The Human Rights And Csr - 980 Words

Company is considering opening a new branch 1- Your company is considering opening a branch in a very low cost, low rights country. You are asked to provide a discussion paper on whether the company needs to worry about human rights in that country: a. To what extent is this worry just an issue of CSR with no real risk issues to review To large extent the company should worry about the CSR. The reason for that is most of the FDI is long-term investments; therefore, the company should not view the human rights and CSR issues in terms of current liability only but from long term strategy. Although the log cost and low rights in the workplace might motivate the company to open a branch in such state; however, if the company decided to be involved in such breaches this can lead to potential legal issues and it jeopardize its reputation even in its home state, i.e. Loblaw’s Joe Fresh and Bangladesh factory tragedy. On the other hand, we might assess the Legal risk or issue as low due to the fact that most of the human rights treaties has no teeth and does not enact direct legal obligations on companies, therefore, it became part of the companies CSR. Prime example to that is the Multinational enterprise (MNE) as the MNE is not subject of the international law; consequently, the rights and obligations regarding human rights and CSR are fairly vague. On the same hand, the UN guiding principles are soft law as they impose â€Å"voluntary standards† for corporations. Nevertheless, itShow MoreRelatedImpact Of Csr On Human Rights Abuses Essay1635 Words   |  7 Pagesrelating to indirect violation of worker’s rights in China. Nonetheless, the extent to which corporations are responsible to ensure their operations and associations do not create nor reinforce human rights abuses is contentious. The objective of this research paper is to engage with the theoretical discourses pertaining t o CSR, and to analyze the empirical impacts of CSR codes in Chinese factories. My research illustrates the minimal degree of effectiveness of CSR implementation in Reebok factories, dueRead MoreCsr And Its Impact On Human Rights, Labor Standards, And Environmental Protection1229 Words   |  5 Pagesthe iceberg of the CSR had been noticed by the business. But for now, it is about thinking outside the box. It is about including other non-business aspects of one’s business. According to an article published in Times Magazine in 2012 that has the title of† Why Companies Can No Longer Afford to Ignore Their Social Responsibilities†: â€Å"More than 8,000 businesses around the world have signed the UN Global Compact pledging to show good global citizenship in the areas of human rights, labor standards andRead MoreCorporate Social Responsibility And Its Legal Requirements1366 Words   |  6 Pagesareas of human rights, labor standards, the environment and anti-corrup tion (Corporate Watch. 1996 – 2014). This report will explore the concepts of Corporate Social Responsibility (CSR) and its legal requirements. It will also select and identify relevant issues surrounding the implementation of CSR principles into business polices and finally provide justified recommendations as to what type of CSR principles should be introduced if needed. What is Corporate Social Responsibility (CSR) CorporateRead MoreCorporate Social Responsibility : Business Communication And Technology835 Words   |  4 PagesApproach, refer to appendix 1) are major factors in relation to the long sustainability of a corporation. Corporate Social Responsibility (CSR) is a means by which an organisation can incorporate self-regulation into their business model whilst addressing environmental and social concerns in their business operations and interactions with their stakeholders. CSR is a â€Å"corporate initiative to assess and take responsibility for the company’s effects on the environment and impact on social welfare† (Investopedia)Read MoreEssay about The Meaning of Coroporate Social Responsibility641 Words   |  3 Pagesdown what CSR is, how CSR is in less-developed countries, how CSR is in developed countries. What is CSR? With all the resources that corporations have, they need to be socially conscious and make investments in their communities that they are stationed in. This is called corporate social responsibility, or corporation will abide by labor laws, be environmentally friendly, and are upholding human rights laws. CSR is defined in many ways for example philanthropy, or going green. CSR can be inRead MoreDefinition Of Corporate Social Responsibility1007 Words   |  5 Pagesorganizational governance, human rights, labour practices, the environment, fair operating practices, consumer issues, and community involvement and development. Although, not all issues belonging to these principles were addressed. The strongest attributes of the Rogers CSR definition supported by their 2013 CSR report are organizational governance, fair operating