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  • It is expected that you have taken high school algebra and are familiar with computing concepts.You should also have taken a course in a compiled language. CSE 11 assumes that you have basic programming exposure.

    It is expected that you have taken high school algebra and are familiar with computing concepts.You should also have taken a course in a compiled language. CSE 11 assumes that you have basic programming exposure.The pace of this class is fast as shown in its title.

    2.Critical information,at a glance

    You should read this entire syllabus. It is important. It may be the most important thing you read for this course.But here are the pieces of information you absolutely do not want to forget. I don’t mean for this to sound scary, but so many students fail to read or understand these points, so I want to make them as clear as possible.

    ·All homework assignments are due by 11:59 pm on the due date.No late work will be accepted unless it is due to a documented emergency and the instructor of the course has to approve it before the due time.

    ·You are responsible for ensuring that you have correctly submitted the code for your homework assignment. Incorrectly submitted assignments will be graded as is. We won’t accept late work due to fairness to other students in our classes.

    ·All homework assignments must be done based on the instructions.

    3.What will I learn in this class?

    In this class,you will learn to:

    ·Understand the basic idea of variables,flow controls,and memory models.

    ·Be able to debug,test,and document a functional Java program.

    ·Manipulate strings and files in Java

    ·Describe and use some of Java’s Abstract Data Types(ADTs)and Application Program Interfaces (APls).

    ·Implement algorithms to solve relatively complex problems.

    ·Design,write and debug relatively complex classes.

    ·Understand and use inheritance and polymorphism in your programs.

    ·Implement recursive solutions to problems.

    ·Design and use test cases to ensure the correctness of your programs.

    ·Practice good documentation habits.

    ·Be able to compile and run Java codes in the command line.

    ·Gain independence and resourcefulness to solve problems and write programs on your own.

    4.Textbook:

    Introduction to Java Programming: Comprehensive Version, 10th*Edition,by Y.Daniel Liang.

    Note: The 10th edition may be out of print as of now.But there are many very affordable options for the 10th edition online.

  • Course material can be accessed over the web via Course Site (CS) once the course begins. There are two major components to the course. One part is the Information Systems (IS) theory, and the other part is learning how to solve business problems using tools

    BIS 111: Introduction to Information Systems

    BIS 111 will be offered as an on-line course during the second Summer Session from June 30th to Aug 7th, 2025.

    Text

    We have a custom e-text for this course.

    Title: Pearson Collections BIS 111 Lehigh University

    You can purchase this e-text (~$88.34) via the link provided here.

    The text is organized as follows:
    Ch. 1-9: these chapters are the theory chapters.
    Ch. 10-12: these chapters cover the Excel homework material.
    Ch. 13-16: these chapters cover the Access homework material.

    Key Technology Requirements

    · A PC rather than a Mac is highly recommended for this course as we use the PC version of the application software (Microsoft Excel and Microsoft Access) taught in this class, as is typical in industry. All instructions in the book are provided for the PC version of the software. Even if you have the latest version of Excel on your Mac, it is not the same. In addition, there is no Access software available for the Mac. Technology options for Mac users are provided at the end of this document.

    · Minimum System Requirements – this link provides the recommendations for your computer.
    Browser: Chrome/Firefox, Connection speed: High speed internet connection is highly recommended. Your computer should include a webcam and speaker.

    · A reliable and stable high-speed internet connection is required. As we may need to be online at any point in the course, everything depends on your computer and appropriate technologies working properly throughout the course. Please have everything set up and ready to go when the course begins.

    · Software (PC version) used in this course: Microsoft Excel 2021, Microsoft Access 2021

    · We use Zoom for office hours. You will need to set up a Zoom account to sign in as an authenticated user (sign up at https://lehigh.zoom.us/) to join office hours.

    Brief Course Description

    This course examines the fundamental role of information systems in supporting and managing business functions and enabling firms to compete effectively. Both the technical and managerial aspects of information systems are introduced. The course integrates technical infrastructure, database concepts, management decision-making, and business process issues critical to the understanding of operational and strategic information systems. It introduces business applications that support accounting, finance, supply chain management, and marketing.

    Technological advances and market forces are driving demand for data skills. A case can be made that every student should develop these skills to be competitive in their work environment. This involves computational and data-oriented thinking and understanding how to use technology tools to solve business problems.

    General Information

    Course material can be accessed over the web via Course Site (CS) once the course begins. There are two major components to the course. One part is the Information Systems (IS) theory, and the other part is learning how to solve business problems using tools such as Microsoft Excel and Access. There are a significant number of lengthy homework exercises involving Excel and Access. Assignments will be submitted electronically via CS. Exams will also be administered via CS using a proctoring service. There are two exams in the course and students pay about $12.50 for each exam directly to the proctoring service.

    The course does not require students to meet online at a specific time each week. However, there are a number of course interactions each week, involving both individual (e.g. assignments) and group (e.g. class discussions) work. Students can view lectures and readings online on Course Site, and complete assigned work each week, at their convenience. As long as you interact in the course as required, complete the work, and meet deadlines, you have flexibility in terms of when you actually do the work within the guidelines provided. Please note that you are required to take exams within a limited time period on the specified day and it is expected you are able to do so.

    Given the compressed six-week session of the summer course, you have to manage your time well to stay on top of things and complete the course successfully. If you have other commitments during the summer, you should seriously consider how much time you have to spend on the course before making the decision to enroll in the class. Students should be aware that there is both individual work (e.g. Excel, Access exercises) and group work (e.g. discussion forums) in the course. Deliverables are typically due every couple of days. Students will communicate with the instructor and classmates via Course Site (http://coursesite.lehigh.edu/) and using email.

    This course is ideal for those students wishing to alleviate course-scheduling problems, or to accelerate their coursework. The flexibility of this course allows the student to continue their studies regardless of location so long as they have access to the appropriate technologies and have/make time for their work, including the group activities.

    The Warning Label:

    BIS 111 is intense and very hands-on (you learn by doing!) with a significant number of assignments and homework. The 14-week course material has been compressed into 5-6 weeks. Do not take the course thinking that because it is on-line, it is less demanding than the fall/spring version. The course is self-paced in that, within the framework provided, you decide when to review the course material, when to do your homework, and when, within some time limits, to take your exams. This self-paced method is a big plus if you are disciplined and have the time, but it can be disastrous if this is not the case. Please be realistic in determining if you have the time to devote to this class, particularly if you will be working a job and taking this class.

    Technology – PC Users

    I would recommend that you use Microsoft Office locally from your computer to run Excel and Access. If you have a PC and don’t have Microsoft Office or the current version on your machine, you can download the required software.
    Follow this link to download and install Office 365 to get Microsoft Office applications on your computer.

    Please note this download is different to accessing Office 365 via the cloud where you log into Microsoft Online and just use the cloud versions of the software. The cloud versions do NOT have the full functionality of all the features of Office 2016. Make sure you have both applications (Microsoft Excel and Microsoft Access) downloaded and installed on your computer for the course. You should have this set up and tested before class begins. If you have any difficulty, the fastest way to get assistance is to submit a help ticket at https://www.lehigh.edu/help. You can also call the Lehigh Helpdesk (610.758.HELP) for assistance.

