INFO1105_Data structure_2012 Semester 2_info1105 2012 handwritten notes w09

Review Test Submission: Quiz 2∙Question 11 out of 1 pointsGiven the following recursive function:public static int grobognocci(int num) {if (num == 1 || num == 2)return 1;if (num % 2 == 0)return grobognocci(num-1)+grobognocci(num/2);elsereturn 2*grobognocci(num-1)+grobognocci(num-2);}How many times is this function going to be executed in order tocompute grobognocci(5)?Note: count all function calls, including the first one. For example, in order tocompute grobognocci (1), the function will be executed once.AnswerSelected Answer: b.9Correct Answer: b.9∙Question 21 out of 1 pointsConsider the following binary tree.We perform a postorder traversal of the tree that prints out the element stored ineach node when the node is visited. What is the correct output?AnswerSelected Answer:14 9 4 20 3 7 10Correct Answer:14 9 4 20 3 7 10∙Question 31 out of 1 pointsWhat are the queue contents (starting from the front element) after the followingseries of operations? enqueue(8)enqueue(9)front()enqueue(1)front()enqueue(2)front()dequeue()enqueue(3)front()AnswerSelected Answer:9 1 2 3Correct Answer:9 1 2 3∙Question 41 out of 1 pointsAn initially empty stack S has performed a total of 25 push operations, 12 topoperations, and 10 pop operations, 5 of which generated EmptyStackExceptions,which were caught and ignored. What is the current size of S?AnswerSelected Answer:20Correct Answer:20∙Question 51 out of 1 pointsWhat is the output of the following series of queue operations?enqueue(8)enqueue(9)x=front()print xenqueue(1)x=front()print xenqueue(2)x=front()print xx=dequeue()print xenqueue(3)x=front()print xAnswerSelected Answer:8 8 8 8 9Correct Answer:8 8 8 8 9∙Question 61 out of 1 pointsWhat is the simplest big-Oh characterisation for the following function of n?4n + (2n + 2)(log n + 4) + 3n + 1AnswerSelected Answer:O(n log n)Correct Answer:O(n log n)∙Question 71 out of 1 pointsWhat is the output of the following series of stack operations?push(5);push(3);x = pop();print x;push(2)push(8)push(9)x=pop()print xx=pop()print xx=pop()print xAnswerSelected Answer:3 9 8 2Correct Answer:3 9 8 2∙Question 80 out of 1 pointsWhat are the stack contents (starting from the top element) after the following seriesof operations?push(8)push(9)push(5)pop()push(1)peek()peek()push(4)peek()pop()pop()AnswerSelected Answer:8 9Correct Answer:9 8∙Question 90 out of 1 pointsGiven the following recursive function:public static int fac(int num) {if (num == 1)return 1;elsereturn num*fac(num-1);}How many times is this function going to be executed in order to computefac(5)?Note: count all function calls, including the first one. For example, in order tocompute fac(1), the function will be executed once.AnswerSelected Answer: c.4Correct Answer: b.5∙Question 101 out of 1 pointsIs the following recursion correct?public static int factorial(int n) {if (n == 0)return 1;return n*factorial(n-1);}AnswerSelected Answer: c.Yes Correct Answer: c.Yes。

2009-0907 Stevie in Trouble2009-0915 Georgia & Francesca in My Eden 2009-1016 Katrina in Watch me Cum Ⅱ2009-1023 Carla in The Girl In My Shower 2009-1114 Kat in Back in Black2009-1120 Kat in Translucence2009-1208 Kat in 1969 The2009-1218 Lilly in Angels Lips2010-0104 lilly in Sweet Dreams2010-0129 Carlie in I Saw an Angel2010-0212 Megan in The Morning Bath 2010-0217 Carlie in She Cums in Colors 2010-0226 Megan in Bedtime Beauty 2010-0317 Megan in Dreaming of You 2010-0322 Carlie in Big Toy Orgasm2010-0326 Carlie in Beautiful Blowjob2010-0405 Capri in The Day We Met2010-0409 Francesca in Sunset in Malibu2010-0412 Francesca & Capri in Just the Two of Us 2010-0416 Carlie in Misty Morning2010-0423 Francesca in Angelic2010-0426 Leila in Sex with Passion2010-0503 Reina & Patsy in Girls Night2010-0507 Carlie & Leila in Stawberries and Wine 2010-0512 Capri & Francesca in Malibu Daze2010-0517 Francesca & Breanne in Girls with Glasses 2010-0528 Carlie & Leila in Intimo2010-0618 Mina in Beauty and The Beast2010-0625 Mina in Minas Fantasy2010-0707 Katka in Cum Like Crazy2010-0714 Silvie in Morning to Remember 2010-0721 Susie in Cream Dream2010-0728 Monique in Playtime for Pussy 2010-0804 Katka in Sweet Surprise2010-0811 Monique in Love to Fuck2010-0818 Kristen in Pink on the Inside2010-0825 Kristen in Girl Next Door2010-0901 Sasha D in Between the Sheets 2010-0910 Francesca in Could Have Loved You 2010-0917 Carlie in Sunset2010-0920 Eufrat in Waking up in a Dream 2010-0927 Carlie in Cum Closer2010-1006 Tori in Torrid Love2010-1013 Star in Sex on a Summer Afternoon 2010-1020 Tori in The Endless Orgasm2010-1027 Francesca in Flesh for Fantasy2010-1105 Jennifer in Naughty Angel2010-1112 Francesca & Emma in Daddy's Office 2010-1117 Ruby in Summer Love2010-1122 Jennifer & Ruby in Wet and Wild2010-1126 Emma in Private Tutor2010-1203 Emma in Pink Like Sugar2010-1210 Eufrat in After Party2010-1217 Caprice in Hot Bath2010-1222 Leila in Sex on the Beach2010-1225 Francesca in Caribbean Christmas2010-1229 Tiffany in Teenagers in Love2011-0105 Gigi R & Hayden in Play Time2011-0112 Francesca & Caprice in Double the Pleasure 2011-0119 Gigi R in My Girlfriend is Back2011-0121 Leila & Caprice in Tropical Fantasy2011-0128 Tiffany in Seaside Fantasy2011-0202 Faye & Leila in Awesome Threesome 2011-0211 Faye in Prelude to an Orgy2011-0216 Mary in Show You My Love2011-0223 Tiffany in Sex with a Supermodel2011-0225 Katka & Mikah in Tenderness2011-0302 Caprice in One Fine Day2011-0307 Caprice & Tiffany in Just Us Girls2011-0309 Tiffany in Mutual Orgasm2011-0316 Francesca & Caprice in Midnight Experience 2011-0323 Tatiana in The Voyeur2011-0325 Leila in Naked in the Hot Sun2011-0330 Caprice in Winter Blues2011-0404 Hayden in Pink and Tight2011-0406 Katka & Mikah in My Best Friend's Boyfriend2011-0408 Mary in Stolen Moment2011-0411 Tiffany in Absolutely Gorgeous2011-0413 Caprice in Deep Inside2011-0418 Faye & Tiffany in After Sunset2011-0422 Sam & Marie in The Ultimate Blowjob2011-0425 Marie in The Art of Anal Sex2011-0429 Victoria in More Than Just Friends2011-0504 Caprice in Solitude2011-0506 Katka in Two Into One2011-0511 Francesca & Leila in The Wetter the Better2011-0518 Victoria & Melanie in Every Man's Desire2011-0523 Leila in Blue Dream2011-0527 Mia in Love, Sex and Happiness2011-0530 Francesca , Caprice & Tiffany in Three in the Morning2011-0603 Mary in Pure Passion2011-0610 Katherine in Just for You2011-0620 Tatiana in The Voyeur Part 22011-0624 Caprice in Fucking Perfection2011-0629 Marie in Sexy Dance2011-0704 Silvie & Erica in Girlfriends2011-0706 Silvie in Just Married2011-0711 Gabriella in Siempre en mi Corazon 2011-0715 Caprice & Sunshine in The Spanish Garden 2011-0720 Silvie in The Perfect Lovers2011-0722 Caprice & Gabriella in Come to Me2011-0727 Erica & Stacy in Her First Threesome 2011-0801 Silvie in Self Pleasure2011-0805 Stacy in Poolside Romp2011-0808 Mary in If Only It Were You2011-0819 Annemarie in More Than Ever 2011-0824 Erica in Double DP Pleasure2011-0826 Karina in Love to Love You2011-0831 Malena & Elle in Hot Sauna2011-0905 Malena in Delicious2011-0912 Gabriella in My First Time2011-0915 Maryjane & Presley in The Foursome 2011-0919 Caprice in Backdoor Lover2011-0923 Elle in Red Hot Summer2011-0928 Veronica in The Dorm2011-0930 Carmen in Cristalina2011-1005 Veronica in Wet Orgasm2011-1010 Caprice & Erica in Morning Lovers 2011-1014 Carmen in Late Night2011-1021 Erica & Sunshine in Holiday in Spain2011-1028 Tabitha in Stay with Me2011-1102 Abby in The Rich Girl - Part One2011-1109 Eufrat in My Love2011-1114 Gabriella,Anneli,Veronika & Samantha in Girls Night Out 2011-1116 Abby in The Rich Girl - Part Two2011-1121 Kitty in After Hours2011-1128 Angie in VIP Lounge2011-1202 Connie in X-Art on TV2011-1209 Caprice in Tropical Vibe2011-1212 Carla in Happy Ending2011-1219 Anneli in Dream Girl2011-1222 Angel in Journey to the East2011-1226 Leila & Carmen in Christmas Vacation2011-1230 Connie in Lovers in Paradise2012-0104 Angel in Seaside Romp2012-0109 Carmen in Poolside Striptease2012-0113 Leila & Anneli in Menage a Trois 2012-0118 Leila in Morning Fantasy2012-0123 Silvie in Centerfold2012-0125 Veronika in Coming Home2012-0130 Caprice in One & Only Caprice2012-0201 Leila in Last Night2012-0206 Eufrat & Silvie in Strip Poker2012-0208 Connie in True Love2012-0213 Carmen in An Afternoon to Remember 2012-0217 Veronika in Introducing Veronika 2012-0220 Angel in Afternoon Delight2012-0224 Carla in Intimate2012-0229 Tiffany in Like the First Time2012-0305 Carla & Abby in Blonde Ambition2012-0307 Tiffany & Brooklyn in Heavenly Brunettes 2012-0312 Tiffany in California Dreams2012-0314 Eufrat in Time to Go2012-0319 Ivy in Lunchtime Fantasy2012-0321 Brooklyn in Evening at Home2012-0326 Carmen in Paradise Found2012-0328 Tiffany & Abby in Perfect Girls2012-0401 Introducing Kaylee2012-0404 Brooklyn in Evening at Home Part 2 2012-0409 Silvie in Wild at Heart2012-0411 Abby & Carla in Roommates2012-0416 Grace in Breakfast in Bed2012-0418 Kristen & Ivy in Lovely Lovers2012-0422 Erica in Slow Motion2012-0428 Ivy in Heaven Sent2012-0430 Angel in Little Lover2012-0502 Abby in One Night Stand2012-0508 Linsay in Pretty Back Door Baby 2012-0511 Diana in Introducing Diana2012-0513 Hayden & Kiera in Silver Bullets 2012-0516 Connie in Romantic Memories2012-0521 Avril L A Love2012-0523 Stefanie in Like a Dove2012-0529 Kaylee in Teenage Dream2012-0601 Grace & Samantha in Sneak n Peek 2012-0604 Bree in On My Own2012-0606 Avril in Young & Hot2012-0611 Stefanie & Suzie C in Sapphic Experien2012-0615 Caprice & Angel in Girls Night2012-0620 Grace in Foot Fetish2012-0622 Avril in Strawberry Blonde2012-0625 Kristen in Happy Couple2012-0627 Leila in Yoga in the Sky2012-0702 Silvie & Ariel in Good Vibrations 2012-0704 Addison in Positively In Love2012-0706 Hayden H & Bree in Sunday Afternoon 2012-0709 Grace in Grace Angelic2012-0711 Grace in Pure Grace2012-0713 Susie & Angie in Dream Come Ture 2012-0716 Hayden H in Pink Orgasm2012-0718 Maya in Backstage2012-0720 Ivy in Wet Dream2012-0725 Gianna in Morning Tryst2012-0727 Kiera & Avril in Come To My Window2012-0730 Silvie in Transcendence2012-0801 Eufrat & Grace in Casual Affair2012-0802 Mary in White Hot2012-0803 Jessie in Farewell2012-0806 Leila & Kaylee in Close to the Edge2012-0810 Susie in Inspiration2012-0813 Jessie & Anais in Coucher Avec une Autre Fille 2012-0815 Addison in Being Me2012-0817 Caprice & Anneli in Threes Company2012-0819 Ivy in This Side of Paradise2012-0821 Abby in Private Time2012-0824 Silvie in Unbelievably Beautiful2012-0827 Jessie in Starting Over2012-0829 Mary & Ariel in Perfect Together2012-0903 Leila and Ivy in Side by Side2012-0905 Kaylee in First Love2012-0907 Jessie in House of the Rising Sun2012-0909 Cindy in Morning Memories2012-0911 Silvie in Classic Beauty2012-0914 Grace in Amazing Grace2012-0917 Silvie & Kaylee in Underwater Lover 2012-0919 Gianna in Black Lace Bliss2012-0921 Kristen in Bed2012-0924 Leila in Three for the Show2012-0926 Grace, Linsay & Nastia in Russian Invasion 2012-0928 Maya in Photo Fantasy2012-1001 Anneli in Miss Perfect2012-1005 Silvie & Grace in Wild Things2012-1010 Jasmine in Dangerous Game2012-1012 Ariel in Red Hot2012-1015 Diana in Daydream2012-1017 Baby in Young Passion2012-1019 Mira in Flexible Beauty2012-1021 Baby in A Day to Remember 2012-1026 Mira in Poolside Passion2012-1029 Gianna in Ibiza Love2012-1031 Caprice & Ivana in Casual Sex 2012-1102 Kaylee in Still With Me2012-1107 Ivy in Soul Mates2012-1110 Susie in Vacation Fantasy2012-1113 Ivy in Lovers Quarrel2012-1115 Susie & Kaylee in Finding Elysium 2012-1117 Beatrice in Formidable Beauty 2012-1120 Baby in By Myself2012-1122 Addison in Tarde Espanola2012-1124 Connie in Heart & Soul2012-1127 Gianna in Prelude to Passion2012-1128 Angelica in Introducing Angelica 2012-1130 Anneli & Baby in Loving Angels 2012-1202 Angelica in Inside Perfection2012-1204 Beatrice in Cum With Me2012-1205 Kaylee in Waterfall Emotions2012-1207 Addison in Unforgettable View Part I 2012-1209 Susie & Baby in Then They Were Three 2012-1211 Ivana in Miss Me Not2012-1213 Addison in Unforgettable View Part II 2012-1215 Baby & Mira in Lipstick Lesbians 2012-1218 Gianna in A Love Story2012-1221 Baby in Sent From Heaven2012-1225 Angelica in Naughty & Nice2012-1228 Baby in Together Again2012-1231 Angie in Morning Desires2013-0104 Clover in Sweetest Dreams2013-0107 Ivy in Spur of the Moment2013-0111 Susie & Clover in Warm Inside 2013-0115 Baby in Want You2013-0118 Mira in Yoga Master & Student 2013-0123 Angelica in A Little Rain Must Fall 2013-0127 Mary in Afternoon Solo2013-0130 Kristen in Working Out Together 2013-0202 Addison & Gianna in Seeing Double 2013-0205 Eufrat & Angelica in Deep Longing 2013-0207 Connie in Sacred Romance2013-0215 Mary & Anneli in Afternoon Picnic 2013-0216 Kaylee in Apartment in Madrid 2013-0219 Lisa in Invisible2013-0222 Lia in Black & White2013-0224 Lexi in Ready For Bed2013-0226 Tiffany F in Tuesday Morning 2013-0303 kaylee Mad Passion2013-0305 Beatrice Two Boys and a Girl 2013-0306 Mia M Red Satin2013-0308 Angelica Spilled Milk2013-0312 Mia M Jumping on the Bed2013-0313 Bunny Another Night2013-0315 Kiera Late for Work2013-0318 Lexi In Love With Lexi2013-0320 Addison Circles of Bliss2013-0322 Caprice Clover Enchanting Real Orgasms 2013-0324 Baby Afternoon Snack2013-0326 angie miss you2013-0328 Angelica Out Of This World2013-0329 Kaylee I Love X-Art2013-0402 Alice Featherlight2013-0405 Lexi And Mia M Pretty Babies2013-0407 Gianna Apartment Number Four2013-0410 Jessica Aspirations2013-0411 Baby Everlasting Friendship2013-0413 Bunny Bottoms Up2013-0415 Alice Old Enough To Know Better 2013-0417 Presley Rose Petals2013-0419 Bunny And Scarlet Fashion Models2013-0423 Leila Caprice And Angelica The Sleepover 2013-0425 angelica getting down2013-0427 Anneli And Jessica Technicolor Dreams 2013-0429 Silvie The Siren2013-0430 Capri Green Eyes2013-0503 sandra simply beautiful2013-0505 Veronica The Young And The Restless 2013-0507 kaylee clover sapphic waltz2013-0509 Bunny Bunny Love2013-0510 Baby Names2013-0512 Scarlet Secret Weapon2013-0514 Lia Falling For You2013-0516 Lexi And Mia M Truth Or Dare2013-0518 Kaylee And Baby Together At Last 2013-0521 Avril L A Love2013-0522 Kiera Snow White And The Prince2013-0524 capri kiera scarlet chad jay happy birthday capri 2013-0525 Caprice Marry Me Caprice2013-0527 Susie And Ivy A Wonderful World2013-0530 Elle And Mia M Elle Hearts Girls2013-0601 Barbie Rolling In The Sheets2013-0602 lorena lorena only2013-0604 Good Morning Baby2013-0607 Bunny And Alice Bad Girls2013-0608 Presley Back To Bed2013-0610 Clover Intimate Experience2013-0612 Silvie Meet Me In Madrid2013-0614 Connie Play Me2013-0615 leila what a girl wants2013-0618 izzy ready or not2013-0620 izzy caprice girls who like girls2013-0622 jessica model couple2013-0624 capri ana only girls2013-0626 Angelica Dreams Do Come True2013-0628 Mia Malkova Oh Mia2013-0630 Silvie And Lorena Through The Looking Glass 2013-0702 Suzie C Alone In My Room2013-0704 Caprice Newlyweds2013-0705 Carrie Stay For A While2013-0706 kaylee going strong2013-0708 baby yeah baby2013-0710 Kaylee Dark Desires2013-0711 ana hot chocolate2013-0713 baby gianna pool party for three2013-0715 Caprice wonder waltz2013-0717 Janie Without Words2013-0719 Caprice And Lisa Czech Beauties2013-0721 Leony Up Close And Personal2013-0723 Mila K Introducing Mila2013-0725 Jessica Make Me Feel Beautiful2013-0727 Silvie Burning Silvie2013-0729 Anneli And Clover Clean And Wet2013-0731 Kaylee Made For Each Other2013-0802 Scarlet And Jenna This Really Happened 2013-0805 Baby New Romance2013-0807 Mila K Girl In A Room2013-0809 Kaylee And Angelica So Close Together2013-0811 Kiki Introducing Kiki2013-0813 Amelie Charlotte And Chloe Lynn Triple Threat 2013-0815 Jericha Malibu Moments II2013-0816 Angelica Sneaking In2013-0818 Scarlet Raw Passion2013-0820 Tina I Love James Deen2013-0822 Jamie And Carrie Spontaneous2013-0824 Natalie Alone Is A Dream Left Behind 2013-0826 Jenna We Love Ourselves2013-0828 Jennifer And Cassie Girly Girls 2013-0830 Angelica She Bad2013-0901 Sweetie Wake Me Up Like This 2013-0903 Amelie Malibu Moments Two2013-0905 Jenna Girls Love Pink And Diamonds 2013-0907 Kenzie Introducing Kenzie2013-0908 Caprice Erotic Stretching And Sex 2013-0910 Dillion Harper A Perfect Match 2013-0912 Leila Come Inside From The Cold2013-0913 Gianna Party Boat2013-0914 Carrie And Misty Let Me Take Your Picture 2013-0916 Bree Digital Love2013-0918 Jocelyn Her First Time2013-0919 Kaylee And Kiki Unveiling Part One 2013-0921 Chelsea First And Forever2013-0923 Leony Come From Behind2013-0925 Vicky Love With A View2013-0927 Angelica Almost Famous2013-0929 Jenna Date Night At Home。