practices, consumer issues, community involvement and development, and the environment. The weaker attributes of the Rogers CSR definition supportedRead MoreCo rporate Social Responsibility And Human Resource Management1474 Words   |  6 Pages Corporate social responsibility (CSR) and human resource management (HRM) continue to show increases in commonality within business operations. The need for CSR to be structured and organized within businesses is gaining attention from top managers (Carroll Shabana 2010) who want to decrease overall costs. CSR has both internal and external factors that contribute to the success of a business; internal: skills and education, human rights, labor rights, workplace health and safety, due diligenceRead MoreCorporate Social Responsibility : A Company s Sense Of Responsibility1366 Words   |  6 Pagessocial and environmental concerns in their operation. Guo (2014) in his article states that CSR is the behavior demonstrated to the entire stakeholder rather than stockholders alone by assuming the importance and necessity of the sustainable development. Lindrawati (as cited in Santoso, 2010) argues that business can’t be distinguished by ethical and responsibilities issues and do not always seek profit. CSR have become more common nowadays. According to KPMG International’s survey in Asia-PacificRead MoreThe 21St Century Has Led To Businesses Having More Corporate1471 Words   |  6 Pages The 21st century has led to businesses having more Corporate Social responsibility (CSR) than before. CSR will help businesses to add value to their company. A business should know the importance of the value chain along with using CSR and not just look at profits. Customers like to do business with companies that are responsible inside and outside of an organization. When business fail with using CSR they will lose customers because customers like to do business with responsible businessesRead MoreAnalysis: Realism or idealism Corporate social responsibility and the employee stakeholder in the global fast-food industry987 Words   |  4 Pagesresponsibility and the employee stakeholder in the global fast-food industry’, published in 2005, is mainly focused on CSR (Corporate social responsibility). CSR has some earnest and ominous influences in nowadays businesses and corporations. The author is first persisting on the rights of employees and employers. Though almost all of the global companies in the world do not intend to care about CSR, the author’s perspective insists that CSR’s activities are crucial for the future existence of the companies

Fate Versus Free Will Essay - 1746 Words

Fate Versus Free Will Fate, as described in the Oxford English Dictionary, is â€Å"The principle, power, or agency by which, according to certain philosophical and popular systems of belief, all events, or some events in particular, are unalterably predetermined from eternity.† To the western world, fate is perceived as â€Å"a sentence or doom of the gods† (Oxford). They often sought prophecies of the gods, especially from Apollo, the god of knowledge. The Greeks would seek prophecies usually when they had doubts about something, or if they were afraid or in despair. When the gods made a prophecy, the Greeks put all their faith in it and believed that it would happen. When their prophecies did come true, was it really fate that†¦show more content†¦Edith Hamilton agrees that â€Å"the human mind played no part at all in the whole business† (176). Three oracles are introduced. An oracle is a communication pathway between mortals and the gods. The first oracle predicts a murder. Laius, the king of Thebes, hears the prophecy that his son will kill him. The second oracle predicts that Oedipus will kill his father and marry his mother. The third and final oracle states that whoever can solve the riddle of the Sphinx will win the throne of Thebes and Iocaste as his Queen. These three oracles serve as the backbone of the story. Knowing these, the audience sits back to wait the turn of events. Reading the play while knowing the oracles can be compared to watching a movie for the second time: you still think the characters will make a different decision. However, these characters are the victims of fate, and their actions have already been planned out, or have they? When the Greeks received bad prophecies, they often tried to avoid their fate through actions of their own. When Laius hears that his son will kill him, he tries to avoid it. He, along with Iocaste, pins their child’s legs together and gives him to a messenger to be disposed of on a mountain. However, out of pity for the boy, the messenger gives the baby to a shepherd of a nearby town, Corinth. Thus the boy grows up to become Oedipus. Later in his life, Oedipus learnsShow MoreRelatedEssay about The Question of Free Will Versus Fate910 Words   |  4 PagesThe question of free will--the idea that we are free to make decisions unhindered by external