    Technology – Mac Users

    For Mac users, you can use LUapps powered by Amazon Web Services (AWS). This will give you access to a virtual computer and the use of Windows based PC software from your Mac using Amazon’s cloud platform. Mac users can then use Windows version of Excel and Access on their computers. The version of Excel on Macs is different from the PC version, and there is no Access (database application) for Macs.

    To get to the virtual desktop, use this link: LUapps Lehigh Virtual Labs. Now, on the LUapps Lehigh Virtual Labs page, scroll down and click on MS Office under Alphabetical list of applications. You will now be asked to login with your Lehigh credentials. The initial login with your Lehigh credentials may take up to a couple of minutes but subsequent logins are typically faster. Once logged in, your screen will look like this with the applications we need (Excel, Access) on the desktop:

    It is highly recommended that you save all your work to the H: drive. Files saved to the C drive will be lost. Remember, this is a virtual PC and you must save to a permanent location as you do your work to be able to access it again later.

    About the H: drive: The H: drive is accessible from anywhere on or off campus for all Lehigh students. It provides a secure repository for your work and is backed up regularly. Files can be easily downloaded/uploaded from/to CS as you start working on Excel and Access assignments. The files provided on CS for assignments can be downloaded to your H: drive in order to work on them. Once completed, the files can be uploaded from here to CS by the submission deadlines.

    To see/access your H: drive, click on the File Explorer icon on the desktop and find your user ID following by the H: as shown below for my H: drive.

    The right side of your screen may look quite different to mine as I have several of my folders and files here. It may be a good idea to create a BIS 111 folder in your H: drive and store all our class files here. You can do so by going to the right side of your screen, right click your mouse, and go to New>Folder and then providing a name for your folder. It is important to download and have your class files on the H: drive BEFORE you begin your homework so that your work saves correctly to the H: drive.

    To download and upload class files from/to your H: drive, launch Chrome from the Start button (see the Windows icon on the bottom left of the screenshot below) to open a browser window and then go to Course Site (coursesite.lehigh.edu) and our course.

    While still in Chrome within LUapps with AWS, go to any assignment in CS and click on the file you want to download as shown below. Please note that the file does NOT automatically download to your H: drive but into the Downloads folder typically. You will need to copy the file from the Downloads folder into your H: drive.

    Go to the downloaded file on the bottom left of your screen. Click on the up arrow next to it and select Show in folder. You will notice the file is in the Downloads folder. Copy the file and paste it into your H: drive.

    Now open the file ONLY from the H: drive to start working on it. As you now save your work, it will save to your H: drive.

    REMINDER: It is absolutely CRUCIAL to save your file to the H: drive BEFORE beginning your work. Any LOCALLY STORED DATA (C: drive, desktop, downloads folder etc.) WILL NOT BE SAVED as you’re on a virtual machine.

  • If you have found cool resources related to the lesson, post them in the course wiki. If you would like to talk about this lesson wi

    MATH-054-T004: Secondary Mathematics 2, Part 2

    Self Check: Graphing Quadratic Equations

    If you have found cool resources related to the lesson, post them in the course wiki. If you would like to talk about this lesson with your peers, or if you are having trouble, make a post on the discussion board.

    This exercise will help you check your knowledge. This Self Check is dynamic. The questions will change every time you start the quiz. Please take it as many times as you need to master the concepts. It will not count toward your course grade, but will help you master the material.

    Click Start to begin.

    Note: If there are short-answer or essay questions, your answer will automatically be marked correct regardless of how you respond, so please compare your answer with the feedback to make sure you know the correct answerl

    Situation 1

    Suppose a diver jumps from a ledge that is 115 feet above the ocean and the initial upward velocity is 8 feet per second. The vertical motion of the diver can be modeled by the function h=-t2 + 8t+ 115. How long wil it take until the diver enters the water? How do you know?

    Situation 2

    A. Nicholas paints a masterpiece on a canvas such that the width is 6 inches longer than its height. What would be the equation for the area of his canvas (written in simplified form)?

    B. Nicholas added a 4-inch silver frame. around all sides of his painting. What would be the new equation for the area of his canvas with the frame. (written in simplified form)?

    C. Nicholas ended up not liking the silver frame. and replaced it with a gold frame. The area of the painting with the new frame. can be represented with the polynomial h2+12h + 27, where h represents the height of the painting. Determine the width of the new gold frame.

    Situation 3

    Jarom is working for a landscaping company and is responsible for building the stone border around a rectangular pond. The pond measures 6 meters by 15 meters. The manager told Jarom that the budget only allowed enough stone for 46 square meters and to make the stone border as wide as possible. How wide can the border be?

    Discussion Board

    Choose a situation to discuss and make sure to answer all the questions. To get full credit, please do the following:

    Post your answers for the situation as a new thread, then make comments on at least two other student posts.

    include key features of quadratic equations (identifying the type of equation, vertex, direction, intercepts, axis of symmetry, how you got solutions, etc.)

    As you use this discussion board be aware that the following things are prohibited:

    Use of offensive or derogatory language

    Bullying behavior.

    Discussion of topics unrelated to the exploration

    Sharing contact information such as phone number, physical address, email address, Facebook address, twitter account, etc.

  • In designing a user interface, it is important to be able to critically analyse what makes a website good or bad, without just stati

    COMP3511/9511 Human Computer Interaction

    Assignment 1

    Term 2, 2025

    User Interface Analysis & Critique

    DUE: Friday, July 4th at 23:59 (Week 5)

    1. Introduction

    In designing a user interface, it is important to be able to critically analyse what makes a website good or bad, without just stating that you do or do not like it. The critique should be based on formal user interface principles and theories instead of basing it on your ideas.The process of providing a critique involves stating both the positive and negative aspects of the interface.

    In this assignment, you will critically analyse the user interface of a legal information or consumer rights website. These websites provide essential public services, including legal advice, consumer protection, dispute resolution, tenancy rights, and information about government regulations. They are often content-heavy, policy-driven, and used by a diverse audience including vulnerable or digitally inexperienced users.

    You may choose one of the following websites, or select a similar one related to legal guidance, consumer rights, or regulatory services in Australia or internationally.

    Example Websites:

    • NSW Fair Trading

    Offers consumer protection, tenancy information, building licenses, and dispute resolution.

    • Legal Aid NSW

    Provides free legal services, self-help resources, and support for disadvantaged people.

    • ACCC – Australian Competition and Consumer Commission

    Covers competition law, fair trading, scams, and product safety.

    • Justice Connect

    Supports not-for-profits and individuals with legal help and digital legal tools.

    • Victorian Legal Aid

    Another state-based legal aid service, similar to NSW’s.

    • QCAT – Queensland Civil and Administrative Tribunal

    Offers legal services related to small claims, tenancy, and administrative reviews.

    • Citizens Advice (UK)

    A widely used UK site offering free advice on consumer rights, housing, employment, and legal issues.

    • Consumer Financial Protection Bureau (USA)

    Provides consumer protection and financial education in the US context.

    You can analyse the whole website or even select some key pages.

    Please make sure you review the website in the English language.

    2. Steps for doing this assignment

    The following presents a list of steps that you need to follow to complete the assignment. Please set out your work clearly in a report-based format.

    2.1. Introduction: Provide a brief explanation of the purpose of the website.

    2.2. Analysis of the design and visual design principles in an issue table: Try to complete some tasks from the user’s perspective while analysing the website. The tasks should cover the main functionality of the website.