POM102:P RODUCTION /O PERATIONS M ANAGEMENTCOURSE SYLLABUSCourse Catalog: POM 102Course Title: Quantitative Methods & Production/Operations ManagementDepartment: Department of Quantitative Methods and Information TechnologySchool: John Gokongwei School of ManagementSchool Year: SY 2012-2013Semester: Junior Term Abroad First SemesterCredit: 3 Units [Major Subject]A. Course DescriptionThis course aims to provide the student with an analytical approach to the economic problems of planning and deploying human resources, materials, plus facilities and equipment to generate goods and/or services for the marketplace. Course emphasis will be on the application of the analytical tools to address critical issues related to strengthening the competitive position of the enterprise, such as: product or service design, process engineering and work systems design, management of technology and innovation, environment-friendly design, capacity planning, plant location and facilities layout, logistics and supply chain management, total quality management, operations scheduling, and performance management.B. Course ObjectiveBy the end of this course, the student should be able to understand and appreciate the basic concepts of Production/Operations Management; know its importance in the success of the business; and learn the major POM concepts, quantitative tools and techniques that are used in tactical and strategic decisions. Other main objectives will include:• To understand the role and contribution of operations towards achieving competitive advantage in the marketplace.• To understand the relationship between operations and other business functions, such as Marketing, Finance, Accounting, and Human Resources.• To understand and apply systematic approaches (qualitative and quantitative) in designing and managing operationsC. Textbook and Readings Requirements:Required Readings Operations ManagementWilliam Stevenson, 10th ed.Supplementary Readings a.)Operations ManagementJay Heizer and Barry Render, 2008, 9th Edition b.)Operations ManagementRoberta Russell and Bernard Taylor, 2011, 7th Edition c.)Operations ManagementLee Krajewski and Larry Ritzman, 7th ed.D. Course Outline (not in order in which they will be discussed)Qualitative Topics Quantitative TopicsChapter 1: Introduction to Operations ManagementChapter 2: Competitiveness, Strategy & ProductivityChapter 3: Forecasting Forecasting MethodsChapter 4: Product and Service Design ReliabilityChapter 5: Capacity Planning Linear ProgrammingChapter 6: Process Selection and Facilities Layout Line Balancing, ProcessLayoutsChapter 7: Design of Work SystemsChapter 8: Location Planning and Analysis Factor Rating, TransportationModelChapter 9: Management of Quality Statistical Process ControlChapter 10: Quality Control Acceptance SamplingChapter 11: Supply-Chain ManagementChapter 12: Inventory Management Inventory ModelsChapter 13: Aggregate Planning Aggregate Planning StrategiesChapter 14: Material Requirements Planning (MRP) MRP AlgorithmChapter 15: Lean OperationsChapter 16: Short-Term Scheduling Scheduling AlgorithmChapter 17: Project Management PERT – CPM ModelsChapter 18 Waiting Lines Waiting Line Models*** Different books have different Chapter numbers, so Focus on the Topic, not the Chapter numbers.E. Course Requirements & Grade EquivalentsRequirements Long Exams (3-5) Final Group Project: Partial Papers (3) & Final Paper Final Presentation Total: Weight 75% 15% 10% 100% Final Grade Equivalents3.76 –4.00 A3.31 – 3.75 B+2.81 –3.30 B2.31 – 2.80 C+1.81 –2.30 C1.00 – 1.80 DBelow 1.00 FF. Classroom Policies1.Attendance: The course will meet twice a week. The highly accelerated pace of this courserequires students to accept a great deal of responsibility for achieving their own learning outcomes.While in class, students are expected to actively participate in discussions and group activities, and not just listen to lecture. Outside class time, students are expected to spend hours of preparation which will include reading assignments, homework preparations, research, and group meetings.2.Class Participation: Each learner is expected to actively participate in discussions on theassumption that each brings a wide range of experiences to the learning process. Active participation may include asking thoughtful questions, being willing to consider new ideas, helping the class understand complex ideas, having a cooperative attitude and a sense of humor, and helping others comprehend the material. However, consideration of other students is strongly encouraged to avoid dominating class discussions.3.Written Assignments: An important component of this course is the completion of writtenassignments by students. All written work is expected to meet college level basic writing skills.Case Studies are the primary method to evaluate student progress in this course. Learners are encouraged to apply case materials to their project papers.4.Presentations: Presentations on assigned case studies and applications papers will be made in thisclass. Students will be required to prepare written analyses of each assigned case and will also be required to present in class. Presentations made are to be professional in nature. The presentations should be well organized, with the topic thoroughly covered with all Case Study questions answered. Handouts and visual aids are to be professional looking and appropriate for the material to be covered. Presentations should not exceed the time given by the faculty.5.ACADEMIC INTEGRITY POLICY: Every student is responsible to know the standards ofconduct and expectations of academic integrity that apply to undertakings. Academic dishonesty will not be tolerated and will result in the maximum penalty as defined in the Student Handbook:1.Cheating during exams2.Submitting spurious reports copied from pervious materials other than his/her own.3.Copying another student’s work including assignments and reports4.Receiving assistance from anyone else with take-home quizzes.5.PlagiarismG. The Group Project: Operations Plan•Each group is required to submit partial project papers to serve as periodic updates of their progress in completing the Operations Plan. These project papers will begraded.•The final written paper should follow the format discussed in class. There will be a mock defense (classroom presentation of the Operations Plan) prior to the final oralpresentation. The final oral presentation will be graded by an outside panel ofjudges.•Each student will be asked to force rank their group members at the end of the semester. Grades for group work will be adjusted upward or downward to accountfor each individual’s relative contribution to the group effort.H. Final Start-up Operations Paper1.You are tasked to develop a business plan for a new product or service, with emphasis on eachtopics discussed in Operations Management.2.Be sure you have the contacts that will help you in your operations startup project.3.****************************************4.For this semester’s operations plan, you are doing a startup business with a capitalization of 5Million initial asset investment.5.Be guided with the due dates for the submission of your partial papers and final paper.6.Mock presentations will be on June 18-22, 2012. Final presentation will be on the 1st week ofJuly.I. Due Dates:Partial Paper Contents Due Date PartialPaper # 1 Product Design, Process Design, Demand Forecasting May 7Partial Paper # 2 Capacity Planning, Location Planning, Facilities Layout, HumanResource Mgt. May 21First Draft Quality Mgt, Supply Chain, Inventory Mgt, Scheduling, Costing June 4Final Paper July 2 *** Submit hardcopy and softcopy (*******************& ****************)on or before 4pm for all Partial Papers and Final Paper***J.Internet Sources:1.) Log in to either/group/mgt2014 or /group/lm2014 and join the group. This will be our official yahoo group for the entire batch of Mgt Standard or Legal Management students. This is where I will make all my announcements for your batch.2.)Log in to /group/pom102-104and join the group. Just type inyour name and once verified, I will allow you to join the group.3.)You can access and download the Power Point slides and other Opman stuffs from Yahoo Mail.Login name: POM102104Password: ateneoThe teacher reserves the right to raise a student’s grade if in his judgment, a particularstudent’s overall performance, behavior and character merits this recognition. Theteacher, of course, has no right to pull down any student’s grade point achievement.Good Luck and Enjoy the Semester!!Michael C. Tan, MBAInstructor, JGSOM, QMIT DepartmentBS Mgt & LM Program DirectorEmail:****************,*******************Cellnumber*************POM 102/104: Start-up Operations Management Paper Outline•Very Brief Industry Background -- (Just a SUMMARY! Not included in the Opman Panel grading.No need to complete all the details.)1.Industry Analysis – Major players and developmental trends.2.Target Market - Can you describe the customer base in such terms as age, income, lifestyle, orsimilar dimensions? What is the projected growth in the primary customer base over the nextfive years? What is the frequency of the purchase? Are brands important to the customers?petition Analysis - Who are the primary competitors, and what are their market shares?What are the operations and marketing strategies of the various competitors?•Product / Service Design -- What are the products or the services you will offer? (Describe in full details!!) Why did you choose that product? (Do market research!!) How “unique” is your product/service? Describe the life-cycle of your product/service.•Demand Forecasting - Indicate what you are forecasting. (product or service) Discuss methodology.Present research data from Surveys, Population Data, Foot Counting, & Benchmarking. Analyze your data. Check for behaviors and patterns like trend, seasonality & variations. Finally, present your forecast.•Location Planning1.Location Requirements (What are the factors that you are looking for your location? Explain.)2.Choices of Location (Provide a very detailed address and sketch of your location, if possible,pictures of the locations).3.Factor Rating Method in arriving the decision.4.Explain fully the discrepancies in each score for each location for each factor.•Process Design -- Do a Make or Buy Analysis for each step of the process and provide BASIS for deciding to Make or Buy. Explain the detailed processes from opening to closing including employee involvement. Provide a detailed process flow chart.•Capacity Planning -- What is your limiting capacity? How flexible is your capacity?1.Provide some pictures of the machines or equipment used. For each machine: Explain the simpleuse of that machine in your production process. Give your suppliers and their quotations of the prices. What is your choice among the suppliers? Why? --Be sure to give explanations why you choose that particular machine or equipment. Identify the capacity of your chosen type/brand/model of that machine.2.From the processes involved, identify your limiting capacity. Do capacity planning.pute your design, effective & actual capacity estimates.4.Match actual capacity with demand forecast. Evaluate.5.If capacity utilization percentage is high, how can you expand capacity?•Facilities Layout -- Describe your layout and provide BASIS. (The reader should be able to visualize your layout without looking at your floor plan. Be sure to have the RESTROOMS and the FIRE EXITS in your layout.) Provide Facilities Layout Floor Plan with proper scaling.•Design of Work Systems - Who is your most important employee and how do you recruit, train and retain him (from being pirated)?1.Identify the workforce needed (Simple Org Chart). Give detailed job design.2.Explain selection process, recruitment process and training process.3.Explain compensation package. Indicate performance management system.4.Explain the current working conditions.•Supply Chain Management - Identify your prospective suppliers and provide BASIS why you chose them. How does the company manage the flow of information and materials from suppliers through production and distribution to end-users?•Inventory Management - How many days’ supply is your safety stock of finished goods/ work in process/raw materials inventory?1.Identify all the inventories maintained. ( raw materials, work-in-process, finished products)2.Replenishment parameters (lead time, buffer stock, order policy)? Procurementmethods/practices?3.Identify the needed safety stock. (Be sure to show all your explanations or computations.)What is your service level?4.Inventory Counting System? Discuss inventory control.•Aggregate Planning: Make an aggregate plan based on your preferred strategy.•Materials Requirements Planning:Make an MRP table for your products. Provide explanation on the details used for computation.•Scheduling: Prepare GANTT Charts for pre-operational and operational scheduling.•Total Quality Management: How do you check the quality of your product/service? Identify dimensions and determinants of quality. Discuss the impact of quality on costing. Discuss method of inspection. How do you maintain your machines in good condition? Discuss waste disposal system.•Financial Statements / Costing -- Were you able to produce the same quality product (like your competitor) at a lower cost? Compute the initial outlay and total expenses for the first year of operations.Compute initial investment, break-even analysis and detailed computation of cost.If possible, compute income statement and do capital budgeting analysis.Group I_____________________________________ Group II_____________________________________Group 1 Group 2 CONTENT ( Operations Strategy ) 75 %1.Product & Service Design ( 9 points )•Was the product user-friendly? Was the service customer-friendly?•Was the proposed product/service design “manufacturable” or “feasible”?2.Forecasting ( 9 points )•Did the group gather adequate and appropriate external data to serve as the basisfor their forecast? Did the group use the proper forecasting technique? Were theforecasts achievable or realistic?3.Location Planning ( 8 points )•Did the group choose the appropriate location for the business?•Did they use the appropriate criteria in selecting their proposed location?4.Process Design ( 9 points )•Did the group have a clear understanding of the whole process of theirproduct/service design? Was the proposed production process efficient? Did thegroup select the optimal process design?5.Capacity Planning ( 9 points )•Was the capacity planning accurate? Would capacity be able to produce theprojected forecast? Was there any difference between the forecast and thecapacity? Did the group make any adjustment in the capacity (like doingovertime work or having additional workforce) to ensure production?6.Facilities Layout ( 8 points )•Would the workplace layout produce efficient production results? Was the spacemaximized? Were the facilities properly placed in the layout?7.Design of Work Systems & Scheduling ( 8 points )•Was the number of workers enough to be able to operate the whole business?Were workers given enough compensation and benefits? Were workers trained tobecome efficient?8.Inventory Management & Aggregate Planning & Materials Requirements Planning (5 pts. )•Did the group have efficient inventory management? Was the system efficientenough to avoid stock outs and overstocking of finished goods/ work in process/raw materials inventory?9.Quality Control ( 5 points )•Was the group able to tackle quality control issues adequately? Were the qualitycontrol measures appropriate?10.Financial Statements ( 5 points )•Was the group able to estimate the production costs? Is this business aworthwhile investment?PRESENTATION 25 %1.PRESENTATION STYLE & COMMUNICATION SKILLS (15 points )•Were the visual aids used appropriate to their concept? Was there teamworkbetween the members of the group? Was the presentation clear and consistent?Was the thought/message organized logically? Was the presentation doneprofessionally?2. ORAL DEFENSE (10 points )•Did all the members of the group reflect an adequate understanding of theirproject? Was the group able to adequately respond to the issues raised by thepanelists?TOTAL RAW SCORE: ( 100 POINTS )LETTER GRADE EQUIVALENT:。

INFO1x05Tutorial12Graph Algorithms Exercise1:Compute a topological ordering for the directed graph shown below:Exercise2:Can we use a queue instead of a stack as an auxiliary data structure in the topological sorting algorithm shown below?Why or why not?Algorithm1Topological sort1:procedure T OPOLOGICAL S ORT( G)2:S←an initially empty stack.3:for all u in G.vertices()do4:Let incounter(u)be the in-degree of u.5:if incounter(u)=0then6:S.push(u)7:end if8:end for9:i←110:while!S.isEmpty()do11:u←S.pop()12:Let u be vertex number i in the topological ordering.13:i←i+114:for all outgoing edge(u,w)of u do15:incounter(w)←incounter(w)−116:if incounter(w)=0then17:S.push(w)18:end if19:end for20:end while21:end procedureExercise3:A simple undirected graph is complete if it contains an edge between every pair of distinct vertices. What does a depth-first search tree of a complete graph look like?Exercise4:Recalling the definition of a complete graph from the previous exercise,what does a breadth-first search tree of a complete graph look like?Exercise5:Draw a simple connected directed graph with8vertices and16edges such that the in-degree and out-degree of each vertex is2.Show that there is a single(nonsimple)cycle that includes all the edges of your graph,that is,you can trace all the edges in their respective directions without ever lifting your pencil.(Such a cycle is called an Euler tour.)Exercise6:Repeat the previous problem and then remove one edge from the graph.Show that now there is a single(nonsimple)path that includes all the edges of your graph.(Such a path is called an Euler path.)Exercise7:Computer networks should avoid single points of failure,that is,network nodes that can disconnect the network if they fail.We say a connected graph G is biconnected if it contains no vertex whose removal would divide G into two or more connected components.Give an O(n+m)-time algorithm for adding at most n edges to a connected graph G,with n≥3vertices and m≥n−1edges,to guarantee that G is biconnected.Exercise8:A graph G is bipartite if its vertices can be partitioned into two sets X and Y such that every edge in G has one end vertex in X and the other in Y.Design and analyse an efficient algorithm for determining if an undirected graph G is bipartite(without knowing the sets X and Y in advance). Exercise9:Bob loves foreign languages and wants to plan his course schedule for the following years.He is interested in the following nine language courses:LA15,LA16,LA22,LA31,LA32,LA126,LA127, LA141,and LA169.The course prerequisites are:LA15:(none)LA16:LA15LA22:(none)LA31:LA15LA32:LA16,LA31LA126:LA22,LA32LA127:LA16LA141:LA22,LA16LA169:LA32.Find the sequence of courses that allows Bob to satisfy all the prerequisites.Exercise10:Implement a topological sorting algorithm.。

Review Test Submission: Quiz 3∙Question 11 out of 1 pointsGiven the following function R, what is returned by R(4)?public static int R(int n) { if (n <= 1) { return 2; }if (n % 2 == 0) { return R(n-1)+2; } else { return 2*R(n-2); } }[Blank1]Specified Answer for: Blank1 6Correct Answers for: Blank1 6∙Question 21 out of 1 pointsAn initially empty queue Q has performed a total of 15 enqueue operations, 10 front operations, and 15 dequeue operations, 5 of which generatedEmptyQueueExceptions, which were caught and ignored. What is the current size ofQ?AnswerSelected Answer:5Correct Answer:5∙Question 31 out of 1 pointsAn initially empty queue Q has performed a total of 10 enqueue operations, 10 front operations, and 10 dequeue operations. What is the current size of Q?AnswerSelected Answer:Correct Answer:∙Question 40 out of 1 pointsConsider a full binary tree implemented using the array as discussed in thelectures. For the tree show below, assume that the root of the tree is storedat index 1 of its array representation. At what index is the node "d" stored? AnswerSelected Answer:4Correct Answer:5∙Question 51 out of 1 pointsAt which nodes of a min-heap can an entry with the smallest key be stored?AnswerSelected Answer:The root nodeCorrect Answer:The root node∙Question 60 out of 1 pointsSelect all statements that are true for a heap T storing seven entries with distinctkeys.AnswerSelectedAnswers: There exists a preorder traversal of T that produces the keys inincreasing order.CorrectAnswers: There exists a preorder traversal of T that produces the keys inincreasing order.There exists a postorder traversal of T that produces its keys indecreasing order.∙Question 70 out of 1 pointsConsider performing a binary search on 64 elements. How many comparisons do weneed in the worst case to find the required element? AnswerSelected Answer:5Correct Answer:7∙Question 80 out of 1 pointsConsider performing a binary search on 4 elements. How many comparisons do weneed in the worst case to find the required element?AnswerSelected Answer:2Correct Answer:3∙Question 90 out of 1 pointsConsider the pseudocode shown below. What does it do?some_method(Tree T)h = 0for each vertex v in T doif v is an external node in T thenh = max(h, depth(T, v))return hAnswerSelected Answer:Computes the depth of node vCorrect Answer:Computes the height of the tree T∙Question 101 out of 1 pointsCheck all that apply (assume worst case performance).AnswerSelectedAnswers: Insertion into a heap has a worst case time complexity of O(log n)Sorting with a binary heap takes O(n log n) assuming an optimalimplementation of a heap.CorrectAnswers: Insertion into a heap has a worst case time complexity of O(log n)Sorting with a binary heap takes O(n log n) assuming an optimalimplementation of a heap.。

