.massey.ac.nz/mod/book/view.php?id=5430644&chapterid=1354035 https://stream.massey.ac.nz/mod/book/view.php?id=5430644&chapterid=1354036 4.3 Part B: Please do note that for only part B you are strongly encouraged to use any AI tool (for example ChatGPT, Claude, Gemini, or Perplexity) as a research and learning tool or ‘second brain’ to bounce off from your ideas and ‘prompts’. However this is not mandatory. If you prefer, you may use only conventional research tools. The final answer to this part B must be in your own words (maximum 500 words). Do not copy AI-generated text directly into your submission. If you do use AI, you must provide a shareable link or export of your AI conversation so your prompting process can be reviewed. 5 Breakdown of marks Here is a breakdown of marks for the assignment. 5.1 Executive summary, introduction, conclusion and recommendations 10 marks 5.2 Part A: Review of 3 contracts against plain language guidelines 50 marks 5.3 Part B: Plain language and ESG outcomes in construction contracts 30 marks 5.4 Report presentation and formatting 10 marks Total 100 marks
Music 133 Syllabus: Fall 2025 Course Description Music, in all its many forms and styles, is an integral part of human nature, culture, and society, playing a significant role in the expressive and creative development of the individual. In this course, students will develop an appreciation of music as a means of personal communication through an intensive introductory study of music theory. Students will be able to understand and apply the fundamental principles and concepts of music: pitch, rhythm and meter, notation, keyboard layout, scales and keys, intervals, chords and chord progressions, and basic musical form. Knowledge of these principles will equip students with the practical and cognitive skills to engage directly in the reading and composing of music. Detailed online lessons with extensive audio and visual components are supplemented with regular practice via assignments and examinations. The unit and lesson structure mirrors Joseph Straus’s theory textbook, Elements of Music. All course materials, coursework, and interaction with the professor take place online. School of Arts & Sciences Core Curriculum Learning Goal 1. Areas of Inquiry c. Arts and the Humanities Students will be able to engage critically in the process of creative expression. Course Learning Objectives • To demonstrate theoretical and practical knowledge of standard pitch and rhythm notation, keyboard layout, meter and time signatures, scales and keys, intervals, consonance and dissonance, chords and chord progressions, and basic musical phrase structure. • To develop the ability to perceive, analyze, describe, and transcribe simple musical passages. • To identify and define the elements of musical composition. • To articulate musical terminology and concepts effectively. • To analyze a short musical composition, thus demonstrating a critical understanding of the principles and concepts of music theory. Technology/Materials Music 133 is designed to be best viewed on a desktop display. Students should use either Firefox or Chrome browsers on a desktop machine. Viewing the course on a mobile device may result in missing important information. All course materials and activities are on Rutgers' Canvas site:https://rutgers.instructure.com/. The Music 133 course site contains a set of online lessons with embedded audio and video, which together serve as an "online textbook. " All homework assignments (HW) and exams also occur on the course site. Live interaction with professors occurs via email and video chat. Staff paper (for writing music) is recommended for taking notes as you read the online lessons and practicing and working out your online assignments. Here is a good source of free printable staff paper:https://www.musicca.com/files/documents/staff-paper/no-clef-8- letter.pdf. Time and Workload Students should expect to spend at least 3-7 hours per week reading the online lessons, watching and listening to online videos and music examples (embedded in the lessons), and completing weekly homework assignments and exams. Reading/Listening: Lessons with embedded audio/video: 1-2 hours/week Homework Assignments (HW): Multiple-choice and fill-in-the-blank format: 1-4 hours/week Creative Projects: Compose and Perform. Simple Melodies. variable To be successful in this course, you should: • Thoroughly complete all the reading and listening contained in the online lessons. • Complete all homework assignments (HW). • Complete the Core Concept Exams. • Strictly observe all deadlines. • Complete all Creative Projects • Read all instructions carefully! Teaching Strategies To enable student achievement of the learning goals, your instructor will: • Respond to your questions and requests for extra help promptly and fully. • Initiate regular email contact (reminders, news, updates) with all course students. Grade Weights Tasks Grade Weights Homework assignments (HW) 62% Core Concepts Exam 10% 2 Creative Projects (10% each) 20% Chord Identification Project 8% TOTAL: 100% Homework Assignments (62%) There are 31 required homework assignments, all worth between 1% and 2%. - Assignments (12, 14 & 30) must be handwritten and submitted as a pdf.
Assignment 2 - Project Report ONLY Learning Outcomes 1. Demonstrate a critical understanding of the principles of project management as prescribed in the global standard (PMBOK Guide) 3. Critically analyze, interpret and apply the project management knowledge areas to the various phases of any project as appropriate and demonstrate an understanding of the activities and interrelationships critical to the successful completion of each phase of a project 4. Create an integrated project plan for a real project including schedule, human resources, budget, risks and quality and prepare appropriate Project Management documentation of the plan 5. Calculate project progress by comparing actual to planned performance and create improvement plans as needed 6. Appraise the acquiring, induction, assessing, developing, decision-making, and conflict resolution issues of a project team Submission Requirements Electronic copy submitted through Canvas ASSESSMENT TASK - Project Report Instructions: To facilitate collaboration, a group folder will be set up and must be used progressively to complete the assignment. The project team is required to submit a report illustrating how the project team will apply the following knowledge areas that have been learned. Develop an integrated project report for a real project including feasibility, schedule, human resources, budget, risks and quality and prepare appropriate Project Management documentation of the plan. Evaluate the opportunities and issues involved in managing a project team. As a group undertake your project as per the project proposal and submit a report illustrating how the project team will have applied the following knowledge areas: The Project Report needs to address the following areas (at a minimum): WBS Human resources - RACI Chart (RAM) Schedule – Gantt Chart and AoN as well as resource levelling Budget Progress Reporting – 2 methods (This section should include a high-level review of overall project goals and the progress made toward them so far. Is the project on track, behind or ahead of schedule? Is it over or under budget? The progress summary should highlight any items that need stakeholder attention—even if those items are also discussed in a later section of the report.) Risk Management Change Management Project opportunities/issues of managing the project team (including communication, negotiation, motivation, time management, meetings, leading, project team performance, decision making, conflict resolution, etc.) Project Closure Word Count The maximum word length for this assignment is 5,000 words (Please include word count at the end) excluding words used in any charts, templates, forms or diagrams that the project team have used to apply the knowledge areas. If the project team opt to use words to explain how the team have applied a knowledge area you should limit them to one page per knowledge area. Notes: A soft copy of many useful forms will be made available to you that your project team can modify and use for the assignment. However, as a project team, you can and should design your own forms or use standard forms that are used by an organisation and adapt these to suit your project. Hand drawn forms can be used as well but they must be neatly drawn. You are required to provide a list of references listing all the sources you have referred to in preparing this assignment (minimum of 10 scholar references). As this is a piece of academic work, students are required to describe the purpose of each section of the Report in the paraphrased text, appropriately referenced to the prescribed textbook, the PMBoK and /or readings. Failure to do so will result in a reduction of marks for each marking criteria where this is not performed. Assignment Format The format of the formal assignment will be: ICL Coversheet Title page Table of Contents Introduction WBS RACI Chart (RAM) Schedule Budget Progress Reporting Risk Management Change Management Communication with Stakeholders Project Closure Reference List (APA style) The appendix will include all forms, charts, tables, and diagrams, which should be included under the relevant sections of the assignment. The Appendix is NOT graded.