    As you complete the tasks, note down any negative or positive aspects of the interface in an issues table (see Appendix B).

    Your critique is based on Design Principles, Heuristics, Usability Goals and User Experience Goals (found in Appendix A).

    Additionally, you are required to analyse the chosen website based on visual design principles, including layout style. (symmetry or asymmetry), white space, colour harmony, colour contrast, alignment of the components, and system flow. Once again note down any issues you encounter or any positive aspects of the interface in an issues table.

    List both design principles and visual design principles in the table.

    Please consider the points below in your issue table:

    a. In your issue table, you should try to list as many usability and visual design issues as you can, including both positive and negative issues.

    b. Number each of the issues that you discovered in your walkthrough. The issues table (refer to Appendix B) will consist of an Issue Number, whether the issue is Positive/Negative, Severity rating, Description, Heuristic, Design Principle or Visual Design Principles that apply to each issue and the effects of each issue on the Usability Goals and the User Experience Goals. You will also include a screenshot of the issue found with an annotation that explains the issue visually. (You should annotate your screenshots to make it clear where the issue presents itself).

    c. As you go, link how the lack or existence of each principle (Design Principles, Heuristic Principles, and Visual Design Principles) could affect the Usability goals and, consequently, the user experience goals.

    For example, if the text colour is completely different on different pages of the website, it is an example of lack of consistency which is related to the design principal category, lack of consistency can affect learnability which is related to usability goals, and it can make the website annoying or frustrating which is related to the user experience goals. You can find this example in Appendix B.

    d. Please consider that each issue can be related to more than one design or heuristic principle.

    e. You must consider both positive and negative issues.

    f. Make sure your screenshots point out specific features on the screenshots. Do this by annotating the screenshots. We strongly encourage you to take regular screenshots as the websites are live and can change without notice.

    Pictures below show some examples of annotated screenshots:

    If you prefer not to include the screenshots in the table, you can put them in an appendix and just add the image number in the issues table.

    2.3. Analysis of the design and visual design principles in detail

    a. Choose 8 negative issues from your issues table and IN DETAIL provide a critique of the issues and potential solutions to solve the issue. For example, if you have 20 issues in your issue table, choose the 8 most important negative issues and explain them in detail.

    b. You should explain each issue based on the design principles, the heuristics principles, visual design principles or a combination of them, then mention why the lack of or existence of each issue could increase or decrease the usability goals and consequently the user experience goals.

    c. Your critical analysis should have enough detail. For instance, it is not enough to just mention “the arrangement of buttons provides a poor mapping.” You must be able to critically justify each of your points in detail.

    d. After doing the critical analysis for each of the 8 issues, justify the reason you believe there is a usability or visual design issue and suggest a possible solution to resolve the issue. For example, if there is a consistency issue, propose a solution to address the consistency issue of the website.

    2.4. Analysis of Accessibility

    In this section, you will analyse the website in terms of accessibility for people with different needs, including vision impairment, colour blindness, hearing impairment, etc. and provide possible solutions to solve 2 issues.

    * You don’t need to include the accessibility issues in the issue table.

    2.5. Analysis of Mobile Design

    Review the website on your phone and identify usability issues related to the small touch screen. Identify 3 usability issues and provide a solution for resolving each issue.

    * You don’t need to include the Mobile design issues in the issue table.

    2.6. Sketch your design solutions

    Referring to the issues identified related to the design principles, visual design, accessibility and mobile design, sketch 13 potential solutions (8 sketches related to the usability and visual design principles, 2 sketches related to accessibility, and 3 sketches for Mobile design issues) to these issues that you believe may improve the interface. Please annotate the sketch of your solution making it clear what you have changed and explaining how it has improved the interface or removed the issue you had originally found.

    3. Formatting

    Please read the following carefully, as there are marks allocated for your formatting and presentation.

    ● The report should be presented in an A4 document.

    ● The report, excluding the cover pages, must be a maximum of 20 pages.

    ● 12-point font should be used for the main body of text.

    ● Consistent font sizes (e.g., use the same font size for all headings)

    ● Use 1.5 line spacing

    ● Use a 2.5 cm margin on all sides (top, bottom, left, and right).

    ● Add page numbers

    ● Include your details including name, student number, tutorial time, and tutor on the title page.

    The following can be used as an overall guide for structuring your report:

    A. Title Page, stating the title of your assignment, your name, student number and the name of your tutor and tutorial time – THIS ISNOT INCLUDED IN YOUR PAGE LIMIT

    B. Explaining the purpose of the selected website (One paragraph)

    C. Issues table (including Annotated Screenshots) (3-4 pages)

    D. Analysis of the 8 chosen design and visual design issues with their respective 8 solutions (4-6 pages)

    E. Analysis of the mobile design and solutions (2-3 pages)

    F. Analysis of the accessibility and solutions (1-1.5 page)

    G. Sketch of the solutions (5-6 pages) – each sketch must be at least 1/3 a page for readability

    Note to the above: The number of pages above are guidelines and suggested maximums for each section. You do not need to fill the suggested space. The maximum for the report is 20 pages in total, please note that the title page does not contribute to this page limit.

    Your work is evaluated based on your depth of analysis and the accuracy of your answers. Therefore, if the number of pages is less than 20, it won’t affect your mark given you cover all the required parts of the assignment to high quality.

    4. Assessment

    Please ensure you read the following carefully, as there is important information regarding how you are to submit the assignment.

    ● The assignment constitutes 25% of your final assessment.

    ● This assignment is to be completed individually.

    ● For late submissions:

    • A late penalty of 5% will be deducted (off the raw mark) per day (or part thereof) late.

    • Assignments submitted after 23:59 on the due date will be marked as late.

    • E.g. if your assignment is marked at 80% and you are late by two days, you will receive 70%

    5. Submission

    The assignment is to be submitted electronically through Moodle as a PDF file.

    The assignment is due and to be submitted online (using the provided link) in Week 5, July 4th at 23:59.

    IMPORTANT NOTE: In the final hours or so before the submission deadline, Moodle often experiences a high load as students try to submit at once. A late submission because Moodle was overloaded is not a valid excuse. Upload earlier! Uploading your assignment earlier will also give you a chance to make any necessary changes to your work if plagiarism is detected by the plagiarism checker upon submission.

    A Turnitin submission link will be made available on Moodle prior to the due date. As you submit, your assignment will be passed through a plagiarism check. If there are any issues, you can re- submit the assignment and a new plagiarism report will be generated.

    Please note that for second and subsequent submissions, it can take up to 24 hours to generate the plagiarism report, so do not leave this to the last minute!

  • Find two examples of environmental graphics, or signs, one effective and one not effective. Sketch them out on paper in black and white. Note colors, approximate sizes, anything you think is impor

    CM501 // DESIGN STRATEGY AND SOFTWARE

    Homework 1

    Objective

    To start noticing design in our everyday lives and to start analyzing it

    Project Specifications

    Pictures of your two sketches, named

    “LastName_FirstName_Effective_Environmental.jpg” and “LastName_FirstName_Ineffective_Environmental.jpg

    Instructions

    1. Take a walk around your neighborhood.

    2. Find two examples of environmental graphics, or signs, one effective and one not effective. Sketch them out on paper in black and white. Note colors, approximate sizes, anything you think is important about these signs and their locations. These sketches do not have to be perfect!