School of Computer Science and Software EngineeringMonash UniversityResearch Proposal—Semester2,2005Organic Modelling with Generalised Cylinders[Nina Sarita Halim][18370144]Supervisors:Dr.Jon McCormackContents1Introduction31.1Aims and Significance (3)2Research Context3 3Research Plan and Methods53.1Research Methods (5)3.2Proposed Thesis Chapter Headings (5)3.3Timetable (6)3.4Special Facilities Required (6)4Relevance of the Research71Introduction1.1Aims and SignificanceGeometric modelling of organic forms is of interest in biology and computer graphics. The visualisation of developmental model can aid in studying structures,functions and phenomenon of such organic objects.Geometric modelling methods such as Polygon,Subdivision Surfaces,MetaBalls,and Splines[8]have been developed and used to model surfaces in computer graphics.These methods have different purposes and applications in modelling geometric forms.The project aims to develop software that can aid in the automated construction of organic structures such as the fronds of a palm tree,stamens and pedicels of a grainflower or tentacles of an octopus using computer generated graphics.It focuses on the use of gen-eralised cylinders,which have been shown to be a successful method in modelling organic structures.To achieve this,the structural properties of plants and animals have to be taken into account.The cylindrical shape is commonly found in a wide variety of living organisms. Many different animal and plant structures can be modelled as cylinders.Generalised cylinders are then used to model a wide variety of cylindrical surface found in animals and plants to allow visually accurate graphical modelling of the organic structures.2Research ContextA study of functional morphology by Wainwright[14]shows cylinders as part of mainly organisms body shape.Functional morphology is defined as the study of form,structure, and function and their relationship to one another[14].Relationship between structures and functions can be seen in circular shape of cross section in coconut palms petiole[15]; which in wind,the circular shape maintains the tension low and allows for efficient bend-ing.Wainwright believes that cylindrical body shape as a property of organism structure supports most of the organisms mechanical functions.Generalised cylinders[9]were initially developed for solving the problem of modelling curved three-dimensional objects[1].Generalised cylinders were later on applied by Bloo-menthal[2]for modelling tree branches,and frequently been used for modelling natural objects and organs[11,5].The basic idea of a generalised cylinder is defining set of two dimensional cross section outlines,which then are swept along a three dimensional curve[13].Modelling a three-dimensional object involves segmenting the object into parts and expressing the parts in terms of generalised cylinders[1].The curve can be defined mathematically[4]as:t(u)=(tx(u),ty(u),tz(u))ui≤u≤uf(1) And the cross section as:c(v)=(cx(v),cy(v))vi≤v≤vf(2) To define the position and orientation of the cross section along the axis,the Frenet ref-erence frame[7,6]is used.The Frenet reference frame defines coordinate system whichconsists of the tangent vector of the axis,the normal vector that points to the centre of the curvature,and the binormal vector as a cross product of tangent and normal vectors. For a curve t(u),the swept cross section outline is perpendicular to the tangent vec-tor,while the normal vector is x axis of the outline,and binormal is the y axis of the outline[3].Prusinkiewicz,Mech and Hanan[13]used turtle programming to extend modelling the tree branches using generalised cylinders.The turtle is defined as three orthogonal unit vectors,representing its position and current heading.It then will correspond to the Frenet reference frame described above.A set of turtle commands[10,12]can be applied to the turtle to control the turtles movements:•F to move forward•+to turn left•-to turn right•&to pitch down•ˆto pitch up•\to roll left•/to roll right•[to push current state•]to pop last stateThe last two commands are used in creating branches.To store and restore the states, stack mechanism is used.To gain more control,the commands can be parameterised for accepting quantities. For instance+(δ)whereδdonates the amount to turn.During the generalised cylinders creation,a string of turtle commands will be parsed and associated methods will be called for changing position of the turtle state or drawing part of the generalised cylinders.3Research Plan and Methods3.1Research MethodsThis project will be developed based on existing methods explained above.Research will be conducted which focus further on:1.Turtle Geometry•Application of the turtle commands to create and control generalised cylindersmodel.A string of turtle commands is inspected sequentially and interpretedinto correspond drawing modules of the generalised cylinders.•Parameterised turtle commands for specifying the angle of turning,pitching orrolling for+,-,&,ˆ,/or\commands;or the length of moving for F command.•Representation of turtle state using three dimension coordinate vector system.2.Generalised Cylinders•Methods for representing Generalised Cylinders.•Creation of Generalised Cylinders.•Creation and distribution of cross section profiles along the curve using turtlecommands.•Reference frame which is used for specifying where location and direction ofcross section profiles along the curve.•Profile interpolation and polygon generation3.Rendering Methods•Investigation of direct rendering methodsAn organic model will also be created to demonstrate the use of generalised cylinder to form such a model.The organic model will be generated using software which will be written in C and OpenGL.3.2Proposed Thesis Chapter Headings1.Introduction(a)Purpose of Research(b)Objectives of Research(c)Literature Review2.LOGO-style turtle(a)Turtle commands(b)Interpretation of strings3.Generalised Cylinder(a)Parametric Methods(b)Cross Section generation(c)Methods for representing Generalised Cylinders(d)Turtle generation of Generalised Cylinders(e)Polygon Generation(f)Software Rendering Ray/Generalised Cylinders Intersections4.Results5.Conclusion and Future Work6.Bibliography7.Appendix3.3TimetableDate Week No.Activity25July2005Week2Commence Research Proposal1August2005Week3Research Proposal Introduction8August2005Week4Commence Coding15August2005Week5Research Proposal Research Context22August2005Week6Research Proposal-Plan and Method5September2005Week8Research Proposal Finalised6September2005Week8Commence Literature Review10October2005Week12Literature Review Draft Prepared11October2005Week12Commence Coding Cross Section of Generalised Cylinder 21October2005Week13Literature Review Draft Submitted14November2005Week4Exam Literature Review Finalised15November2005Week4Exam Commence Coding Generalised Cylinder5December2005BreakEarly Semester1Research Skills Assignment20March2006Week3Commence Coding Rendering Generalised Cylinders20March2006Week3Thesis Section1Introduction27March2006Week4Thesis Section2Turtle Interpretation3April2006Week5Thesis Section3Generalised Cylinder9April2006Week6Commence Project Web Site10April2006Week6Thesis Draft PreparedWeek7Finish Coding24April2006Week8First Thesis Draft Submitted8May2006Week8Commence Presentation Preparation10May2006Week10Project Web Site Finalised22May2006Week12Final Presentation13June2006Week2Exam Log Book Submitted13June2006Week2Exam Final Report3.4Special Facilities RequiredComputer with OpenGL compatible hardware will be used for this project.4Relevance of the ResearchScientific visualisation and visual modelling can play important roles in developing struc-tural and developmental models in anic modelling can assist in studying of structures and functionalities of such model.Multimedia areas such as graphic animation can also benefits from the use of such techniques.References[1]Agin,G.J.,Binford,puter Description of Curved Objects.IEEE Transac-tions on Computers,C-25(4):439–448,1976.[2]Bloomenthal,J.Modeling the Mighty Mapple.In Proceedings of SIGGRAPH1985,Computer Graphics,pages305–311,1985.[3]Bronsvoort,W.F.,de Voogt,E.,van der Helm,A.Ray Tracing Deformed GeneralizedCylinders.Visual Computer,16(3-4):197–207,2000.[4]Bronsvoort,W.F,Klok,F.Ray Tracing Generalized Cylinders.ACM Transactionson Graphics,October1985,4(4):291–303,1985.[5]Bronsvoort,W.F.,van Der Helm,A.,Ebell,P.Modelling Mollusc Shells with Gen-eralized puters and Graphics,22(4):505–513,1998.[6]Do Carmo,M.P.Differential Geometry of Curves and Surfaces.Prentice-Hall,En-glewood Cliffs,New Jersey,1976.[7]Farin G.Curves and Surfaces for Computer Aided Geometric Design:A PracticalGuide3ed.Academic Press,Inc.,1993.[8]Fleming,B.Modelling Surfacing.Morgan Kaufmann,An Imprint of Academic Press,California,1999.[9]Foley,James D.,Feiner,Steven K.,Hughes,John K.,Philips,Richard L.Introductionto Computer Graphics.Addison-Wesley Publishing Company,1990.[10]McCormack,J.Generative Modelling with Timed L-System.JS Gero(ed),DesignComputing and Cognition04,pages157–175,2004.[11]Prusinkiewicz,P.,Fuhrer,M.,Jensen,H.W.Modeling Hairy Plants.Proceedingsof12th Pacific Conference on Computer Graphics and Applications,pages217–226, 2004.[12]Prusinkiewicz,P.L.,Lindenmayer,A.Algorithmic Beauty of Plants.Springer-Verlag,New York,1990.[13]Prusinkiewicz,P.L.,Mech,R.,Hanan,J.Extensions to the Graphical Interpretationof L-Systems Based on Turtle Geometry.Technical Report,April1,1997,(1997-599-01),1997.[14]Wainwright,S.A.Axis and Circumference:The Cylindrical Shape of Plants andAnimals.Harvard University Press,Cambridge,Massachusetts,London,1988. [15]Wainwright,S.A.,Biggis,W.D.,Currey,J.D,Gosline,J.M.Mechanical Design inOrganism.Princeton University Press,New Jersey,1976.。

Faculty of EngineeringSchool of Computer Science and EngineeringCOMP4511User Interface Design andConstructionSession 1, 2008ContentsCOURSE STAFF (2)COURSE DETAILS (2)TIMES (2)COURSE AIMS (2)LEARNING OUTCOMES (4)RATIONALE (4)TEACHING STRATEGIES (4)ASSESSMENT (5)ACADEMIC HONESTY AND PLAGIARISM (6)COURSE SCHEDULE (7)RESOURCES FOR STUDENTS (7)COURSE EVALUATION AND DEVELOPMENT (8)OTHER MATTERS (8)Course staff•Daniel Woo, Lecturer in Chargeo Room 307-K17o9385 6495o danielw@.au•Outside of consultation times e-mail Daniel directly or locate on-line course content via .au/~cs4511Course details• 6 units of credit (UoC)•Pre- and co-requisiteso COMP3511/9511 Human Computer Interaction (User centred design) (pre-requisite)o COMP4001 Object-Oriented Software Development (C++, UML) (co-requisite)•The course is currently run as a 4th year elective.•Postgraduate students are permitted to undertake this course under the undergraduate course code. Postgraduate students are assigned an additional assignment exercise to write a technical paper on a topic relevant to user interface software developmentTimes•Lectures: Monday 11:00am-1:00pm, Wed 10:00-11:00am•Studio: Thursday 3:00-6:00pmCourse aims•Extend paper-based user-centred design techniques introduced in COMP3511/9511 and object-oriented design concepts introduced in COMP4001•Provide practical object-oriented software development skills specifically for graphical user interfaces•Understand the design and programming constraints user interfaces•Provide experience in usability testing of software applicationsLearning outcomes•Write applications in the Objective-C programming language•Design and implement graphical user interface (GUI) software•Write two user interface software applications as part of assignment work to first gain confidence in developing GUI applications and then to develop your skills with more complex behaviour •Understand the role design patterns in user interface software, notably the model view controller and state design patterns•Understand concepts such as event handling and views•Develop graphical user interface software with features that support copy, paste, undo, menus and responding to mouse and keyboard actions•Conduct peer usability evaluations of software developed in this course•Describe aspects of your software using object oriented techniques such as Unified Markup Language (UML)•Become competent with version control systems to maintain source code and other project related documents•Work collaboratively in a multidisciplinary environmentRationale•COMP4511 is a highly practical course that introduces you to the programming aspects of user interface software. We do not assume that you have developed such an application before but require that you feel competent in object-oriented principles and programming techniques •Usability evaluation is a key component in the software design lifecycle, so the designs that you develop in this course will be evaluated by your peers. This provides feedback to help improve your design and gives you further experience to evaluate software systems.•We build on the user centred design principles introduced in COMP3511 expecting that you will conduct user interviews to better understand requirements, develop paper or electronic prototypes of your design and conduct usability walkthroughs of your designs preferably before you write code (but we understand that this is possibly the first time that you have engaged in this process). •One of your assignment tasks will be to develop an interactive application in the domain that is of interest to you. We believe that by helping you create something that you are passionate about then your desire to excel and learn far outweighs completing a project for which you have no interest.•The lecture and studio are conducted in the CHI Lab (G11-K17) so that you have the tools and technologies immediately in front of you during class. This allows us experiment with the material whilst we are learning, addressing practical issues as they arise.•Video streaming content will be used to provide on-line course material. The Moodle class web site will host an on-line forum. We are very interested to better understand user/student needs for on-line course delivery•Based on the feedback we have had from both former students and some of their employers, the students who successfully completed this course have a balanced view of the software development process: they care about user needs, they can carry out the user centred design process, they understand the rigour and technical demands of software engineering, and they have applied knowledge in the area of usability evaluation•We train software aware students to be more than just programmersTeaching strategies•The CHI lab will be available for access to Mac based computers for self study programming exercises, conducting usability tests and hold team design meetings•Thursday 3-6pm is reserved for “studio” where we conduct workshop exercises that are focussed on usability, in-class design or coding exercises. Tutors and the lecturer will be available to discuss and review your progress•Thursday 3-4pm will be also be used for small group or individual consultation to review progress and assigned checkpoints•Additional lecture material will be provided on-line using streaming multimedia to cover design topics and more in-depth programming topics•The Moodle site will be used to conduct on-line discussion.•The overall format of the lectures and studios provide opportunity for feedback and discussionAssessmentThe exact assignment topics are still subject to change given that we are investigating collaboration with the school of industrial design and possibly working with a commercial organisation as a possible “client” that will help focus the work around a theme. Typically we would allow you to choose your own topic. This will be discussed in classes in Week 1.•Assignment 1: Introductory User Interface Involving Timeo Code Due Week 5, Fridayo15 %o Assessment will be based on Software Design, Code Implementation, User Interface Design, Version Control, Paper Prototyping, User Interviewso There will be other deliverables in studio to demonstrate progress•Assignment 2: Part 1 Design and Prototyping of an Interactive Applicationo Code Due Week 8, Thursday 2pmo15 %o Assessment will be based on Project Planning, User Centred Design, Paper Prototyping, Software Design, Code Prototyping, Version Control and UsabilityEvaluationso There will be other deliverables in studio to demonstrate progress•Assignment 2: Part 2 Implementation and Evaluation of an Interactive Applicationo Code Due Week 11, Thursday 2pmo25 %o Assessment will be based on Iterative Improvements, Additional Features, Code Implementations, Version Control, Usability Evaluations and Final Poster Presentation o There will be other deliverables in studio to demonstrate progress•Participation (Undergraduate)o5%o Studio Participationo Design Diary useo Reflection on Progress in Journal•Paper (Postgraduate)o5%o Research Paper on a topic related to interaction design and user centred designo Participation will be recorded•Final Examinationo40%o Written examination•Assignment 1 is an introductory assignment that allows you to learn about the Objective C language and develop a basic graphical user interface application that can respond to simple events generated by timers•Assignment 2 is in two parts and is designed to be your major project for the course. You may choose to develop an application that is interactive and supports the concept of direct manipulation. This will involve responding to mouse and keyboard events and drawing to the screen using the graphics functionality available in Cocoa. Examples could be a drawing application, a furniture layout application or a file system / Finder replacement.•Assignment source code is not explicitly submitted but will utilise the version control system (subversion) used in the course. On the due date, your assignment repository will be copied and the tagged branch will be copied and used as the assessable work. Written design reports should also be kept in the repository with any other non-electronic submissions handed in to class on the due date.•Assignment code will be kept in the repository trunk. Submissions will use a tagged branch.Documentation relating to the assignments will be kept in the repository and/or the on-line trac/wiki system (which is different from Moodle).•All electronic work submitted will be retained by the University of New South Wales and can be used for teaching, research and review purposes. We will acknowledge your contribution if you wish, or withhold your name should you choose to remain anonymous.•You also have the right to use your electronic submissions for your own personal use. You must retain any copyright notices contained in other code used in your submissions so the origin of the source is retained (eg. From class examples).•Any data provided as part of assignments (eg. Test data sets) may not be used for commercial purposes and must not be provided in any form to any other party.Academic honesty and plagiarismWhat is Plagiarism?Plagiarism is the presentation of the thoughts or work of another as one’s own.* Examples include:•direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or other written document (whether published orunpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s assignment without appropriateacknowledgement;•paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of the original;•piecing together sections of the work of others into a new whole;•presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and•claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed.†For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism.Knowingly permitting your work to be copied by another student may also be considered to be plagiarism.Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material.The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism.The Learning Centre website is main repository for resources for staff and students on plagiarism and academic honesty. These resources can be located via:.au/plagiarismThe Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in:•correct referencing practices;•paraphrasing, summarising, essay writing, and time management;•appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts.Individual assistance is available on request from The Learning Centre.Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items.* Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle† Adapted with kind permission from the University of Melbourne.Course scheduleSubject to changesLectures Studio Assignment Deliverables Week 0Week 1 Course IntroductionGoal Directed DesignIntroduction Obj-CMemoryFoundation Classes Object Oriented Design Interface Builder Actions and Outlets Assignment 1 DesignWeek 2 Contacts ExampleModel View ControllerTablesTimers Coding StyleDebuggingVersion ControlAssignment 1 DesignA1 Concept DocumentMid Semester BreakWeek 3 ControlsArchivingMenusToolbarsDialogs Unit Testing Usability TestingWeek 4 User Centred DesignProcess Assignment 1Usability EvaluationA1 OO Design BriefWeek 5 ViewsDrawingEventsA1 Presentation A1 Code DueWeek 6 Graphics ApplicationBehaviour and Form A1 ReviewA2 ConceptsA2 Project PlanWeek 7 Graphics ApplicationState Design PatternA2 Walkthroughs A2 Concept DocumentWeek 8 Graphics ApplicationCopy / Paste / UndoNIB and Window ControllersA2 Usability Evaluations A2 Code Part 1 DueWeek 9 Interaction Details A2 Usability EvaluationsWeek 10 Document ArchitectureUser PreferencesA2 Usability Evaluations A2 Usability ReportWeek 11 Interaction Design Topics A2 Usability Evaluations A2 Code Part 2 Due Week 12 Project/UCD Reflection A2 Presentations A2 Final ReportResources for studentsRequired Text Books•Cooper, Reimann and Cronin (2007), About Face 3: The Essentials of Interaction Design, John Wiley•Hillegrass (2004), Cocoa Programming for Mac OS X (2nd Ed), Addison WesleyReferences from COMP3511/9511 or COMP4001•Preece, Rogers, Sharp (2007), Interaction Design Beyond Human Computer Interaction, John Wiley & Sons Inc.•Nielsen (1993), Usability Engineering, Morgan Kaufmann.•Gamma, Helm, Johnson and Vlissides (1995), Design Patterns: Elements of Reusable Object-Oriented Software, Addison-Wesley.Other References•Apple Computer Inc. (2001), Learning Cocoa, O’Reilly and Associates Inc.•Garfunkel and Mahoney (2002), Building Cocoa Applications, O’Reilly and Associates Inc. •Kochran, SG (2004), Programming in Objective-C, Sams Publishing•Students seeking resources can also obtain assistance from the UNSW Library. One starting point for assistance is:.au/web/services/services.htmlOther Materials•Design Diary A4 or A3 bound sketchpad for design work. This will be assessed during Studio consultation.•Post-it Notes™, coloured pens and pencils will be used as part of the design work. Please use only Blu-Tack™ for placing posters on walls. Do not use sticky or masking tape.Course evaluation and development•We will use both paper-based and electronic survey tools throughout the session to gather feedback about the course. This is used to assess the quality of the course in order to make on going improvements. We do take this feedback seriously and approach the design of this course using the user centred design philosophies.Other matters•Students are expected to attend all classes•Please review the official school policies available at .au/~studentoffice/policies/yellowform.html. It contains important information regarding use of laboratories, originality of assignment submissions and special consideration. Note that in order to receive a CSE login account you must have agreed to the conditions stated in that document.•The Yellow Form also states the supplementary assessment policy and outlines what to do in case illness or misadventure that affects your assessment, and supplementary examinations procedures within the School of Computer Science and Engineering•Please read and understand the School Policy in relation to laboratory conduct.•Note that no food or drink is permitted in the laboratory. CSE fines will apply.•The laboratory is to be secured at all times. No equipment or furniture can be removed from the laboratory.•You are not permitted to provide unauthorised access to this laboratory.•UNSW Occupational Health and Safety policies and expectations.au/ohs/ohs.shtml•Computer Ergonomics for Students.au/ergonomics/ergoadjust.html•OHS Responsibility and Accountability for Students.au/ergonomics/ohs.html•Students who have a disability are encouraged to discuss their study needs with the course convener prior to, or at the commencement of the course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (9385 4734). Information for students with disabilities is available at: .au/disabil.htmlIssues to be discussed may include access to materials, signers or note-takers, the provision of services and additional examination and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Information on designing courses and course outlines that take into account the needs of students with disabilities can be found at:.au/acboardcom/minutes/coe/disabilityguidelines.pdf。

National Institute of Technology CalicutB. Tech. Degree Programme in Computer Science & EngineeringCurriculum(2003 admission Onwards)First Semester Contact hours per week Sl. No Course Title Code L G PCredits Category1 Mathematics I MA101T 3 1 0 4 BS2 Physics I SH101T3 0 0 3 BS3 Engineering Mechanics I ZZ101T 2 1 0 3 ES4 Engineering Graphics I ZZ103D 1 0 3 3 TA5 Chemistry SH103C 2 0 2 3 BS6 Professional Communication SH106T 3 0 0 3 HL7 Mechanical Engineering Workshop/ Civil Engineering Workshop ME103L/C E101L 0 0 2 1 TA8 Ph. Edn.(1Cr.),Value Education (1Cr.) National Service Scheme (1Cr.).OT - - - 3* -Total - 14 2 7 23 - Second SemesterContact hours per week Sl.No Course Title Code L G PCredits Category1 Mathematics II MA102T 3 1 0 4 BS2 Physics II SH102C 2 0 23 BS3 Engineering Mechanics II ZZ102T 2 1 0 3 ES4 Engineering Graphics II ZZ104D 1 0 3 3 TA5 Basic Electrical Engineering EE101T 2 1 0 3 ES6 Basic Electronics Engineering EC101T 2 1 0 3 ES7 Introduction to computingCS102T 2 1 0 3 ES 8 Mechanical Engineering Workshop/ Civil Engineering WorkshopME103L/ CE101L 0 0 2 1 TATotal - 16 6 7 23 -Contact hours per week Sl. No Course Title Code L G PCredits Category1 Mathematics III MA201T 3 1 0 32 Electrical Circuits and Systems EE217T3 1 0 33 Electronic Circuits and Systems EC219T 3 1 0 34 Program Design CS210T 3 1 0 35 Logic Design CS211T 3 1 0 36 Data Structures and Algorithms CS213T 3 1 0 37 Electronics Lab EC216L 0 0 3 18 Programming Lab CS217L 0 0 3 1Total - 18 6 6 20Fourth Semester Contact hours per week Sl.No Course Title Code L G PCredits Category1 Mathematics IV MA202T 3 1 0 32 Theory of ComputationCS221T 3 1 0 3 3 Discrete Computational StructuresCS212T 3 1 0 3 4 Computer Systems Software CS223T 3 1 0 35 Computer Hardware Design CS224T 3 1 0 36 Computer Organization CS225T 3 1 0 37 Data Structures Lab CS226L 0 0 3 18 Digital Systems Lab CS227L 0 0 3 1Total - 18 6 6 20 Fifth SemesterContact hours per week Sl.NoCourse Title Code L G P Credits Category 1 Software Engineering CS301T3 1 0 3 2 Communication and Information TheoryCS312T 3 1 0 3 3 Operating Systems CS313T 3 1 0 34 Principles of Programming LanguagesCS314T 3 1 0 3 5 Computational Combinatorics CS222T 3 1 0 36 Environmental Studies ZZ301Z 3 1 0 37 Hardware Lab CS316L 0 0 3 18 Operating Systems Lab CS326L 0 0 3 1Total - 18 6 6 20Contact hours per week Sl. No Course Title Code L G PCredits Category1 Principles of Management ME401T 3 1 0 32 Compiler Construction CS311T3 1 0 33 Computer Architecture CS321T 3 1 0 34 Computer Networks CS322T 3 1 0 35 Database Management Systems CS323T 3 1 0 36 Elective3 1 0 3 7 Compiler Lab CS317L 0 0 3 18 Networks & DBMS Lab CS327L 0 0 3 19 Mini Project/ Industrial Training CS398P/ CS399P 0 0 0 0 3 3 1** 1**Total - 18 6 9 21Seventh SemesterContact hours per week Sl.No Course Title Code L G PCredits Category1 EconomicsSH301T 3 1 0 3 2 Design and Analysis of AlgorithmsCS421T 3 1 0 3 3 Elective 3 1 0 34 Elective3 1 0 3 5 Elective3 1 0 3 6 Seminar CS497S 0 0 3 17 Project CS498P 0 0 3 38 Programming Paradigms Lab CS416L 0 0 3 1Total - 18 6 6 20Eighth SemesterContact hours per week Sl.No Course Title Code L G PCredits Category1 Computational Intelligence CS422T 3 1 0 32 Elective3 1 0 3 3 Elective3 1 0 34 Elective3 1 0 3 5 Elective3 1 0 3 6 Project CS499P 0 0 5 5Total - 15 5 5 20Semester (B.Tech) CreditsI 23 II 23 III 20 IV 20 V 20 VI 21 VII 20 VIII 20 Total Credits 167* Three courses of one credit each, to be credited before completing six semesters of the programme.** One of Mini Project and Industrial Training is compulsory. Candidates are free to credit both.Electives:1. CS332T Advanced Data Structures2. CS333T Object Oriented-Analysis & Design3. CS334T Web Programming4. CS431T Advanced Database Management Systems5. CS432T Multimedia System Design6. CS341T Distributed Computing7. CS343T Embedded System Design8. CS441T Advanced Computer Architecture9. CS351T Network Security10. CS352T Coding Theory11. CS353T Mobile Communication Systems12. CS354T Electronic Commerce13. CS356T Mobile Computing14. CS361T Image Processing15. CS362T Pattern Recognition16. CS364T Natural Language Processing17. CS371T Logic for Computer Science18. CS372T Number Theory & Cryptography19. CS373T Computational Complexity20. CS471T Advanced topics in Algorithms21. CS472T Quantum Computation22. CS473T Algorithms for VLSI Design23. CS331T Computer Graphics & Multimedia SystemsCS102T: INTRODUCTION TO COMPUTINGPrerequisite: NilAlgorithm discovery and design, analysis of algorithms, Boolean functions and logicaloperations, Karnaugh map, Quine-McClusky algorithm, computer organization, assemblers and assembly languages, operating systems, object oriented programs, HTML, compilation,Turing machine, databases, computer networks, Internet and WWW, computing security. References:1. G. M. Schneider and J. L. Gersting, An Invitation to Computer Science, 2/e, ThomsonPublishing, 1999.2. T. L. Floyd, Digital Fundamentals, 3/e, Universal Book Stall, New Delhi, 1986.3. A. W. Bierman, Great Ideas in Computer Science, 2/e, MIT Press, 1997EE217T – ELECTRICAL CIRCUITS & SYSTEMSPrerequisite: EE101TElectric Circuit Parameters, Sinusoidal and Steady State Analysis, Lap Lace TransformAnalysis of Simple Electric Circuits, Review of Electric Network Theorems, Network Graph Theory, Introduction to Control Systems, Open Loop & Closed Loop Control Systems, Principles of Electromechanical Energy Conversion, Electric Machines, Introduction to Power Supply System, Static Power Supply Devices.Reference:Hayt and Kemmerly, Engineering Circuit Analysis, McGraw Hill.EC219T – ELECTRONIC CIRCUITS & SYSTEMSPrerequisite: EC101TBipolar junction Transistor, Biasing, Small signal Amplifiers, Classification of amplifiers, Field Effect Transistors, Power Amplifiers, Feedback in Amplifiers, Oscillators, Operational Amplifiers, analog computation, active filters, A/D converters, Multivibrators, Schmitt trigger, Miller & Bootstrap Time base generators, 555 Timer circuits, Logic families Reference:J. Millman and C. Halkias, Integrated Electronics: Analog and Digital Circuits and systems,Tata McGraw Hill, New Delhi, 1972.CS210T : PROGRAM DESIGNPrerequisite: NilProblem solving, elegance in program design, program testing and documentation, controlstructures, functions, arrays, pointers and strings, classes and data abstraction, inheritance, virtual functions and polymorphism, input/output, exception handling, file processing, class string and string stream processing.References:1. Juliet P., Program Design, 4/e, Prentice Hall India, 2000.2. Dietel H. M. and Deitel P. J., C++, How to Program, 3/e, Pearson Education, 2001.CS211T LOGIC DESIGNPrerequisite: CS102TNumber Systems and codes, Boolean algebra, Boolean functions and logical operations,Karnaugh map, Quine-McClusky algorithm, Combinational Logic, adders, comparators, decoders and encoders, multiplexers, ROMs, PLAs, Fault diagnosis and tolerance, programmable logic arrays, c ounters and shift registers, Clock mode sequential machines Reference:N. N. Biswas, Logic Design Theory, Prentice Hall of India, New Delhi, 1993.CS213T – DATA STRUCTURES & ALGORITHMSPrerequisite: CS102TReview of data types, Data abstraction, Time and space complexity of algorithms,Recursion, linear data structures: Stacks, queues, lists, Non linear Structures: Graphs, trees, sets, Searching, Sorting, Bubble sort, insertion Sort, selection sort. nlogn sorts,quick sort, heap sort, merge sort. External sort, merge files.Reference:Aho A.V., Hopcroft J.E., and Ullman J.D., Data Structures and Algorithms, Pearson Education, New Delhi, 1983.EC216L – ELECTRONICS LABElectronics Workshops, diode characteristics, UJT and UJT relaxation oscillator, transistor characteristics, wave shaping circuits, Series voltage regulator, Frequency response of CE amplifier, measurement of input and output impedance, oscillator, Op Amp.Reference:lman and C. Halkias, Integrated Electronics: Analog and Digital Circuits and systems, Tata McGraw Hill, New Delhi, 1972.CS217L – PROGRAMMING LABPrerequisite: CS102THCF (Euclid’s algorithm) and LCM of given numbers, Conversion of numbers from binary to decimal, hexadecimal, octal and back, evaluation of functions like e x, sin x, cos x etc. for a given numerical precision using Taylor’s series, testing whether a given number is prime, string manipulation programs, Matrix operations, Files.References:1. H. Schildt, C: The Complete Reference, 4/e, Tata McGraw Hill, 2000.2. T. H. Cormen, C. E. Lieserson, R. L. Rivest, Introduction to Algorithms, PHI, 1998CS221T – THEORY OF COMPUTATIONPrerequisite: CS102TBasic concepts of Languages, Automata and Grammar, Regular Languages, Kleene's theorem, Pumping Lemma, Context Free Languages, Pushdown Automata. Turing Machines: TM Computations, Church Turing Thesis, Decidability, Redecidability. Computational Complexity: classes P and NP - NP-Completeness - ReductionsReference:Michael Sipser, Introduction to the theory of Computation, Thomson Learning, Singapore, 2001CS212T DISCRETE COMPUTATIONAL STRUCTURESPrerequisite: NilReview of set theory, Logic, laws of logic, rules of inference, relations and Functions, partial ordering, equivalence relations, lattices, Boolean algebra, groups, cyclic groups, Cosets and Lagrange's Theorem, linear codes, Rings, the integer modulo n, polynomial rings, finite fields.Reference:Grimaldi R. P., Discrete and Combinatorial Mathematics, 4/e, Pearson Education, New Delhi, 1999.CS223T – COMPUTER SYSTEMS SOFTWAREPrerequisite: CS213TSystem software machine architecture, RISC machines, Assemblers, Assembler design,Loaders and linkers, Macro Processors, Device Drivers, Disk Device Driver Access Strategies, Operating System Overview , Operating System Design Options, Windows 2000 & UNIXoverview.Reference:L. L. Beck, System software - An introduction to Systems Programming, 3/e, Addison-Wesley, 1999.CS224T – COMPUTER HARDWARE DESIGNPrerequisite: CS211TPC hardware, Interfaces, operating system, BIOS, and memory organization. 