  • Suppose we wish to evaluate exp x to a very high accuracy. As discussed in the lecture, floating-point arithmetic provides only limited precision, which will limit the accuracy of calculation,

    MATH2601: Computer Tutorials and Assignments

    Academic Year 2024/25

    Organisation

    Tutorials

    In the tutorials, we will introduce new tools and concepts in Python, in order to use methods from numerical analysis to solve a range of mathematical problems.

    Assignments

    Computer assignments will be set fortnightly. During the Computer Practical classes on Monday, you will be able to work independently on these assignments, under the supervision of academic staff.

    You should submit your work by 4.pm on the Monday in the week following the week of the Practical class to receive feedback. Write your work in a Python Jupyter Notebook called xyz_N .ipynb, where xyz is your ISS username (i.e., your login) and N the number of the assignment (1, 2, 3, 4, 5), then submit it to the Assessment area for MATH2601 on the VLE. Jupyter Notebooks will naturally allow you to write a short report, i.e., to produce an analysis of your results and to comment on them.

    Assessments

    Two of the computer assignments, 3 and 5, will be assessed. They will be graded and you will get feedback on your work. The overall Computer Assessment grade counts for 30% of the MATH2601 grade and students need to achieve at least 40% on the Computer Assessments to pass the module.

    Chapter 1

    Computational accuracy

    1.1 Tutorial

    1.1.1 Motivation

    Suppose we wish to evaluate exp x to a very high accuracy. As discussed in the lecture, floating-point arithmetic provides only limited precision, which will limit the accuracy of calculation, so we need an alternative approach. One is based on the Taylor series

    (1.1)

    If we truncate the series and x is a rational number, then the right-hand side is also a rational number. In Python, integers can be arbitrarily large and there is no round-off error, so we have no problem, in principle, representing any accuracy in this way.

    To make this work, we need to introduce a new type to represent rational numbers, complementing the int and float types in standard Python. We will achieve this be defining a new class. In fact, the real purpose of this lecture is to learn the Python class structure, which is a powerful and flexible programming technique.

    1.1.2 Classes

    Python has types like int and list, and instances of those types like 42 and [1, 4, 9]. A class is a mechanism for defining a new type. A class defines attributes (data associated to every object of that type) and methods (functions that act on the type). In this tutorial, we will define a class called Rational, the object are the rational numbers, the attributes are the numerator and the denominator (which define the rational number) and the methods are operations like addition.

    class Rational:

    def __init__(self, num, den): # constructor: x = Rational(num, den)

    self.num = num # num = numerator

    self.den = den # den = denominator

    def display(self):

    print(str(self.num) + ‘ / ‘ + str(self.den))

    This is a first attempt to create the class Rational. It defines two methods, a special method called __init__ and a normal method called display. Here is how to use the new class:

    In [1]: two_thirds = Rational(2, 3) # construct variable of type Rational

    In [2]: two_thirds.num # retrieve attribute called `num`

    Out[2]: 2

    In [3]: two_thirds.display() # call `display` method

    2 / 3

    The special __init__ method must appear in any class definition and is used to construct instances of the class. When we write Rational(2, 3), the __init__ method of the class Rational is called. The first argument, customarily called self, is the instance being constructed. The other arguments are given by the user (in the example, they are 2 and 3). In our class, the __init__ method takes the arguments passed by the user and assigns them to the num and den attributes of the instance which is being constructed.

    Once the new instance is constructed and assigned to the variable two_thirds, we can refer to the two attributes of the new object created as two_thirds.num and two_thirds.den. We use a similar syntax to call the display method, which displays the rational number on the screen. Note that the definition of the display method has one argument, self. This argument is set automatically by Python to the instance that the method is called on. The user should call the display method without any arguments.

    Before we go any further, let us improve our class definition in two ways. Firstly, we ensure that rational numbers numbers are expressed in their lowest possible form, by dividing through by the highest common factor (hcf). Secondly, we want to display rational numbers using the print function, just like any other variable in Python. We can achieve this by defining another special method, called __repr__. Whenever Python prints a variable, it looks for this method to see how to display the variable.

    class Rational:

    def __init__(self, num, den):

    hcf = gcd(num, den)

    self.num = num // hcf

    self.den = den // hcf

    def __repr__(self):

    return str(self.num) + ‘ / ‘ + str(self.den)

    We now wish to endow our class with other methods, in order to manipulate rational numbers. For example, let us define a method for multiplying two rational numbers. Again, there is a special method which Python calls if we use the * operator. This method is called __mul__. We can define this method in our class as follows:

    def __mul__(self, rhs):

    new_num = self.num * rhs.num

    new_den = self.den * rhs.den

    return Rational(new_num, new_den)

    The first argument is self and represents the instance on the left-hand side of the * operator, while the second argument is the right-hand side. To use this method we would need to type:

    In [1]: x = Rational(3, 5)

    In [2]: y = Rational(4, 7)

    In [3]: x * y

    12 / 35

    In the Practical session, we will further extend the Rational class.

    1.2 Assignment

    1.2.1 Accuracy

    The math module includes a function exp which computes the exponential of a floating point number. Import this function, and note how many decimal places are given in the evaluation of exp(1). Using Taylor series to approximate the exponential function, we could define the following function:

    def exp_taylor(x, n):

    exp_approx = 0

    for i in range(n):

    exp_approx += x ** i / factorial(i)

    return exp_approx

    which computes the value of n terms of the sum in equation (1.1) from the tutorial notes. How many terms are needed before this function offers no further increase in accuracy in the evaluation of exp(1)?

    1.2.2 Defining the Rational class

    Download the file rational_start.py from the VLE, which is the Rational class discussed during the tutorial. Test that it works by trying commands like in the tutorial.

    Your task is to extend this class. Add a method __add__ which defines the + operation (note that it must be called __add__), which produces the sum of two rationals, self and rhs.

    Next, add a method __neg__ which defines the negation operation -. (Remember, you only need to negate the numerator or the denominator!). Now define the subtraction operation (also -) with a method __sub__. You can use the fact that subtraction is the same as adding the negation.