8086/8088 Hardware specification, Features of Pentium IV processor, Microprocessor architecture, Addressing modes, Programming the microprocessor, using assembly language with C/C++, Memory interface, I/O interface, Interrupts, DMA, Bus interface: ISA bus, EISA and VESA buses, PCI bus.Reference:B. B. Brey, The Intel Microprocessors 8086 to Pentium: Architecture, Programming and Interface, 6/e, Pearson Education, 2003.CS225T – COMPUTER ORGANISATIONPrerequisite: CS211TComputer abstraction and technology, measuring performance, Instructions, Computer arithmetic, constructing an ALU, multiplication and division, floating point representation and arithmetic, processor, Memory hierarchy: caches, virtual memory, Input/output, buses.Reference:D. A. Patterson and J. L. Hennessy, Computer Organisation and Design: The Hardware/ Software Interface, 2/e, Harcourt Asia Pte Ltd (Morgan Kaufman), Singapore, 1998.CS226L – DATA STRUCTURES LABStack and Queue, Searching Methods, Sorting, Binary Search Tree, Infix Expression Evaluation, graph Search Algorithm, Minimal Spanning Tree,Shortest Path Algorithm, Disjoint Set operations, Applications of Heap.CS227L – DIGITAL SYSTEMS LABTTL characteristics, Half and full adders, Digital comparator, parity generator, flipflops, Shift register, counter, multivibrator, frequency divider using 555 .CS301T - SOFTWARE ENGINEERINGPrerequisite: CS213TSoftware process, software requirements, requirements engineering processes,system models, Software prototyping , formal specification, architectural design, object-oriented design, Dependability verification and validation, software testing, software, Software project management, software cost estimation, quality, configuration.References:1. Ian Sommerville, Software Engineering, 6/e, Pearson Education Asia, 2003.2. Pressman R. S., Software Engineering, 5/e, McGraw Hill, 2003CS312T COMMUNICATION & INFORMATION THEORYPrerequisite: EC219TNoise in communication systems, PAM, PPM, PWM, PCM, delta modulation, digital modulation, information theory, channel capacity, Coding Theory, Introduction to convolutional codes.References:1. Kolimbiris H., Digital Communication Systems, Pearson Education, 2001.2. Bose R., Information Theory, coding & Cryptography, Tata McGraw-Hill, 2002.3. Taub H. and Schilling D. L, Principles of Communication Systems, 2/e, McGrawHill, 1986CS313T - OPERATING SYSTEMSPrerequisite: CS223TProcess description and control, Threads, SMP and Microkernels, Deadlock and starvation, Memory management, Virtual memory, Scheduling, Multiprocessor and real-time scheduling, Input-Output, files and Security, File management, Computer Security References:1. William Stallings, Operating systems- Internals and design principles, 4/e, PHI Pvt. Ltd.,New Delhi, 2002.2. Nutt G.J, Operating systems- A modern perspective, Addison Wesley, 1999.CS 314T PRINCIPLES OF PROGRAMMING LANGUAGESPrerequisite: CS213TSyntax and semantics of programming languages. Imperative programming: Block structure, Scope rules, Principle of abstraction, Parameter passing mechanisms. Functional programming: Functions, Recursion, Types, Data abstraction, Polymorphism, Untyped and simply-typed Lambda calculus and extensions.References:1. Sethi R., Programming Languages: Concepts and Constructs, 2/e, Addison-Wesley, 19952. Benjamin C. Pierce, Types and Programming Languages. MIT Press, 2002CS222T COMPUTATIONAL COMBINATORICSPrerequisite: CS212TCounting, permutations, combinations, combinations with repetition. The principle of inclusion and exclusion, derangements, pigeonhole principle. Generating Functions, Recurrence Relations, Graphs, Euler trails and circuits, planar graphs, Hamilton paths and cycles, graph colouring, Polya's Enumeration, Trees, weighted trees. Optimization and Matching, transport networks.Reference:Grimaldi R. P., Discrete and Combinatorial Mathematics, 5/e, Addison Wesley, 2002.CS316L – HARDWARE LABIdentification of components/cards and PC assembling from components, 8086 Assembly language programming (non-recursive and recursive) TSR Prog: Disk I/O, Keyboard - stepper motor – Display – ADC/DAC – Interfacing, Wave form generation.References:1. Messmer H. P., The Indispensable PC Hardware Book, 3/e, Addison Wesley.2. Hall D.V., Microprocessors and Interfacing, 2/e, Tata McGraw Hill.CS 326L OPERATING SYSTEMS LABEnhance the primitive NACHOS operating Systems with the following capabilities:1. Load Module -Implementation of Read(), Write(), Open() and Close() system calls.2. Multiprogramming- Implementation of Fork, Wait, Exec and Exit,3. T ranslation L ookaside B uffer (TLB)4. File System5. Synchronization-Semaphore, Locks and Conditional Variables6. Networking-Nachos MailboxReference:Gary J. Nutt, Operating Systems, Pearson Education, 3/e, 2004.CS311T - COMPILER CONSTRUCTIONPrerequisite: CS221TPhases of a compiler, lexical analysis, lexical analyzer generators, Syntax analysis, Syntax-directed translation, run-time environments, symbol tables, Intermediate code generation, introduction to code optimization, code generation.References:1. Aho A.V., Sethi R. & Ullman J.D., Compilers Principles, Techniques and Tools, AddisonWesley, 1986.2. Appel A.W., Modern Compiler Implementation in Java, Cambridge University Press, 2/e,2002.CS321T: COMPUTER ARCHITECTUREPrerequisite: CS225TPerformance evaluation, Processor architecture, pipelining, pipeline hazards, issues in pipelined processor implementation. Instruction level parallelism, hardware and compiler support for branch prediction, out-of-order Instruction issue, speculative execution and other techniques for high-performance. Instruction and data cache organizations, multilevel caches, parallel memory systems, Support for virtual memory. Multiple processor systems, Interconnection networks, shared memory system, memory models, cache coherence. References:1. Hennesy J. L. & Patterson D. A., Computer Architecture: A Quantitative approach, 3/e,Harcourt Asia Pte Ltd. (Morgan Kaufman), Singapore, 2003.2. Patterson D. A. & Hennesy J. L., Computer Organisation and Design: The Hardware/Software Interface, 2/e, Harcourt Asia Pte Ltd (Morgan Kaufman), Singapore3. Hwang K., Advanced Computer Architecture: Parallelism, Scalability andProgrammability, McGraw Hill, Singapore, 1993.CS322T COMPUTER NETWORKSPrerequisite: CS312TPhysical layer, Link layer services, error detection and correction, Ethernet, hubs, bridges, switches, wireless links, Transport layer services, UDP and TCP, Network layer services, routing, IP, Internet, Application layer protocols, Network Security, Protocols, Firewalls. References:1. Peterson L.L. & Davie B.S., Computer Networks, A systems approach, 3/E, HarcourtAsia, 2003.2. Keshav S., An Engineering Approach to Computer Networking, Pearson Education, 2000.3. Andrew S. Tanenbaum, Computer Networks, 3/E, PHI, 1996.CS323T - DATABASE MANAGEMENT SYSTEMSPrerequisite: CS213TDatabase System Concepts and Architecture, Data Modeling using ER model, Relational datamodel, Relational algebra and Relational calculus, SQL, Relational database design using ER to relational mapping, Database design theory and Methodology, Data storage, Indexing andphysical design, Transaction processing concepts.References:1. Elmasri & Navathe, Fundamentals of Database Systems, 4rd Edition, Addison Wesley2. Ramakrishnan R. & Gehrke J., Database Management Systems, 2/e, McGraw Hill3. O'neil P. & O'neil E., Database Principles, Programming, and Performance, 2/e,Harcourt Asia, Morgan KaufmanCS 317L COMPILER LABGeneration of lexical analyzer using tools such as LEX, Generation of parser using toolssuch as YACC, Creation of Symbol tables, Creation of type checker, Generation of intermediate code, Generation of machine code.Reference:Halub A. I., Compiler Design in C, Prentice Hall IndiaCS 327 L NETWORKS AND DBMS LABPart 1 – NetworksLab 1- Implementation of PC to PC file transfer using serial port and MODEM. Lab 2, 3 -Software Simulation of Medium Access Control protocols - 1) Go Back N, 2) Selective Repeat and 3) Sliding Window. Lab 4 - Implementation of a subset of Simple Mail Transfer Protocol using UDP - Lab 5, 6 - Implementation of a subset of File Transfer Protocol using TCP/IP. Lab 7 - Implementation of “finger” utility using Remote Procedure Call (RPC). Lab 8 - Generation and processing of HTML forms using CGI.Part 2 – DBMSLab 1 - Implementation of B tree and B+ tree . Lab 2 - Implement a database stored in an RDBMS accessible through a web browser. Lab 3 - Minibase [ Expected time: 3 weeks]In this part students have to implement a simplified single-user relational database system, called MINIBASE. The MINIBASE project involves writing code for both the logical layer and the physical layer of a Database Management System. Refer the Minibase homepage for more information (/coral/minibase/ minibase.html). The goal is not just to have a functional DBMS, but to have a DBMS where the individual components can be studied and implemented by students.References:1. Stevans W. Richard, Unix Network Programming, PHI2. Comer D.E., Internetworking with TCP/IP, Vol. 1,2 & 3, PHI3. Campione et. al M., The Java Tutorial Continued, Addison Wesley4. Douglas E Comer., Hands-on Networking with Internet Technologies, Pearson Education5. Elmasri, Navathe, Fundamentals of Database Systems, 4th Edition, Pearson EducationCS398P MINI PROJECTEach student group (not more than 5 members in a group) is expected to develop a complete software product using software engineering techniques. The product is to be installed and should have user manuals. A detailed report is also to be submitted. The students may be accessed individually and in groups.CS399P INDUSTRIAL TRAININGEach student is expected to undertake with help from the Department of Training andPlacement, Internship in the field of Computer Science and Engineering by undergoing training of at least one-month duration in reputed industries/research centers in thecountry. The industrial training is expected to be undertaken during the semester recess. The student should write a final report on this training and should make an oral presentation before an evaluation committee.CS421T DESIGN AND ANALYSIS OF ALGORITHMSPrerequisite: CS213TSpace and Time Complexities. Asymptotic notations and complexity classes. Algorithm Design Paradigms: Brute Force, Divide and Conquer, Decrease and Conquer, Transform and Conquer, Dynamic, Greedy. Back Tracking, Branch and Bound, Approximation Algorithms. Space-Time Trade-offs.References:1. Anany Levitin, Introduction to the Design & Analysis of Algorithms, Pearson Education.20032. Cormen, Leiserson, Rivest and Stein, Introduction to Algorithms, Second Edition. PHI.2002.3. Aho, Hopcroft and Ullman, The Design and Analysis of Algorithms, Seventh IndianReprint, Pearson Education, 2002.CS331T COMPUTER GRAPHICS & MULTIMEDIA SYSTEMSPrerequisite: CS213TBasic raster graphics algorithms for drawing 2D primitives - 2D transformations - Input devices and interactive techniques - 3D graphics - 3D transformations. Introduction to multimedia - multimedia hardware - multimedia software. Multimedia building blocks - audio - images and graphics - animation techniques. Data compression - basic compression techniques like JPEG, H.261, MPEG and DVI - multimedia database systems. References:1. Foley J. D., Van Dam A., Feiner S. K., & Hughes J. F., Computer Graphics Principles andPractice, Second Edition, Addison Wesley2. Ralf Steinmetz & Klara Nahrstedt, Multimedia: Computing, Communications andApplications, Pearson Education3. Koegel Buford J. F., Multimedia System, Addison WesleyCS 497S SEMINAREach student is expected to present a seminar on a topic of current relevance in computer science and engineering – they have to refer papers from standard journals like ACM, IEEE, JPDC, IEE etc. – at least three cross references must be used – the seminar report must not be the reproduction of the original paper.CS498P PROJECTThis project is for a duration of two semesters. Each student group(not more than 5 members in a group) is expected to develop a complete product. The design and development may include hardware and /or software. First part of the project is mainly for the design of the product. An interim report is to be submitted at the end of the semester. The assessment may be made individually and in groups.CS416L PROGRAMMING PARADIGMS LABTower of Hanoi - recursive and non-recursive, Eight Queens Knight's tour ExpressionEvaluation. These problems are solved in procedural, object oriented, functional and logic paradigms. Specific problems suitable for the above paradigms are also given. A scriptinglanguage is also introduced.CS422T - COMPUTATIONAL INTELLIGENCEPrerequisite: CS213TArtificial Intelligence, Structures and Strategies for state space search, Knowledge representation, AI Representational Schemes, Machine Learning, The Genetic algorithm, Genetic Programming, Rule based Expert Systems, Introduction to Natural Language Processing, Languages and Programming Techniques for AI.References:1. Luger G. F., Artificial Intelligence- Structures and Strategies for Complex ProblemSolving, 4/e, Pearson Education2. Elain Rich & Kevin Knight, Artificial Intelligence, 2/e, Tata McGraw Hill3. Steven. L. Tanimotto, The Elements of Artificial Intelligence, Computer Science PressWinston P H, LISP, Addison WesleyCS499P PROJECTThis is the second part of the project. This part is for the development, testing, and installation of the product. The product should have user manuals. A detailed report is to be submitted at the end of the semester. The assessment may be made individually and in groups.CS 332T ADVANCED DATA STRUCTURESPrerequisite: CS213TA review of elementary data structures. Hash tables - different implementations - collision handling. Binary Search Trees - Red-Black Trees - AVL Trees - optimal binary tree. B-Trees. Binomial and fibonacci heaps. Datastructure for representing disjoint sets.Data structure choice and justification for some practical Applications.References:1. Cormen, Leiserson, Rivest and Stein, Introduction to algorithms, Second Edition, PHI,2002.2. Niklaus Wirth, Algorithms + Data structures = Programs, PHI, 1994CS 333T OBJECT ORIENTED ANALYSIS AND DESIGNStructural Modeling – UML Models – Behavioral and Architectural Models – Design Patterns – Object Oriented Testing Methodologies - Components.References:1. Page Jones M., Fundamentals of Object Oriented Design in UML, Pearson Education, 2000.2. Booch G., Rumbaugh J. & Jacobsons I., The Unified Modeling Language User Guide,Addison Wesley, 2000.3. Bahrami A., Object Oriented System Development, McGraw Hill, 2000.CS 334T: WEB PROGRAMMINGPrerequisite: CS213T & CS322TInternet and WWW, HTML, Paintshop, Photoshop, FrontPage, JavaScript/Jscript, Dynamic HTML, multimedia, e-commerce security, web servers, SQL, ADO and RDS, Active server pages, CGI and Perl, XML, Servlets .References:1. H. M. Deitel, P. J. Deitel and T. R. Nieto, Internet and World Wide Web: How ToProgram, Pearson Education, 2000.2. Current LiteratureCS431T ADVANCED DATABASE MANAGEMENT SYSTEMSPrerequisite: CS323TOverview of relational database concept - object oriented database - overview of CORBA standard for distributed objects, Distributed database concepts - overview of client - server architecture and its relationship to distributed database, Deductive database - basic inference mechanism for logic programs - data warehousing and data mining - database on World Wide Web - multimedia database - mobile database - geographic information system - digital libraries, Oracle and microsoft access - basic structure of the oracle system, database structures and its manipulation in oracle - programming oracle applications - oracle tools - an overview of microsoft access features and functionality of access - distributed databases in oracle.References :1. Elmasri & Navathe, Fundamentals of Database Systems, 3/e, Addison Wesley2. Ramakrishnan R. & Gehrke J., Database Management Systems, 2/e, McGraw Hill3. O'neil P. & O'neil E., Database Principles, Programming and Performance, 2/e, HarcourtAsia (Morgan Kaufman)4. Silberschatz, Korth H. F. & Sudarshan S., Database System Concepts, Tata McGraw Hill5. Theory T. J., Database Modelling and Design, 3/e, Harcourt Asia (Morgan Kaufman)CS432T: MULTIMEDIA SYSTEM DESIGNPrerequisite: CS213TIntroduction, compression and decompression, data and file format standards, multimedia I/O technologies, storage and retrieval technologies, architectural and telecommunications considerations, multimedia application design, multimedia authoring and user interface, hypermedia messaging, distributed multimedia systems.References:1. P. K. Andleigh and K. Thakrar, Multimedia System Design, , Prentice Hall India, 1996.2. Current Literature.CS341T: DISTRIBUTED COMPUTINGPrerequisite: CS313TOperating system fundamentals - distributed system concepts and architectures - major design issues - distributed computing environments (DCE)Concurrent processes and programming - threads and processes - client server model - time services - language mechanisms for synchronization - concurrent programming languages Interprocess communication and coordination - message passing communication - request/reply communication - transaction communication - name and directory services - distributed mutual exclusion - leader electionDistributed process scheduling - static process scheduling, dynamic load sharing and balancing - distributed process implementation - real-time scheduling - concepts of distributed file systems - distributed shared memory - distributed computer security。

Clustering and Grid Computing : Age of CrisisNiraj UpadhayayaResearch StudentCEMS.UWE, Bristol.________________________________________________________________________ Abstract: Clustering has evolved as a mature technique and developed in to grid computing. With increasing complexity of today’s world, processing power offered by grid computing has become great help to solve complex problems. However cluster computing is going through an age of crisis. This crisis has come due to the fact that it is useful but still efficiency is much below the expected limits. In this paper problems related to efficiency of Cluster / Grid computing are discussed with suggestion regarding possible solutions.________________________________________________________________________1.Growth in processing capacity and clustering technologyFrom basic research to weather questions and aerodynamic problems for airplane manufacturers, science and industry are looking for answers that can only come from years of computing time using the world's fastest computers. According to Dan Reed, director of the National Center for Supercomputing Applications (NCSA), "There's no upper bound on the level of performance that today's researchers want and need. If we had a petaflops (a machine capable of 1,000 trillion floating point operations per second) on the floor, researchers would clamor for access, and it would be saturated in a few days."Gordon Moore (Cofounder of Intel) predicted in 1965 that processing capacity 9 Basically he talked about transistor density in chip) would double every 18 months.As a fact growth in processor technology has outsmarted even this prediction, and processing capacity is doubling almost every 14 months. With increased processor efficiency, commodity computing has become more effective and powerful. This in turn has resulted in the growth of cluster computing as even more powerful andaffordable computing architecture. Now there are 137 Cluster supercomputers in top 500 supercomputers (Top 500 June 2003) , and they are not at bottom of the list but evenly distributed across it. The third most powerful computer in the world as on date is a Linux based supercomputer comprising 2304 processor giving peakperformance of 11 T Flops.This capability at affordable cost has brought a revolution in the world ofcomputing. Supercomputing has become now part of a common person. For example Google the popular search engine of Internet, is a big cluster itself comprising of15,000 commodity Linux system, distributed across 6 data centers, giving total processing capacity of 15 T Flops.2.Power at the cost of efficiencyWith above statistics it appears that everything in the world of cluster /grid supercomputing is going quite well. The reality however is far from this. All this processing power of clustering is harnessed at a price and that is efficiency. As a fact this problem is plaguing the processor technology itself, where the available performance of processors is far below than possible peak performance of the architecture.This problem can be understood by the example that a Pentium 4 processor running at 3200MHz can give theoretical peak performance of(1fpu)*(2flops/cycle)*(3.2 GHz) = 6040 MFLOP/sAt this theoretical peak simple mathematical operations like Y=AX+Y where three operands (24 bytes) needed for 2 flops demands a bandwidth of 9060 MW/s.However theoretical peak of memory considering bus speed of 800 MHz is32bit * 800 =2560 MB/s = 320 MW/sIt clearly shows that if we achieve theoretical peak of processor and memory, the memory will be 30 times slower than the demand of processing. This makes whole system run slower than expected. It can be clearly seen here that instead of processor , memory bandwidth is becoming bottleneck in computing. In parallel computing like clusters and grids this situation becomes more acute. It will further growing to be worse considering growing rate of disparity in the speed of development of processor and memory technology.3.Other major reasons of concernDisparity between memory and processor technology is just one of the major issues to be tackled by grid computing. There are other areas of growing concern as well.a. Complexity of programming on these machines was underestimated.Initially there was PVM than MPI came. Now we have several libraries to help programmers, programming in cluster domain. Clusters are generally used to solve massive critical kind of problems. In such domain using these libraries not only makes the code more cumbersome but difficult to debug and maintain. Moreover no separate architectural paradigm was evolved for programming on cluster computers. It further makes the task of programmer more difficult.b. Lack of reliability in commodity hardware.The commodity hardware, which was thought the basis of cluster hardware architecture, making it economically attractive is becoming area of concern. Such hardware is less reliable and failure rate though low when calculated percentage wise, affects seriously when making a cluster of more than 1000 nodes. In case programmers are not aware of this issue of possible failure of a few nodes all the time, they may create a program, which will not work at all in some cases and works erroneously in most of the cases.c. No medium and long term research activity on applications, algorithms, middleware, programming model etc.Lot of research has been done to create new models and schemes of clustering, but hardly any research is being done in improvement of cluster computing efficiency. It has resulted in a scenario, where we have lot of techniques but none of these has been perfected. Unfortunately still more stress is being given to finding new way of clustering, rather than perfecting existing methods.d. Cluster has become hardware domain and there is tendency to depend on hardware to solve software related problems as well.In the area of cluster computing for many years, problems related to software were searched in hardware domain. This methodology was flawed since conception, as we know that solution of any problem lies in problem domain itself. It was initially thought that higher speed of network will solve all the problems, but it did not. Similarly more stress was given to hardware architecture, rather than software architecture of applications running on clusters. Now when solutions obtained through such shortcuts have already been proved far from satisfactory, there is growing feeling that most of the problems related to clusters are to be resolved in software domain.e. Challenges for applications, libraries and tools are formidable with T Flops level and almost insurmountable at P Flops.As we increase the number of processors to get more processing power, scalability becomes a big issue. Scalability and cache coherency does not go hand in hand. Creating and maintaining distributed software memory (DSM) with such big clusters is therefore becoming more and more difficult. Further share memory programming methods do not scale to large number of CPUs.f. Problems with General Purpose Kernels (GPK)A major reason of performance drop in cluster computing is that, a few general-purpose kernels are handling a large mass of applications, requiring different and diverse resource allocation pattern. These kernels are simply not designed to handle very special needs of such massively parallel applications. If we add the factor that most of cluster supercomputers handle one or very few application, it clearly shows that instead of tuning application to kernel, there is need to go in reverse direction and tune or even create kernel specifically suited to applications.Further most of the kernel give preference to processor scheduling over memory scheduling, with memory bandwidth becoming bottleneck, this preference order needs to reversed, specially in case of cluster /grid computing. General-purpose kernels are failing to deliver optimally tuned performance, and redesigning special kernels from scratch is only answers to work with long time objectives.g. Lagging compiler technologyToday hardware technology is evolving at such a fast rate that, it is difficult to keep pace with it. It becomes very evident by the fact that there are hardly any applications to take benefits of additional instruction sets offered by improving processor technology. Compilers are simply lagging too far behind to take benefit of evolving instruction sets. Incorporating these additional facilities in compiler is must to design very large, critical and distributed software suitable to run on clusters. However it is simply not happening.4.So where lies the solutionThis crisis can be handled in two ways short term and long term. Short-term mantra to solve this is performance tuning. This can be done individually on each kernel for each application, or we can resort to not yet very reliable automatic performancetuning tools. In first case, for each kernel we have to identify and generate space of algorithms and search the fastest one by actually running them. Space of algorithms here means, instruction mix and order, memory access pattern, data structure andmathematical formulations. Tests need to be done for each kernel and architecture, and both at compile time and run time.Other short-term solutions are to make numerical software more adaptive, exploratory and intelligent. Adaptivity is key here, so that applications can use the resources effectively. Further there is need to eliminate determinism in numerical computing. After all it is not reasonable to ask for exactness in numerical computation. This however will reduce reproducibility of the result. In a way we can say that, in case if we want to introduce determinism and extreme reproducibility in numerical software, it is coming at very high cost of the performance.Reproducibility, fault tolerance, performance and adaptivity are all diverse aims and balance is indeed a difficult task, which gets more complicated in the scenarios of general purpose kernels.Long term SolutionsThe dark side of computer cluster is the fact that they perform poorly on application that requires large shared memory. To overcome this there is growing need to research in the areas of ultra high performance hardware-software architectures, including new programming paradigms, kernels, user interfaces and above all peta-scale distributed databases.Another long-term solution is to have more mature and effective auto performance tuning tools for parallel applications. Here the objective is to create an environment for dynamic automatic tuning of distributed applications that facilitates design and development of distributed applications, takes care of performance optimization of application during it’s execution. Fortunately automatic tuning schemes like kappa-pi, HPCS, Active Harmony are showing promise in this direction.Redesigning kernel with new architectural goal of better memory management and more tenability is very important if cluster computing efficiency has to be increased to an acceptable level in peta flop computing scenario.5.ConclusionCluster / Grid computing has become a tool which is affordable and scalable to solve complicated, processor intensive and parallel problems. Like any technology, cluster computing is maturing with time. This is leading to higher expectation from users, researchers especially in terms of performance. In spite of providing benefits of largeprocessing power, clusters are inherently very inefficient and there is urgent need to improve the efficiency. Software performance on cluster has to be improved using tools in software domain. Better performance tuning of application, kernel and stress on better utilization of memory bandwidth or few possible solutions to remove this performance bottleneck.6. References and Bibliography1.G. Fox, M. Pierce, D. Gannon, M. Thomas, Overview of Grid ComputingEnvironments, GGF Document Series.2.Ian Foster, The Grid: A New Infrastructure for 21st Century Science (Reprint),Physics Today /pt/vol-55/iss-2/p42.html3.Ian Foster, Carl Kesselman, Jeffrey M. Nick, Steven Tuecke, The Physiology ofthe Grid: An Open Grid Services Architecture for Distributed SystemsIntegration (Draft 2.9), 22nd June 2002.4.David De Roure, Nicholas Jennings, Nigel Shadbolt and Mark Baker, "ResearchAgenda for the Semantic Grid: A Future e-Science Infrastructure", Technical Paper, 19th February 2002. (pdf, html, background).5.Rajkumar Buyya and Manzur Murshed, GridSim: A Toolkit for the Modelingand Simulation of Distributed Resource Management and Scheduling for Grid Computing, The Journal of Concurrency and Computation: Practice andExperience (CCPE), 1-32pp, Wiley Press, May 2002 (to appear).6.I. Foster, C. Kesselman, S. Tuecke, The Anatomy of the Grid: EnablingScalable Virtual Organizations , January 20017.Rajkumar Buyya, Mark Baker, Grid Computing, Grid 2000: First IEEE/ACMInternational Workshop, Bangalore, India, December 17, 2000: Proceedings 8.R.J. Allan , Survey of Computational Grid, Meta-computing and NetworkInformation Tools, Daresbury Technical Report, Computational Science and Engineering Department, CLRC Daresbury Laboratory, Daresbury, Warrington, UK, 20th June 20009.Abramson D., Giddy J., and Kotler L., High Performance Parametric Modelingwith Nimrod/G: Killer Application for the Global Grid? International Parallel and Distributed Processing Symposium (IPDPS), IEEE Computer SocietyPress, 200010.Rajkumar Buyya, Steve Chapin, David DiNucci, Architectural Models forResource Management in the Grid, The First IEEE/ACM InternationalWorkshop on Grid Computing (GRID 2000), Springer Verlag LNCS Series,Germany, Dec. 17, 2000, Bangalore, India.11.Klaus Krauter, Rajkumar Buyya, and Muthucumaru Maheswaran, A Taxonomyand Survey of Grid Resource Management Systems, Technical Report:Manitoba and Monash Universitities, 2000.。

Capital Markets and Corporate Finance (Streams 9/10):FINC5001Dr. Reuben SegaraFinance DisciplineSchool of BusinessUniversity of Sydney1A Review of FinancialMathematics2This LecturePart I: A Review of Financial Mathematics•Time value of money revisited•Simple Interest•Compound Interest–Future value and Present value of a Single Amount–Present Value and Future Value of Multiple Cash Flows•Frequency of compounding, Adjusting for different compounding intervals & Continuous compounding•The Stated Rate (Nominal) Vs. The Effective RatePart II: Annuities and Perpetuities•What are Annuities?; Type of Annuities•Type of annuity factors (Present Value Vs. Future Value)•Ordinary Annuity (Future value and Present Value)•Annuity Due (Future Value and Present Value)•Perpetuities (Constant Vs. Growing)3Time Value of Money Revisited •Understanding of the ‘time value of money’concept is critical to learning financial mathematics and security valuation.•The time value of money is often measured by using an interest rate.•Money decreases in relative value over time •$1 today is worth more than $1 next year •WHY?4This LecturePart I: A Review of Financial Mathematics•Time value of money revisited•Simple Interest•Compound Interest–Future value and Present value of a Single Amount–Present Value and Future Value of Multiple Cash Flows•Frequency of compounding, Adjusting for different compounding intervals & Continuous compounding•The Stated Rate (Nominal) Vs. The Effective RatePart II: Annuities and Perpetuities•What are Annuities?; Type of Annuities•Type of annuity factors (Present Value Vs. Future Value)•Ordinary Annuity (Future value and Present Value)•Annuity Due (Future Value and Present Value)•Perpetuities (Constant Vs. Growing)56Simple Interest•With simple interest, the amount of interest earned or paid is the same each period unless there is a change in interest rates.where:–I = the total amount of simple interest–r = the rate of interest per period (normally p.a)–P = principal (or present value)–t = the time in periods (normally years)–S = maturity value of P (or future value)I=P rt S=P + I S=P(1+)rt ∴Compound Interest•With compound interest, the amount of interest received or paid is calculated based on the principal and accumulated interest from previous periods•The dollar amount of interest is increasing over time•In essence, you will pay or receive ‘interest on interest’•Compound interest will be assumed for the remainder of this lecture14Recap on the Future Value and Present Value of MultipleCash Flows30A More Tricky Question?32QUESTION 6 (Cont’d)Value at 1 Jan. 2007 of $20,000 debtValue at 1 Jan. 2007 of $30,000 debtValue at 1 Jan. 2007 of $50,000 debtTherefore the single debt34Frequency of Compounding•Do banks calculate interest earned on a daily, monthly, quarterly, half-yearly or annual basis? •The more often interest is both calculated and credited, the more you will earn.•Interest calculated daily -and credited on thefirst business day of each month.35Frequency of Compounding •What would you choose?–Option A:$10,000 invested for fiveyears with interest calculated dailythen credited monthly–Option B:$10,000 invested for fiveyears with interest calculated quarterly then credited annually36Frequency of Compounding •Interest on most financial arrangements (such as housing loans or debentures) is normally paid more than once a year•Consequently, the effective interest rate paid by a home-loan borrower is greater than the statednominal rate•How do we account for this?Need to adjust the annual nominal interest rate to the effectiverate per compounding period.3745Types of Annuities1. Ordinary Annuities2. Annuity Due3. Deferred Annuity。

INFO5001System Analysis and ModellingSemester 2, 2013Lecture 7, Introduction to HTML (part 2)Based on Internet & WWW Ch2Introduction ❝HTML5 (HyperText Markup Language 5)-markup language that specifies the structure and content of documentsthat are displayed in web browsers❝We introduce some basics, then cover more sophisticated HTML5 techniques such as:-tables, which are particularly useful for structuring information fromdatabases (i.e., software that stores structured sets of data)-forms for collecting information from web-page visitors-internal linking for easier page navigation-meta elements for specifying information about a documentEditing HTML5›We’ll create HTML5 documents by typing HTML5 markup text in a text editor (such as Notepad, TextEdit, vi, emacs) and saving it with the .html or .htm filename extension.›Computers called web servers store HTML5 documents.›Clients (such as web browsers running on your local computer or smartphone) request specific resources such as HTML5 documents from web servers.First HTML5 Example›Figure 2.1 is an HTML5 document named main.html›This first example displays the message Welcome to HTML5!in the browser.Linking ›A hyperlink references or links to other resources, such as HTML5 documents and images.›Web browsers typically underline text hyperlinks and color them blue by default.Linking (Cont.)❝The strong element indicates that the content has high importance. Browsers typically render such text in a bold font.❝Links are created using the a(anchor) element.❝Attribute href(hypertext reference)specifies a resource’s location, such as-a web page or location within a web page-a file-an e-mail address❝When a URL does not indicate a specific document on the website, the web server returns a default web page. This page is oftencalled index.html, but most web servers can be configured touse any file as the default web page for the site.❝If the web server cannot locate a requested document, it returns an error indication to the web browser (known as a 404 error), and the browser displays a web page containing an error message.Linking (Cont.)Hyperlinking to an E-Mail Address-Anchors can link to an e-mail address using a mailto:URL-When a user clicks this type of anchored link, most browsers launch the default e-mail program (e.g., Mozilla Thunderbird, Microsoft Outlook or Apple Mail) to enable the user to write an e-mail message to the linkedaddress.Images (Cont.)Void Elements❝Some HTML5 elements (called void elements) contain only attributes and do not mark up text (i.e., text is not placed betweena start and an end tag).❝You can terminate void elements (such as the img element) by using the forward slash character (/) inside the closing right angle bracket (>) of the start tag.❝For example, lines 15–16 of Fig. 2.6 could be written as follows: <img src = "jhtp.png" width = "92" height = "120"alt = "Java How to Program book cover" />Images (Cont.)Using Images as Hyperlinks❝By using images as hyperlinks, you can create graphical web pages that link to other resources.❝In Fig. 2.7, we create five different image hyperlinks.❝Clicking an image in this example takes the user to a corresponding web page—one of the other examples in this chapter.Forms›HTML5 provides forms for collecting information from users.›Figure 2.14 is a simple form that sends data to the web server for processing.Forms (Cont.)method Attribute of the form ElementA form is defined by a form element-Attribute method specifies how the form’s data is sent to the webserver.-Using method = "post" appends form data to the browser request,which contains the protocol (HTTP) and the requested resource’s URL.-The other possible value, method = "get", appends the form datadirectly to the end of the URL of the script, where it’s visible in thebrowser’s Address field.-The action attribute of the form element specifies the script to whichthe form data will be sentForms (Cont.)action Attribute of the form Element-The action attribute of the form element specifies the script to which the form data will be sent.-Since we haven’t introduced server-side programming yet, we set this attribute to for now.-input elements that specify data to provide to the script that processes the form (also called the form handler).-An input’s type is determined by its type attribute.Forms (Cont.) Hidden Inputs❝Forms can contain visual and nonvisual components.❝Visual components include clickable buttons and other graphical user interface components with which users interact.❝Nonvisual components, called hidden inputs, store any data that you specify, such as e-mail addresses and HTML5 document file names that act as links.Forms (Cont.) text input Element❝The text input inserts a text field into the form, which allows the user to input data.❝The label element provides users with information about the input element’s purpose❝The size attribute specifies the number of characters visible in the text field.❝Optional attribute maxlength limits the number of characters input into a text field.Forms (Cont.) submit and reset input Elements❝The submit input element is a button.-When the submit button is pressed, the form’s data is sent to the location specified in the form’s action attribute.❝The value attribute sets the text displayed on the button.❝The reset input element allows a user to reset all form elements to their default values.Forms (Cont.) Additional Form Elements❝Figure 2.15 contains a form that solicits user feedback about a website.❝The textarea element inserts a multiline text area into the form.❝The number of rows is specified with the rows attribute, and the number of columns (i.e., characters per line) with the cols attribute.❝Default text can be specified in other input types,such as text fields, by using the value attribute.2.11 Forms (Cont.)›The password input inserts a password box into a form.-Allows users to enter sensitive information, such as credit card numbers and passwords, by “masking” the information input with another character, usually asterisks.-The actual value input is sent to the web server, not the asterisks thatmask the input.Forms (Cont.)❝The checkbox input element enables users to select and option.-When the checkbox is selected, a check mark appears in thecheckbox. Otherwise, the checkbox is empty-checkbox es can be used individually and in groups.checkbox es that are part of the same group have the samename❝radio buttons are similar to checkbox es, except that only one radio button in a group can be selected at any time.-All radio buttons in a group have the same name attribute butdifferent value attributes.❝The select input provides a drop-down list of items.-The name attribute identifies the drop-down list.-The option element adds items to the drop-down list.Internal Linking ›The a tag can be used to link to another section of the same document by specifying the element’s id as the link’s href.›To link internally to an element with its id attribute set, use thesyntax #id.41meta Elements ›One way that search engines catalog pages is by reading the meta element’s contents.-The name attribute identifies the type of meta element-The content attribute-Of a keywords meta element: provides search engines with a list ofwords that describe a page, which are compared with words in searchrequests-Of a description meta element: provides a three-to four-linedescription of a site in sentence form, used by search engines to catalogyour site. This text is sometimes displayed as part of the search result47。