    After you defined the __sub__ method, the __gt__ method should work. Test that you can compare rational numbers using > and <. Finally, test the methods floor, frac and to_float. Check you understand what they do, and how they do it. 1.2.3 Partial sums Adapt the function exp_taylor to compute the first n terms of exp x in rational numbers. The first term is then given by Rational(1, 1). You probably need to compute a rational number for 1/n! for each term of the sum. Use this function to give the first ten rational approximants to e. 1.2.4 Arbitrary accuracy Download the file expand.py from the VLE which contains the code for the three methods: expand, expand_integer_part and expand_fractional_part. Place them in the Rational class and check you understand how they are used to convert a rational number to any base (like decimal), and to any number of digits. For example, In [1]: Rational(1, 4).expand(10, 4) Out[1]: '0.25 (base 10)' In [2]: Rational(1, 7).expand(10, 30) Out[2]: '0.142857142857142857142857142857 (base 10)' Experiment with these conversion functions. What is the 100th decimal place of e? How many terms in the partial sum are necessary to establish this? 1.2.5 Approximations of π Leonhard Euler gave the following expression for π: Write a function which computes the first n terms of this series, and use it to confirm that the 50th digit in the decimal expansion for π is 0. 1.2.6 Advanced material Srinivasa Ramanujan was a self-taught Indian mathematician who had a remarkable affinity for numbers. He discovered many extraordinary series for π. For example, where k!! is the double factorial, given by k!! = k(k − 2)(k − 4)· · · 7 × 5 × 3 × 1 for odd k. Write a function to compute the nth partial sum of this series, using the Rational class, and confirm that the 50th digit of π is zero. How many terms in the series are necessary to find this digit? The current record for computation of decimal places of π is 62.8 trillion (6.28 · 1013) digits (established in August 2021). This was computed using a variation of the following infinite series given by Srinivasa Ramanujan in 1910: Write a function to compute the nth partial sum of this series using the Rational class. You will need to obtain an exact rational approximation to √2, perhaps using continued fractions. How many terms are required to obtain the 50th digit of π? Chapter 2 Root-finding 2.1 Tutorial One topic that is endlessly useful in computational mathematics is root-finding. That is, given a function f, to find the value(s) of x for which f(x) = 0. In simple cases the root can be found explicitly by algebra, but in general a numerical technique is needed. There are several different ways to approach this problem, and in this workshop we investigate three well-known ones — bisection, secant, and Newton. Since we will always be finding roots of functions, we will take this opportunity to review and extend our knowledge of Python functions. 2.1.1 Functions By now we are familiar with defining functions in Python, using the formulation def function_name(argument_1, argument_2, argument_3, ...): return value The point of using a function is that often a block of code is to be used repeatedly, with varying input parameters. Functions can help organise a large program coherently, and can aid in debugging. A function always returns something; if there is no return statement, the function returns None. 2.1.2 Default argument values It is possible to define a default value for one or more function arguments. For example, def test(a, b=1, c='True'): print(a, b, c) which will produce In [1]: test(4, 5, 6) 4 5 6 In [2]: test(3) 3 1 True Note that the function test can now be called with fewer arguments than it is defined to allow. Here the arguments can be thought of as mandatory (in the case of a), or optional (in the case of b and c). The optional arguments need not be given, but if they are, they are viewed in order: In [3]: test(4, 'False') 4 False True One important point is that the default value is evaluated only once. For example, the function def f(a, L=[]): L.append(a) return L will produce In [4]: print(f(1)); print(f(2)); print(f(3)) [1] [1, 2] [1, 2, 3] since the list L is not emptied each time the function is called. 2.1.3 Variable numbers of arguments Occasionally you might want to define a function which accepts different numbers of arguments. As a very simple example (and assuming that there is no better way to accomplish this), suppose we want a function to compute the mean of n numbers, where n may change. Python has a syntax to achieve this. def mean_of_n_numbers(*args): mean = 0 for i in args: mean += i return mean / len(args) We can call this function as: mean_of_n_numbers(1, 2, 3, 4), for example, or with any number of arguments. Inside the function, args is interpreted as a Python tuple. Similarly, the function can be called using numbers = [1, 2, 3, 4, 5] mean_of_n_numbers(*numbers) The * unpacks lists of variables into positional variables. Of course, this simple example could have been coded using only Python lists, but the *args syntax is a standard method to cope with arbitrary numbers of arguments. 2.1.4 Lambdas There is another mechanism for defining functions in Python, designed for relatively simple, one-line procedures. This alternative to def is called a lambda. As an example, the equivalent of the function def cube_plus_a(x, a): return x ** 3 + a is given by lambda x, a: x ** 3 + a. The lambda formulation does not give a name to the function, so they are often called anonymous functions. Lambdas are intended for function declarations which will typically be used once, and then forgotten. Their simplicity is manifested in the fact that they must be a single expression only. It is not straightforward to define exactly what is meant by a “single expression”, but it must be a statement which returns something. Assignment statements (such as x = 3) do not return anything, so cannot be used in a lambda. Lambdas do not offer anything that is not offered by def functions, apart from arguable simplicity, and so their use is largely down to personal preference. However, one natural place to use a lambda is when passing an arbitrary function to another function, such as a root-finder. Here is a function which does fixed-point iteration until two successive iterates differ by less than the user-supplied tolerance: def fixed_point_iteration(function, x_0, tol): x_old = x_0 x_new = function(x_0) while abs(x_new - x_old) > tol:

    x_old = x_new

    x_new = function(x_old)

    return x_new

    To call this function we might first define the function we wish to finds roots of:

    def my_function(x):

    return 1 / x + x / 2

    and then call the function with fixed_point_iteration(my_function, 1, 1e-10), to find a fixed point to within 10−10 with an initial guess of 1. However, if we want to repeatedly find roots of different functions, it will get tedious having to define a new function every time we want to call the rootfinder. Instead we can call it directly with a lambda as an argument: fixed_point_iteration(lambda x: 1 / x + x / 2, 1, 1e-10).

    2.2 Assignment

    2.2.1 Bisection method

    The bisection method was discussed in the lecture. Write a function bisect(f, left, right, tol) which takes four arguments: the function you want to find a root of, the left and right endpoints of the interval at the start, and the tolerance. The function should apply the bisection method until endpoints of the interval are within the given tolerance.

    Use lambda functions to call bisect with different input functions. Use it to solve the following to some reasonable tolerance:

    1. Find three values of x for which f(x) = x3 + 2×2 − x − 1 is zero.

    2. Find the cube root of 7.

    3. Find both solutions to tan−1 (x) = 3 − x2.

    4. Find all solutions to log(x4 ) = x3 − 1.

    For each of these you may want to first plot the function in order to select sensible initial estimates for the roots. Remember, for the bisection method you must supply initial guesses which bracket the root.

    Explain what happens when you try to apply bisection method to the function f(x) = 1/x, with initial guesses −2 and 3.

    Try to rewrite your function so that it uses a default tolerance of 10−6 if the user does not specify the tolerance, and check that this works.

    2.2.2 Secant method

    Write a secant method root-finding function,secant(f, x0, x1, tol), based on the material from the lecture. Check that it works by verifying the solutions to the problems above.

    The function g(x) = cos(πx) has roots at x = n + 1/2, n ∈ N. Why do the three function calls: secant(g, 0.1, 1,0.0001), secant(g, 0.1, 1.2, 0.0001) and secant(g, 0.1, 1.4, 0.0001) find three different roots?

    Practise the syntax for variable numbers of arguments by adapting the secant method program to accept an arbitrary number of coefficients of a polynomial.

    2.2.3 Newton’s method

    Write a Newton method root-finding function. Remember that for the Newton method you only need to give a single initial estimate, but you also need to supply the derivative. You can give both input function and its derivative as lambdas.

    1. Use Newton’s method to verify that the function h(x) = 4 tan−1 x has a root at x = 0.

    2. Try to find this root with a starting guess of x0 = 1, and then with an starting guess of x0 = 1.5. What goes wrong in the second case?

    3. Now consider the function h(x) = x2 − 2 (which clearly has a root at x = √2) with an initial guess of x0 = 0. What is the problem?

    2.2.4 Convergence

    Here we will investigate, briefly, the convergence properties of each root-finding method, by finding the cube root of 1/2 with increasing accuracy.