C YBER P SYCH O LOG Y & B EHAV IOR Volume 3, Number 2, 2000Mary Ann Liebert, Inc.Sex and the Internet: A Survey Instrument to AssessCollege Students’ Behavior and AttitudesPATRICIA GOODSON, Ph.D.,1DEBORAH MCCORMICK, Ph.D.,2and ALEXANDRAEVANS, Ph.D.3ABSTRACTDue to the paucity of empirical data on college students’ perceptions and behavior when searching the Internet for sexuality-related information, the purpose of this article is to pre-sent the development, psychometric properties, and initial validation results of an instrument designed to measure these factors. The questionnaire, based on Social Cognitive Theory, con-tained three scales to measure attitudes of students toward use of the Internet for (a) obtain-ing sexuality-related information, (b) establishing personal connections, and (c) for sexual en-tertainment/arousal. Each of these three scales consisted of two subscales, measuring expectancies and expectations for the above functions. The subscales demonstrated a high de-gree of internal consistency (alphas ranging from .76 to .95) and appropriate temporal stabil-ity (rs .69 to .78). A Principal Components analysis of the subscales yielded a factor struc-ture of six factors, accounting for 68.8% of the total variance. Importance of the instrument for sexuality research as well as its limitations are alsopresented.INTRODUCTIONPE OP LE H A V E A LW A Y Sbeen quick to adoptnew innovations in technology in order to satisfy their interest in and curiosity about sexual matters. The Internet is the most recent in a long line of technological inventions—from the printing press to video cameras and cassettes—that have been utilized for the pur-pose of allowing exploration of sexuality-re-lated topics.1Several of the Internet’s charac-teristics, such as easy access, affordability andanonymity,2render this form of technologyespecially powerful and unique for the ex-ploration of sexuality.“Sex” is presently the number one search term used on the Internet.3,4According to the market research firm Relevant Knowledge,more than 9.6 million people (or 15% of all Web users) accessed one of the ten most popular cy-bersex sites during April 1998. Industry sources report that sex-related searches make up 10–20% of requests by visitors to search sites on the Web. Sex is not only the number oneThis article was presented at the Western Region Annual Conference of The Society for the Scientific Study of Sexu-ality, San Francisco, CA, April 22, 1999.1Texas A&M University, Department of Health and Kinesiology, College Station, TX.2Northern Arizona University, Department of Health, Physical Education and Nutrition, Flagstaff, AZ.3The University of Texas at Austin, Department of Kinesiology and Health Education, Austin, TX.search topic on the Web but also one of its largest revenue-producers.3,5On the positive side, the Internet is func-tioning as a useful tool to promote sexuality ed-ucation,6,7however, many are disturbed by the proliferation of pornographic websites and chat rooms that include activities that may not only be offensive but also illegal. The issue of “sex on the Internet” has now become a topic of heated debate and controversy, as it touches upon matters of freedom of speech, education, and protection of youth.8Despite the widespread availability of sexu-ality-related websites, very little has been doc-umented regarding users’ behavior (What do they do?) and attitudes (What do they believe?) when it comes to searching the Internet for sex-uality-related topics. Documentation is scarce, for instance, regarding what types of informa-tion (or entertainment) users seek when online; how users feel about searching for sex-related subjects; how non-users perceive those who log on for sexual purposes, etc. A search of more than a dozen databases (including ERIC, PsychInfo, and Sociological Abstracts among others) using the search terms “sex/sexuality and Internet,” “virtual sex,” and “cybersex” re-vealed only one empirical study of the behav-ior of Internet users for sexual pursuits, carried out by Cooper and his colleagues.9In this study, authors documented from a sample of volunteer users of the Internet (N 9,177) “Who goes online for sexual pursuits, where they go, and whether it seems to be caus-ing problems in their lives” (Ref. 9, p. 156). Findings revealed expected gender differences in response rates (male respondents outnum-bered females by a ratio of 6:1) as well as for several of the studies’ variables, such as going online for sexual pursuits from home or office computers, and preferred online media (most men preferring sites with visual erotica and women choosing chat rooms). The study com-pared high, moderate, and low users (cate-gorized according to hours spent online for sex-ual purposes) and focused on assessing pat-terns of use along with reported distress caused by online behavior. Sixty-one percent of re-spondents admitted changing their age when online, but only 5% reported assuming a dif-ferent gender; 70% said they keep secret how much time they spend on Internet sexual pur-suits, and most respondents reported that their sexual experiences online were “satisfying but not particularly arousing.” Authors concluded that high usage of the Internet for sexual pur-suits caused distress only in a small percentage of their sample. Additionally, they examined the implications of these findings for treatment and prevention of mental health problems.9 While Cooper’s study represents a much needed step in the process of documenting on-line behavior related to sexuality, it is limited by the nature of its sample: only respondents over 18 who indicated they had logged on to a sexual site at least once were invited to com-plete the non-randon survey. Care was taken to demonstrate that the sample of volunteers for this study was similar to a random sample of visitors to the website, and sim-ilar to a sample of 9.6 million visitors of adult sexual websites. The study is also limited by the nature of its dependent variable: online sex-ual pursuits. It remains unclear what is the de-finition given to “sexual pursuits” (Is this mainly sexual entertainment, or does it include seeking sexuality-related information?).Given the paucity of information on this topic, the purpose of this article is to present the development of an instrument designed to assess college students’ perceptions and be-havior when searching the Internet for sexual-ity-related matters. Our instrument (see Ap-pendix) represents an important contribution to this new field of inquiry because it is de-signed to document behaviors and attitudes of both users and non-users of the Internet while investigating three different aspects of college students’ use of the Internet for sexuality mat-ters: information-seeking, relationship build-ing and maintenance, and sexual arousal/en-tertainment. A combination of age, education, interest in sexuality, computer literacy, and availability makes college students a particu-larly attractive target population for Internet information dissemination, communication, and commerce.10,11Below we describe the de-velopment of the instrument, its psychometric properties, initial validation results and limita-tions.THEORETICAL FRAMEWORKSocial Cognitive Theory (SCT) was chosen as the framework for the construction of our ques-tionnaire and collection of data.12,13Even though examination of Internet and E-mail users’ behavior and attitudes is a rather nascent pursuit, the practice and views of users of other media have been extensively scrutinized. This is especially true regarding sexuality-related media impact. The study of the effects of pornography consumption upon violent sexual behavior, for instance, has consistently used SCT for its theoretical framework, alongside aggression and excitation transfer theo-ries.14,15,16Such preference for SCT probably owes to this theory’s non-simplistic view of media im-pact. Whereas most of the early research on pornography effects was based on a “monkey-see-monkey-do” theory of media influence, SCT proposes that the media’s effects are nec-essarily mediated by the consumer’s cognitive abilities, reinforcement history and outcome expectations regarding the images he/she con-sumes.17In addition to its use in investigations of the effects of pornography, SCT has also been used to explain the social diffusion of prod-ucts, ideas, and values through mass com-munication.18Acknowledging that there are multiple pathways through which the media may affect human behavior and attitudes, SCT provides useful intrapersonal, behav-ioral and environmental constructs (such as observational learning, symbolic modeling, self-beliefs of efficacy, outcome expectations and expectancies, among others) for under-standing media influence on learning about sexuality. Moreover, SCT allows not only an appropriate theoretical understanding of hu-man learning, but also of the social interac-tions that function as environmental contexts within which learning occurs.19Our study focuses only on selected SCT constructs (see discussion below). Further studies on the topic of Internet and sexuality information/entertainment would do well to explore and test those concepts we have not addressed.METHODSDevelopment of itemsOur purpose was to develop a survey in-strument for documenting college students’ at-titudes and behavior when using the Internet for three main functions: (a) obtaining infor-mation related to sexuality (for school, work-related projects, or personal information); (b) establishing and maintaining relationships (such as using E-mail or participating in chat groups); and (c) sexual gratification (sexual arousal and/or entertainment). These three uses mirror the predominant uses of the Inter-net for general purposes.20The first step in compiling an item pool con-sisted of asking undergraduate students en-rolled in two health classes at The University of Texas at San Antonio (UTSA) to brainstorm a list of potential questions. Once these student-generated questions were obtained, our second step consisted of categorizing the questions ac-cording to selected constructs from Social Cog-nitive Theory. Student-generated questions fell under the categories of (a) situations (subjects; perception of their environments); (b) expecta-tions (outcomes related to specific uses of the Internet for sexuality-related purposes); (c) ex-pectancies (value subjects place on the out-comes defined above); (d) emotional arousal (the emotions generated by using the Internet for sexual gratification); and (e) behavior (sub-jects’ actual search practices/patterns).After organizing the questions into these cat-egories we added several demographic items including one aimed at controlling for prior ex-posure to human sexuality classes, where searches on the Internet may be required as class assignments.Content validityConsensual validity.To ensure consensual va-lidity for each of the sections of the questionnaire, a draft of the instrument was sent to experts in the fields of sexuality and/or electronic com-munications.21These experts were asked to pro-vide feedback related to the relevance of each item, the appropriateness of item wording and potential gaps in the content beingcovered.Pre-survey evaluation of items.Following rec-ommendations that survey questions be evalu-ated prior to use in a full-scale study through focus group discussion, intensive individual interviews, and field pretesting,22a version of the questionnaire (revised according to experts’comments) was submitted to a focus group of UTSA students.The focus group consisted of students from the Division of Education at UTSA. Students were asked to answer the items on the questionnaire, immediately prior to the meeting. Due to the sen-sitive nature of the topic, they were instructed to role-play as they answered the questions. Five potential “roles” or “characters” were presented to the group (e.g., someone who uses the Inter-net for research on human sexuality only; some-one who searches for sexually explicit materials; someone who does not use the Internet at all) and each participant chose one character to role-play while answering the questionnaire. All an-swers, then, reflected how this character would potentially answer the questions being posed in the instrument (not how the student him/herself would choose to answer). The main purpose of the focus group was to detect possible ambigu-ous wording of questions or of response alter-natives, as well as to check for the flow of ques-tions (including the use of skips and filters). Despite inherent limitations, we chose to conduct only one focus group session due to the absence of problems encountered by either the group of experts or these focus group participants.Intensive individual interviews.In order to de-termine whether the questions were being un-derstood by respondents in the intended man-ner, a revised version of the questionnaire (based on the suggestions made during the fo-cus group) was then submitted to six students who met individually with one of the authors. These intensive interviews assessed students’understanding of each question, strategies em-ployed for choosing answers, and identifica-tion of sensitive questions (those that might not be answered truthfully by respondents).Questionnaire structure and scalesBehavior items.The questionnaire to be field tested consisted of eight sections: A through H (the final version maintained this same struc-ture). Section A consisted of demographic in-formation (age, ethnicity, marital status, reli-gious preference, religiosity, academic status and having had a sexuality class), and sections B through E contained several items designed to assess different behaviors employed by stu-dents while using the Internet for accessing sex-related topics. Section B, for instance, contained items related to frequency and history of use of the Internet/E-mail; location from which stu-dents access the net (campus computer lab; home computer; personal computer at work; friend/relative’s computer) as well as reasons for not using the Internet or E-mail (e.g., “I feel intimidated by this technology”; “It is incon-venient for me because I don’t have time to go to the campus computer lab”). Section C con-tained items focusing on types of sex-related information usually searched for, and whether these searches were for class/work assign-ments or for personal information.Section D consisted of questions designed to gauge if students use E-mail to keep in touch with family and friends, if they’ve developed new friendships over the E-mail/Internet, if they participate in chat groups and whether they disclose personal information online that they would not disclose in a face-to-face inter-action. We also wanted to learn whether stu-dents might present themselves, online, with a different persona and, when this occurred, which aspects of their identity were re-created (such as changing gender, age, sexual orienta-tion, physical appearance and availability sta-tus).Seven items in section D were included to as-sess if students had ever met face-to-face with individuals they first met online and their per-ceived impact of online friendships on their off-line relationships with their partners (e.g., “Has your partner ever expressed jealousy over the relationships you have developed online?”).Behavior items in section E were designed to capture college students’ patterns of behavior when using the Internet for sexual entertain-ment/arousal; this section contains 13 items such as “I have subscribed to sexually explicit websites (paid for registering).” Additionally, six items were included asking students about masturbation, cybersex, and use of alcoholanddrugs while viewing sexually explicit materi-als on the net (e.g., “I like to use stimulants (drugs) while having cybersex with my online partner(s)”).Emotional arousal and general views.Section F contains 11 items gauging respondents’ emo-tional arousal when viewing sexually explicit materials over the Internet. Examples of items include: “When I view sexually explicit mate-rials on the Internet I have a general feeling of excitement and anticipation” and “I am con-cerned that my cyber trail will be followed (could be caught later).”As only respondents who answered, in sec-tion E, that they had accessed sexually explicit materials on the Internet (either accidentally or intentionally) answered the attitude questions in that section, section G was designed to cap-ture the beliefs of all respondents who used the Internet (even if not for sexual entertainment) about cybersex and college students’ general behavior regarding sex on the Internet. This section contains nine items such as : “Cybersex can be considered real sex”; “Cybersex is an al-ternative way to practice safer sex,” and “Per-sons who engage in cybersex are weird.”A final section—section H—contains eight items gauging if respondents were in favor of or against regulation of public access to sexu-ally explicit materials on the Internet (e.g., “Are you in favor or against public libraries block-ing access to sexually-explicit websites whose primary purpose is sexual entertainment/ arousal?”).Attitude scales and subscales.Within sections C, D, and E, 30 items were designed to mea-sure both expectations and expectancies re-garding the use of the Internet for obtaining sexuality-related information (Items C5 through C14), to establish personal connections (items D23 through D30), and for sexual entertain-ment/arousal (items E21 through E32). As per-sonal attitudes are determined by behavioral beliefs (expectations) and evaluation of behav-ioral outcomes (expectancies),23,24an overall at-titude score was obtained through a linear com-bination of the items in the expectation and expectancy scales (by multiplying the expecta-tion score for each outcome by the corre-sponding expectancy score and then summing these multiplied scores across all items of the scales). This linear combination yielded three attitude scales: attitudes towards information-seeking; attitudes toward personal connec-tions, and attitudes toward sexual entertain-ment. The items for each expectation and expectancy subscale are presented in Table 1.Item responses were scored on a Likert-type 5-point scale. For expectations, responses ranged from 1 (Strongly disagree) to 5 (Strongly agree). Higher scores on the expectation scales indicate positive beliefs about specific out-comes related to use of the Internet for the three functions described above. For expectancies, scale responses ranged from 1 (not important at all) to 5 (extremely important). Higher scores on the expectancies scales indicate a high value placed upon the use of the Internet for the three proposed purposes. For the combined attitude scores, high values represent a more favorable attitude.Field pretestingThe next step in validating the question-naire’s attitude scales was field pretesting of all items. Pretesting was carried out in three phases, as described below.Phase 1—Reliability testing.For an assess-ment of the subscales’ internal consistency and evaluation of items to be retained for the final version, questionnaires were distributed to 207 students (38% males and 62% females; 55% se-niors) enrolled in undergraduate health classes at UTSA during the Spring semester, 1998. Half of the sample was White (50.7%) and over a third were Mexican American/Hispanic/ Latino (36.2%—hereafter referred to as His-panics); students’ mean age was 25.5 years (SD 6.22), with a range of 18–57 years. Sixty-six percent of students were single and 23% were married. This distribution closely resem-bles UTSA’s student profile (54.8% of students enrolled in the Fall of 1997 were female; 55.8% of students are aged 23 and older; 42.4% are Hispanic).25The sample was almost equally split among students who had had a human sexuality course either in high school or incol-T A B LE 1.M EA N S , S TA N D A RD D E VIA TIO N S , I TE M -T O TA L C O R RE LA TIO N S A N D C RO N BA C H A L PH AFO RE XPEC T AT IO N A N D E X PEC TA N C Y I TEM S (P H A SE 3—A G GR EG A TED D A TA )Item-TotalMSDrUse of the Internet to search for sexuality-related information ExpectationsC5.I have learned about sexuality-related topics by using the Internet. 2.87 ing the Internet to learn about sexuality allows me to remainanonymous while searching for information.3.48 ing the Internet to learn about sexuality minimizes my embarrassement.3.36 1.13.48C8.I find the sexuality-related information available on the Internet to be accurate. 3.170.84.52C9.The Internet is a good way for anyone to learn about sexuality-related topics. 3.15 1.08.51Scale16.053.86Internal consistency (Cronbach)ExpectanciesHow important is it to you that . . .C10.You can learn about sexuality-related topics by using the Internet? 3.07 1.11.64C11.You have a way of searching for sexuality-related information while3.41 1.14.65remaining anonymous?C12.You do not feel embarrassed when learning about sexuality-related topics? 3.29 1.21.64C13.You have access to accurate information about human sexuality?3.90 1.05.56C14.Other people have a way of learning about sexuality-related topics using the3.61 1.00.62Internet?Scale17.294.26Internal consistency (Cronbach)Use of the Internet/E-mail to establish personal connections/relationships ExpectationsD23.The Internet is an alternataive way/place to meet new people.3.19 1.08.63D24.People can develop meaningful relationships over the Internet/E-mail. 2.65 1.00.72D25.The Internet provides a way of developing emotionally supportive2.700.95.68relationships.D26.The Internet/E-mail is an alternative way/place for meeting potential2.20 1.11.57sexual partners.Scale10.763.36Internal consistency (Cronbach)ExpectanciesHow important is it to you that . . .D27.An alternative way/place for meeting new people is available?2.47 1.12.70D28.People can develop meaningful relationships over the Internet/E-mail? 2.260.96.79D29. A way of developing emotionally supportive relationships is available? 2.59 1.10.68D30.An alternative way/place for meeting potential on-line sexual partners1.770.89.62is available?Scale9.113.41Internal consistency (Cronbach)Use of the Internet for sexual entertainment/arousal ExpectationsSexually explicit materials on the Internet . . .E21.Are a way of learning new sexual techniques. 2.87 1.08.68E22.Help improve my sexual relationships off-line. 2.48 1.03.75E23.Are a way of fulfilling my sexual fantasies. 2.46 1.15.78E24.Stimulate my sexual fantasies. 2.64 1.23.83E25.Make me sexually aroused. 2.67 1.20.83E26.Satisfy my curiosity about sex. 2.58 1.13.73Scale15.73 5.76Internal consistency (Cronbach)ExpectanciesHow important is it to you to use the Internet . . .E27.To learn new sexual techniques?2.150.99.82E28.To improve your sexual relationships off-line? 2.15 1.06.78E29.To fulfill your sexual fantasies? 2.09 1.04.90E30.To stimulate your sexual fantasies? 2.17 1.09.89E31.To become sexually aroused?2.04 1.00.88E32.To satisfy your curiosity about sex? 2.24 1.07.79Scale12.855.60Internal consistency (Cronbach).76N 243.82.83N 465.85N 465.92N 191.95lege and those who had not (54% had taken a semester-long course). Eighty percent of the students said they used E-mail, and 85% used the Internet (only 22% of students, however, declared using it 2–3 times a week, or daily; most accessed the Internet less than once a week).Cronbach’s alpha coefficient was calculated for each of the expectation and expectancy sub-scales and ranged from .78 (expectations re-lated to use of the Internet to search for sexu-ality-related information) to .95 (expectancies related to using the Internet for sexual enter-tainment/arousal—Table 1). As a factor analy-sis of the scales’ items would render unstable solutions due to the small sample size (not all 207 respondents answered the questions for all three scales), corrected item-total correlations were observed for potential deletion of non-useful items. None of the items yielded an item-total correlation smaller than .50 (our elimina-tion criterion) and, therefore, none of the scale items were deleted after this first phase of test-ing.Phase 2—Temporal stability of scales.Even though none of the scale items were deleted, we did eliminate a couple of the behavior items presenting substantial missing data or yielding irrelevant information (e.g., “Do you surf the Internet just for fun?” and “Do you share an E-mail/Internet password with someone else?”). Following deletion of these few behavioral items, a revised version of the questionnaire was distributed to 106 UTSA students enrolled in health promotion classes during the Summer of 1998.Again, most of the phase two students were female (70%), with a mean age of 26 years (SD 6.98). The ethnic split was 46% White and 44% Hispanic. Only 22% were married (64% were single) and 67% were seniors. Thirty-seven percent had taken a semester-long sexuality course either in high school or col-lege. Seventy-seven percent said they used E-mail and 89% said they used the Internet. The majority of Internet users declared using it less than once a week (63%).In phase 2, students were asked to fill out the questionnaire and then re-take it 2 weeks later. Temporal stability of the expectation and ex-pectancy subscales was assessed through cor-relation of students’ scores. Test-retest correla-tions for each of the subscales ranged from .69 to .78 (all correlations were significant at the .01 level). Most of the scales were equally reliable for males and females. However, the scale mea-suring expectancies toward using the Internet for sexuality-related information was, in this sample, more reliable for females (r.83) than for males (r.60); the same pattern was pre-sent in the expectancies toward using the In-ternet to establish personal connections and re-lationships, where the test-retest correlation for females was .76 and .68 for males (all correla-tions were significant at the .01 level of proba-bility, with reduced sample sizes ranging from 16 to 28 cases for males and 18 to 64 for fe-males).Phase 3—Factor analysis.Concomitant with the test-retest phase, we asked for faculty vol-unteers to distribute the questionnaire to their students. Our objective was to increase the sample size in order to perform a factor analy-sis of the expectation and expectancy items. An additional 193 subjects responded to the ques-tionnaire during this phase. These students were similar to the previous samples; most were female (57%); 46% were Hispanic and 44% White, with a mean age of 24.5 years (SD 4.96). Most were single (63%), seniors (62%), and 63% had not taken a semester-long sexu-ality education course either in high school or college.Given that the scale items remained identi-cal during all phases of the study, that the ad-ministration of the questions during phases 1, 2, and 3 were very close in time (late Spring and early first Summer sessions) as well as pro-cedurally similar, and that the samples were demographically equivalent across all phases, we aggregated respondents for the factor analysis, resulting in a final sample size of 506 subjects.Originally, the items for the expectation and expectancy subscales were designed to repre-sent six aspects of attitudes: expectations and expectancies related to using the Internet for sexuality-related information; expectations and expectancies related to using the Internet to es-tablish personalconnections/relationships,。

ACADEMIC CALENDAR 2011-2012Tuesday 16 August 2011Start of the registration period for 2011-2012Wednesday 21 September – Sunday 25 September 2011 Orientation Days for International StudentsMonday 26 September 2011Opening ceremony of the academic year 2011-2012 Tuesday 27 September 2011 Start of classes in the first semester of 2011-2012Friday 23 December 2011 End of classes in the first semesterMonday 26 December 2011 till Sunday 8 January 2012 Christmas and New Year holidaysMonday 09 January 2012 – Sunday 15 January 2012Exam preparation. No classesMonday 16 January 2012 – Saturday 04 February 2012 First semester examsThursday 2 February 2012 Patron’s Feast Day – university offices will be closed! Monday 06 February 2012 – Sunday 12 February 2012 Mid-year break. No classesThursday 9 February 2012 – Sunday 12 February 2012 Orientation Days for International StudentsMonday 13 February 2012Start of classes in the second semesterMonday 2 April 2012 – Sunday 15 April 2012 Easter holidaysSaturday 26 May 2012End of classes in the second semesterMonday 28 May 2012 – Sunday 10 June 2012 Exam preparation. No classesMonday 11 June 2012 – Saturday 7 July 2012 Second semester examsThursday 16 August 2012 Start of the registration period for 2012-2013Monday 20 August 2012 – Saturday 15 Sept. 2012 Examination retakes for failed students 2011-2012 Monday 24 September 2012 Start of the academic year 2012-2013INTRODUCTORY DUTCH COURSESAt the request of the International Office, the Leuven Language Institute organises ‘Dutch for Foreign Students’ courses. These are introductory Dutch language courses and they are only open to Erasmus students. On presentation of the Erasmus-student card these courses are offered free.•The course lasts 3 months and is meant for beginning students in order to activate communication through conversational exercises. It is a practical course based on the principles of Dutch grammar. The aim is to makestudents acquainted with the vocabulary of every-day life.Students who already have a basic or advanced level of Dutch can gain entry to one of the higher levels of the regular courses if they pass the placement test. In total, 5 basic levels and 1 perfection level of Dutch are taught. The level 1 to 5 modules can be taken either intensively (12 hours/week) or over a more extended period (6 hours/week). The perfection level 6 is only offered at a pace of 4 hours/week.Besides the courses throughout the academic year,the ILT also offers a full-time intensive summer course in Dutch language and culture. The course consists of 80 hours and takes place from Friday 29 July 2011 till Friday 26 August 2011 (20 hours a week). The course is open to undergraduates and graduates of all areas of study who wish to improve their knowledge of and communicative skills in Dutch. The communicative approach is used in all 5 levels. Besides the theoretical courses, many conversational exercises and complementary activities are planned (lectures, cultural happening, trip etc.). The course is intended for students of different levels, from beginners to intermediate and advanced. The tuition fee is € 300 for all students.For the latest information, please visit the ILT website: http://ilt.kuleuven.be/WHAT EXCHANGE STUDENTS SHOULD BRINGEEA-students (EEA: E uropean E conomic A rea: 27 countries of European Union plus Iceland, Norway and Liechtenstein)1. your identity card or passport2. the official forms that prove you are affiliated with a health insurance in your home country and which is valid inBelgium (EHIC: European Health Insurance Card)3. proof that you are registered as a student at your home university4. your “letter of admission”non-EEA students1. your passport, with “Authorisation for provisional sojourn“ (student visa) if required (for stays longer than 3 months)2. for those who do not require a student visa: a proof of solvency or proof of scholarship3. proof that you are registered as a student at your home university4. your “letter of admission”EEA- and non-EEA-students: please read the information about insurances and health care in our brochure “Living in Leuven” which can also be found on http://www.kuleuven.be/admissions/pdf/living.pdfExchange Programmes: Key dataFull legal name of the Institution Katholieke Universiteit LeuvenERASMUS code B LEUVEN01Rector Marc WaerAddress Naamsestraat 22 box 5000Postal code and town 3000 LeuvenCountry BelgiumWebsite http://www.kuleuven.be/englishINTERNATIONAL OFFICEName Elke Timmermans, Institutional CoordinatorAddress International OfficeInternational Policy UnitNaamsestraat 63 box 5410Postal code and town 3000 LeuvenCountry BelgiumTelephone +32 (0)16 32 37 67Fax +32 (0)16 32 37 73Email Elke.Timmermans@int.kuleuven.beHOUSINGGeneral information regarding private and university accommodation in Leuven for (exchange) students can be found on http://www.kuleuven.be/accommodation/index.htm.Non-Subsidized ResidencesThe K.U.Leuven has reserved about 200 of its 1200 non-subsidized university residence rooms to house international students taking part in the Erasmus exchange programs. These rooms are randomly located amongst rooms for Flemish students or other international students and they are spread over seven residences across the City of Leuven. You can find more information concerning these rooms and an application form on the following website:http://admin.kuleuven.be/erasmus-residences. Practical arrangments (date of arrival, what to do on arrival, checking in etc) can be made directly with the landlord.Private marketThe majority of exchange students are referred to the private housing market, as the offer of rooms in university residences is limited. On our general website you will read that it’s impossible to arrange permanent private housing before your arrival in Leuven! Because of the wide variety in prices, comfort, surface area etc…, it is really too risky to make a choice from abroad, without having viewed at least a few rental units personally. According to the Belgian law, a contract, once signed, cannot be terminated before it expires. For those reasons we never send contact information or address lists by e-mail to students who are not in Leuven yet.We strongly advise (exchange) students to come to Leuven a few days before the start of the courses, in order to arrange their permanent housing. This room hunt will take from a few days up to one week. In the mean time, you can stay in a guesthouse. We strongly recommend students to book temporary guesthousing themselves, quite a few weeks in advance. Guesthousing can be found on: http://www.kuleuven.be/accommodation/guesthousing/index.html.Attention, September is the most difficult time to find both temporary and permanent housing!Upon arrival in Leuven, students are welcome at the Housing Service, located at Van Dalecollege, Naamsestraat 80 in Leuven. The Housing Service is open every weekday between 9-12am and 2-5pm. We will provide information on and assist in finding permanent accommodation.Exchange students staying for a full academic year will be referred to the university database of privately rented student houses.Exchange students staying for one semester will receive a list of Flemish students who sublet their room to an international student while they are studying abroad themselves, or while they are in training on another location.The list for the 1st semester is available from the middle of July. Please note that from July onwards, the supply of sublettings reduces very fast. Therefore we advise you to come during July or August.The list for the 2nd semester is available from the middle of December. Unlike students who stay in Leuven during the 1st semester, students who come for the 2nd semester can also negotiate directly with landlords. Landlords who still have rooms available in January will generally conclude a contract that ends together with the academic year.You can only consult the addresses (both from the database and the lists) locally at the Housing service. It is not possible to apply for those lists or to consult the database from abroad.Single room: furnished, kitchen and bathroom to share with other students in the house. Blankets, sheets and pillows are NOT provided! Average price: between €270 and €300 /month.Studio: private kitchen and bathroom, furnished. Blankets, sheets and pillows are NOT provided! Average price: between €400 and €500 /month.。