    1. For each method, alter your root-finding function to return a list (or better a “numpy array”) of all iterations, rather than the final one only.

    2. We shall solve f(x) = x3 − 1/2 = 0 to find sequences of approximations of the cube root of 1/2. Check that all three methods work, given sensible starting parameters.

    3. For each method, run the algorithm for a small value of the tolerance (10−15, say).

    4. Plot the exact error against the number of steps for the three methods on the same graph. You should find that the secant and Newton methods are markedly quicker than the bisection method. In particular, the bisection method should appear roughly linear on a semilogy plot, while the others are faster than linear. Explain these results and find a method to infer the rate of convergence of the secant and Newton methods from the data.

  • Describe briefly the organization,its purpose and its business. (Note:Some research may be necessary,at least 2 references, word limit for this question-250 words. 5 段topic1 (10 marks) 2. Organizational Structure

    KFD-Culture &Organizations

    Assessment 2-Individual Assignment:Case Study(80%)

    Instructions:

    a)Please cite your sources in APA citation format.

    b)Include in-text citations and a Reference List(APA Style). You are to provide between 4-5 references.

    c)Font type-Arial OR Times New Roman,size 12.

    d)You must double space the paper(with the exception of the Reference List).

    e)Ensure proper numbering of answers according to the questions.

    f)As this is an academic assignment,you should gather information from a variety of sources,eg.books,journals,newspapers,online articles,etc. Please ensure that published sources exceed online materials to meet reliability criterion.

    g)LMS submission (only PDF files will be accepted):Allowed plagiarism rate of ≤20% .

    h) DO NOT insert any headers or footers(including page numbers)in your assignment as the system will produce an error message.This will affect your plagiarism report and grades.

    i) Penalty for late submission: 1-4 days:5% deducted EACH DAY and more than 4 days:0marks

    i) Date of submission: Last lesson of CO

    PressTalk!

    One way to learn about Culture &Organizations is from the Press!

    Read the following News Article (reproduced in Appendix A):

    “Apple Customers Report Fraudulent iTunes Transactions” Source: TODAY(Wednesday,25July 2018)

    Answer the following questions:

    1. Organizational Purpose

    Describe briefly the organization,its purpose and its business.

    (Note:Some research may be necessary,at least 2 references,

    word limit for this question-250 words. 5 段topic1 (10 marks)

    2. Organizational Structure

    Based on Apple’s organizational structure in the figure in Appendix B:topic 8

    a.What form. of organizational structure has Apple adopted? (4 marks)

    b.Explain 2 advantages and 2 disadvantages of this structure for Apple. (16 marks)

    3.According to the article:

    a.Give 2 reasons why this incident could lead to a loss in profit or sales revenue for Apple. (10 marks)

    b.What specific lesson in organizational culture could be learnt from the way in which Apple responded to this incident?And in what way did it help Apple? (10 marks)

    4.Was Apple facing a structured or unstructured problem?Give 2 reasons for your answer. (5 marks)

    5.Give an example of a structured problem in Apple’s workplace. (5 marks)

    6.What kind of decision-making style. do you think would be LEAST APPROPRIATE for the situation Apple was in as reported in the article?(i.e.Directive,Analytical,Behavioural or Conceptual?). (10 marks)

    Give reason(s)for your answer(at least 2 references).

    7.Apply the first 5 Steps in the Rational Decision Process with elaboration for each step in the context of Apple’s problem. (20 marks)

    8. Identify 2 important leadership qualities of Apple’s President & CEO that are necessary for him to transform the organization to regain its position of strength in this industry.Explain why they are important. (10 marks)

    TOTAL MARKS 100 marks

  • R for Data Science – Hadley Wickham & Garrett Grolemund, 2017. Click here to access this freely available textbook. 2. Introduction to Data Cleaning with R – de Jong and van der Loo (Statistics Netherlands, 2013).

    BUAN 244: Business Analytics – Summer 2025 (CRN: 21275)

    As of 6/20/2025

    Recommended Texts

    1. R for Data Science – Hadley Wickham & Garrett Grolemund, 2017.

    Click here to access this freely available textbook.

    2. Introduction to Data Cleaning with R – de Jong and van der Loo

    (Statistics Netherlands, 2013). Click here to access this freely available manuscript.

    Software This course will use R, R Studio, and Tableau. Installation guides will be provided.

    Course Description

    This course introduces data visualization, emphasizing how data should be explored to reveal unexpected patterns, trends, and anomalies. Information will be leveraged to generate information for business problems, develop new perspectives, and provide actionable insights for business decision-makers. An exploration of data sources, cleaning and transformations, and storage will be conducted. (ETL) Using visualization techniques, stored data sets can be prepared to provide insights, answer questions of interest, and assist in enabling value-delivering actions. The course will include implementing data analysis and visualization through hands-on programming using R and Tableau. Even though the software will be used extensively, this is not a software training course. The focus is on understanding the underlying methodology and best practices for data management, exploratory and descriptive analyses, and developing techniques for creating stories for the domains of interest.

    Course Learning Goals

    Upon completion of this course, students will:

    A. Gain hands-on experience with business analytics software.

    B. Criteria: R and Tableau Projects, Proficiencies Evaluations, and Integrative Evaluation

    C. Be able to apply the skills from this class in your future career.

    D. Integrated evaluations will be performed via assigned data sets.

    During this course, students will learn:

    A. Extract, transform, and load (ETL) data using a platform. (e.g., R).

    B. Create interactive dashboards via a platform. (e.g., Tableau) that can be used for business decision-making.

    C. Gain hands-on experience with business analytics software.

    D. Critical thinking skills in the usage of data visualizations in a business context.

    Course Schedule

    **** Please note that content and class schedule are subject to change at the course instructor’s discretion. Any changes will be announced during class and posted to the Coursesite in the Course Information Section.

    Assignment Due Dates

    • Homework #1 (7/10)

    • Homework #2 (7/15)

    • Homework #3 (7/17)

    • R Practical Exam (7/22)

    • Homework #4 (7/31)

    • Homework #5 (8/5)

    • Homework #6 (8/5)

    • Final Project (8/7)

    • Final Exam (8/9) (8:00 ~ 11:00 am)

    Note: All Activities are to be completed independently; please see the course and GenAI policies below

    Course Policies for Submissions

    My late submission policy allows you to submit the assignment two days past the due date. A point deduction will apply for late submissions. After three days, the submission box will be closed, and missing assignments will receive a score of 0. Any variances, accommodations, or extension requests must be approved one day before the due date. No accommodations or extensions will be granted after this time. If you have any questions about an exam or assignment grade, you must raise them within three days of posting the grade; after four days, all grades are considered final, and no further discussion will be entertained.

    Course Evaluative Criteria

    Note: The Activities* and Points* are subject to change without prior notice.

    Course Activities

    Participation and Homework Assignment: [~55%]

    A) Worksheets – Participation:

    In-class activities demonstrate student knowledge and critical thinking skills related to the course content. Five worksheets are to be completed as an in-class assignment. There are no make-ups for these assignments.

    B) Homework Assignments:

    Students will complete six homework assignments to reinforce their understanding of various concepts and tools related to the course content. Details will be provided with each assignment.

    C) Semester Project:

    The objectives of the assignment are to assess your ability to (1) apply Tableau skills covered in class to analyze a new dataset and (2) perform. independent research to fill in gaps in the analysis to answer real-life business questions.

    More details will be provided when the project is assigned. Due Date (8/7)

    Exams: [~45%]

    D) The R Practical Exam will consist of a visualization theory evaluation (14 points) and an R coding assignment completed in class (16 points).

    E) The final Tableau Practical Exam will be given during the course’s scheduled final examination period. Your analytic and visualization skills will be evaluated via Ad Hoc Analytics requests.

    Make-up exams: Make-up exams will generally not be given. Exceptions are granted at the instructor’s discretion and typically reserved for extreme circumstances, such as documented hospitalization or an excused absence note from the Dean of Students’ office recommending the privilege. If a student can take a make-up exam, the instructor may substitute an alternate exam with different content. Students may find the make-up exam content more challenging than the original. Therefore, it is in a student’s best interest to attend each exam at the scheduled time and take it with the rest of the class.

    Exam format: Exams will be “Open Book,” but you may only use the materials from this class (BUAN 244) available on the Course Site. Sharing information or utilizing other collaborative resources (e.g., message boards, email, text messages) will violate Academic Integrity. AI tools may not be used to complete the R Practical Exam or the Final-Tableau Practical Exam.

    Course Grading Scale

    The following conversion table will be used to assign letter grades at the end of the semester.

  • For each of the search algorithms below, indicate the largest number of nodes that may possibly be expanded, not counting the goal state. Assume all algorithms conduct the goal test upon popping a node from the frontier. (Your answer may be ∞ .)

    Midterm Practice Exam

    Spring 2024

    1. Consider the directed search graph shown below. S is the start state and G is the goal state. Transition costs are shown along the graph edges. Note that the transition between C and D is bidirectional.

    (a) For each of the search algorithms below, indicate the largest number of nodes that may possibly be expanded, not counting the goal state. Assume all algorithms conduct the goal test upon popping a node from the frontier. (Your answer may be ∞ .)

    Depth-first search with no reached table

    Depth-first search with reached table

    Breadth-first search with reached table

    (b) Suppose we run uniform-cost search on this search graph. List the order in which nodes are expanded (do not count the goal state) and give the final solution returned.

    Expanded nodes

    Returned solution

    (c) Suppose we currently have a heuristic function h(n) = 0 for all nodes n. Propose a change to the heuristic of a single node (indicate both node and heuristic value), such that h remains admissible and A* may expand fewer nodes than UCS. Also write out this shorter sequence of expanded nodes.

    New heuristic h(n) = x

    Expanded nodes

    2. The graph below represents a particular constraint satisfaction problem. Nodes represent variables and directed edges indicate the presence of at least one unidirectional binary constraint between the two adjacent variables. There are no higher-order constraints.

    (a) For this part only, suppose the domains of the variables X and Y are all real numbers R. There are two implicit constraints between them: X2 – Y = 0 and 3X – Y = 2. Rewrite these two implicit constraints as one explicit constraint.

    (b) After making sure that the CSP is fully arc-consistent, we select A as the first variable to assign and then perform arc consistency again. At minimum which arcs must be checked? Which variables’ domains, if any, may be modified if no other arcs are checked?

    (c) Suppose again that we are starting with an arc-consistent CSP and that we assign A as our first variable. When we perform. arc consistency again, what are all the arcs that may be checked in the worst or maximum case? Which variables’ domains, if any, may be modified in this situation?

    3. In this problem you will investigate the minimax tree shown below. The root node is MIN, it has three MAX children nodes, and each leads to four possible terminal nodes with utilities shown in the boxes.

    (a) Suppose we perform alpha-beta search, processing all nodes from left to right. Place an X in the boxes of all pruned branches (leave them all blank if no branches are pruned). Fill in the MIN and MAX nodes with their final values when the search concludes.

    (b) What are the values of α and β at the root node when the search concludes? Assume that all updates to these two parameters occur before a node returns its value. Briefly explain whether these values depend on the results of pruning during search.

    (c) Suppose that all MAX nodes are replaced with chance nodes. Each of the three chance nodes has the same set of probabilities leading to its four terminal node successors. Come up with a set of values for these probabilities such that the optimal action at the root is different from that of the original game tree.

    4. The partial game tree below was discussed in class on the topic of Monte Carlo tree search. Each node shows the win rate N/w: number of playout wins / total number of playouts from that node’s parent. The leaf node labeled 0/0 was just expanded in the middle of a MCTS iteration.

    (a) Suppose that a rollout is performed and the player corresponding to the orange nodes (second and fourth layers) wins. Give the new win rates of all nodes that are updated in order from leaf to root (either the w or N values or both).

    (b) Using the new win rates and the exploration parameter α = 1, compute the UCT values of each of the nodes in the second layer of the tree (immediate children of the root node). Which of these three nodes is traversed by the selection policy in the next MCTS iteration?

    (c) Find an algebraic equation that, when solved, would yield the minimum value of α for which a different child node of the root would be selected.

    5. Consider the gridworld shown below, in which each cell corresponds to a state. From the states labeled a, b, and c, an agent may take one of actions “Up”, “Down”, “Left”, or “Right”. A transition that would move the agent outside the gridworld or into a shaded cell will instead have the agent staying in its original cell. The top and right cells are terminal states with no actions, and the agent receives the reward shown upon entering each one. All other transitions incur a living reward r.

    (a) Consider state a, and assume that all transitions are deterministic. Let γ = 0.8. For each of the living reward scenarios in the table below, what are the (optimal) value and an optimal action at a?

    r = -1

    V* (a) =

    π * (a) =

    r = 3

    V* (a) =

    π * (a) =

    (b) The transition function has become stochastic, but we do not know what it is. So we turn to reinforcement learning. We wish to learn the values for a fixed policy π using first-visit Monte Carlo by running n episodes, all starting in state a. We observe that each episode ends in a terminal state after exactly three transitions; half of them in end the 10 state and half of them end in the 4 state. We still observe a living reward of r for all other transitions. What is Vπ (a) as estimated by Monte Carlo prediction if r = -1 and γ = 0.5?

    (c) Now suppose that we turn to Q-learning to learn state-action values. Currently, the maximum Q value in each state is the one for action “Up” . We take action “Right” from state a, end up in state b, and observe reward r. Looking forward one step, the agent subsequently takes action “Down” from b. Write down the form of the Q value update that takes place after the first transition. Clearly indicate the specific Q value(s) that appear in the update. Leave r , γ, and α in your expression, if they appear.

  • Explain how the findings from your DPI Project influence practice change or the nursing profession overall.

    Explain how the findings from your DPI Project influence practice change or the nursing profession overall. What questions do you anticipate members of the audience having about your findings?

  • Briefly describe the data shown in the table as if it were your oral defense. What aspects of the descriptive date must be clear to ensure there are no gaps for the audience?

    Review the data from the descriptive table(s) from your DPI Project Manuscript that are related to the sample population. Briefly describe the data shown in the table as if it were your oral defense. What aspects of the descriptive date must be clear to ensure there are no gaps for the audience?

  • Using the Search Strategy Handout you downloaded, develop and post a search strategy you will use for finding the evidence based information needed for your annotated bibliography. Inc

    Now that you are done developing your Learning Contract, the next step is to start thinking about an evidence based search strategy for your review of the literature and development of your annotated bibliography as this assignment is the first to be submitted during the Capstone (due in the early part of the semester).

    Using the Search Strategy Handout you downloaded, develop and post a search strategy you will use for finding the evidence based information needed for your annotated bibliography. Include in your post:

    What is the thesis statement or research question you are researching. Use the description of the annotated bibliography strategy/measure. You may also want to expand on this by saying something about your goal.
    Identify and list at least 3 key terms.
    Make a list of at least 10 synonyms for the three key words listed.

  • Explain how the findings from your DPI Project influence practice change or the nursing profession overall

    Explain how the findings from your DPI Project influence practice change or the nursing profession overall. What questions do you anticipate members of the audience having about your findings?

  • You will select 1 of the 5 topics for your IP. Note that you will use 1 of the remaining 2 for your DB selection. The IP may not be the same topic as the DB topic you select. You c

    In Week 2, you will be provided with five topics involving mental health and law enforcement. You will have two assignments, a Discussion Board (DB) and an Individual Project (IP).

    You will select 1 of the 5 topics for your IP. Note that you will use 1 of the remaining 2 for your DB selection. The IP may not be the same topic as the DB topic you select. You can select the topics for either assignment in any order (i.e., the topic for the IP may be selected first or the DB topic may be selected first, as long as they are not the same topics for the assignments).

    Selecting 1 of the 5 topics, you will be required to submit a 600–850 word minimum for your IP. Your paper should be an analytical essay, a persuasive/argumentative essay, or a reflective essay. Please ensure that your references are formatted in APA format and that each reference is cited at least one time in the text of your paper in proper APA citation format. The word count for your paper will not include the references or the title page. You are encouraged to do research on the topic for other sources.

    The following topics come from the reading assignments for this week and are all located in the AIU online Library:

    Topic 1: Exploring How Administrative Police Culture, Relational Police Culture, Threat to Job Security and Public Stigma Impact Law Enforcement Officers’ Attitudes and Perceptions of Seeking Mental Health Services and Create Barriers

    Coyt, H. M. (2020). Exploring how administrative police culture, relational police culture, threat to job security and public stigma impact law enforcement officers’ attitudes and perceptions of seeking mental health services and create barriers. https://aiuniv.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/exploring-how-administrative-police-culture/docview/2478769334/se-2?accountid=144459

    Topic 2: Suicide Exposure in Law Enforcement Officers

    Cerel, J., Jones, B., Brown, M., Weisenhorn, D. A., & Patel, K. (2019). Suicide exposure in law enforcement officers. Suicide and Life-Threatening Behavior, 49(5), 1281–1289. https://doi.org/10.1111/sltb.12516

    Topic 3: Investigating Barriers to Mental Health Care in Law Enforcement Officers

    Johnson, S. F. (2016). Investigating barriers to mental health care in law enforcement officers [Dissertation, East Tennessee State University]. https://aiuniv.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/investigating-barriers-mental-health-care-law/docview/2021116159/se-2?accountid=144459

    Topic 4: Stigmatizing Attitudes Toward Police Officers Seeking Psychological Services

    Wheeler, C., Fisher, A., Jamiel, A., Lynn, T. J., & Hill, W. T. (2018). Stigmatizing attitudes toward police officers seeking psychological services. Journal of Police and Criminal Psychology, 36, 1–7. https://doi.org/10.1007/s11896-018-9293-x

    Topic 5: Improving Police Interventions During Mental Health-Related Encounters: Past, Present and Future

    Wood, J. D., & Watson, A. C. (2017). Improving police interventions during mental health-related encounters: Past, present and future. Policing and Society, 27, 289–299. https://doi.org/10.1080/10439463.2016.1219734

    Please submit your assignment.

    For assistance with your assignment, please use your text, Web resources, and all course materials.

    The following grading rubric will be used for this assignment: Grading Criteria.

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    Resave in the proper format per the Assignment Detail instructions and resubmit.
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  • You are a criminal intelligence analyst in a major crimes unit. Your unit handles some of the most horrendous crimes that occur in your jurisdiction. Recently, a case involving extreme violence resulting in deaths and sexual assaults has been opened, and it appears to be the work o

    Unit 2 – Discussion Board (75 points)
    Due: Tue, Jul 8 |
    Description
    In your own words, answer this unit’s discussion questions in a main post (recommended minimum 300 words), and respond to at least 2 peers’ postings (recommended minimum 75 words).

    After you have reviewed the Assignment Details below, click the Launch Discussion Board link under the Assignments tab for this unit to open the Discussion Board and make your post.

    Use these videos for help on how to post to the Discussion Board:

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    Assignment Details

    You are a criminal intelligence analyst in a major crimes unit. Your unit handles some of the most horrendous crimes that occur in your jurisdiction. Recently, a case involving extreme violence resulting in deaths and sexual assaults has been opened, and it appears to be the work of a serial killer and rapist. Some of the crimes are so horrible that the detectives have come to you because they feel like the offender must be insane. In a discussion, most are concerned that even though the offender has committed these horrible crimes, he will not end up going to jail because he is insane.

    The Major Crimes Commander knows that you have recently taken legal training on insanity versus competency and feels that you would best be able to speak to their unit and explain the differences between legal insanity and clinical insanity (based on the psychopathology of the suspect).

    Focus your discussion on the following:

    Describe 2 different scenarios in which one offender’s actions indicate that they are clinically insane and that they demonstrated that they are legally insane as well and not competent to stand trial.
    In the second scenario, the offender’s actions clearly indicate that they are clinically insane, but actions during and following the crime appear to indicate that they are legally sane and competent to stand trial.
    Review the main postings of others in the class, and respond to a minimum of 2 different classmates’ postings with your viewpoint on the offender’s legal competency to stand trial.
    Do you believe the findings of your classmates on their scenarios? Why or why not?
    Discussion Board Reminders:

    Must have three posts: A Main Post and two replies to peers.
    First post: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.
    Second and third post: Must be posted on a different day from the first post.
    Connect to Content: At least one post must refer to course learning materials. See the Academic Resource on Discussion Boards for help with connecting to the content.
    Engaging in Class Discussions: For more information on making the most of your class dialog, review the Academic Resource on Discussion Boards.
    Grading Rubric

    Assignment Criteria

    Proficient Descriptor

    Points
    Quality of Main Post
    Student’s main post meets or exceeds the following requirements:
    Responds completely to all of parts of discussion question (7 points)
    Communicates content information accurately and/or logically (6 points)
    Delivers a thoughtful response, demonstrating insights and reflections (6 points)
    Connects to both key content concepts and personal experiences (6 points)
    /38 pts.
    Response to Peers
    Responds to a minimum of 2 peers (10 points per response)
    Substantive response (5 points)
    Furthers the conversation with peers. Examples could include the following (5 points):
    Provides additional resources
    Connects to key concepts
    Shares personal or professional experiences
    Contributes new information or perspective
    Presents a competing viewpoint
    /30 pts.
    Support from Learning Resources
    At least one post refers to course learning resources. /3 pts.
    Professional Writing
    Response is well-organized, clear, and free of grammatical and mechanical errors.

    Posts demonstrate courtesy and respect for others.
    /4 pts.
    Total /75 pts.
    Instructor’s Comments
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