forces--is very disconcerting to deal with because most people are not willing to accept that we are not in control of our lives. It is also controversial because it wrestles with the idea of a world possibly without moral responsibility. If there is no free will how do we hold a person responsible for molesting someone or for stealing? If someone actually didnt decide to do either of those thingsRead MoreFree Romeo And Juliet Essays : Fate Versus Human Errors1412 Words   |  6 PagesNoah Meyer Teruya English 9 Honors 3 May 2015 Fate versus Human Errors in Romeo and Juliet One of Shakespeare’s greatest plays, Romeo and Juliet brings the validity of fate into question. Although Shakespeare wrote himself Romeo and Juliet were, â€Å"A pair of star-cross’d lovers,† (Prologue) more human error than fate lead to their untimely demises. The first factor to take into consideration while observing the complex series of events that led to Romeo’s and Juliet’s deaths is the family feudRead MoreThemes of No Country for Old Men Essay836 Words   |  4 PagesIn this essay, M.D. will analyze the roles and choices the main characters made while relating them to the main theme of good versus evil and fate versus free will in Cormac McCarthy’s No Country for Old Men.) â€Å"Every moment in your life is a turning and every one a choosing. Somewhere you made a choice. All followed to this. The accounting is scrupulous. The shape is drawn. No line can be erased. I had no belief in your ability to move a coin to your bidding. How could you? A persons path throughRead MoreMacbeth Theme Essay1329 Words   |  6 Pagesand Macbeth ends up dying. In the play, there are numerous of themes that you can see and examples that you can find. There are five themes that we have discussed in class which are ambition, guilt, things are not what they seem, fate versus free will, and nature versus the unnatural. One of the five themes in Macbeth that we discussed is ambition. I believe the meaning of ambition is the desire to do something whether it is bad or good. In addition, I believe having too much ambition can resultRead MoreTheme Of Fate In Oedipus708 Words   |  3 Pagesthat fate has led him to be ignorant of his the fact that those he considers his parents are not really his biological parents. The play portrays Oedipus as a man with much love for his family. Though he wishes to see his parents, he vows not to return to his home in Corinth for fear of falling into fate’s hands. Had he known who his parents are beforehand, he never would have slain his father and married his mother. His actions are noble and meant for the greater good however, twist of fate corruptRead MoreThemes Of Guilt In Macbeth711 Words   |  3 PagesMacbeth is a story written by Shakespear filled with many different themes. These themes are statements about life and human nature. Some of the most imp ortant themes are guilt, things are not what they seem, fate versus free will, and nature versus the unnatural. All of these themes were important to us and the story. The first theme of guilt is a message that says that you should not commit wrong doing and suffer the consequences. In Macbeth guilt is shown in many different ways but one of theRead MoreHow Does Conflict Manifest Itself in Romeo and Juliet?1509 Words   |  6 Pagesexpresses the intense feelings of love and hate that are juxtaposed throughout the play eventually leading into a disaster. Shakespeare uses the stylistic feature light versus dark imagery to enhance conflict. Light versus Dark imagery is when you compare two ideas or objects that relate to light and darkness. Shakespeare uses light versus dark imagery throughout the play to heighten the conflict and we perceive a clear example of this in Act 3 Scene 5. After Romeo and Juliet’s only night together RomeoRead MoreFate Vs Fate Essay1649 Words   |  7 PagesFate can be thought about as life being predetermined for the entirety of your days. From the early writings from Homer, specifically in the poem, The Iliad, there is a clear representation of whether it is free will or fate after all. Although we may never know whether there is a predetermined path or rather just free, it can only make one wonder. For most Greek Mythology, it is been evident that most of people’s decisions were not free will but rather fate itself. While people think they have freeRead MoreThe Themes Of Ambition In Shakes peares Macbeth853 Words   |  4 Pagesare many different themes displayed in Shakespeares famous play Macbeth. Many of these themes play with nature, the supernatural, and fate. From ghosts to horses eating each other the play uses symbolism, language, and characters to portray these themes. During the play the audience learns of several themes such as ambition, guilt, fate versus free will, nature versus the unnatural, and how things are not always as they seem. Anyone who has read or seen Macbeth knows that his great undoing was hisRead MoreFate Vs. Free Will988 Words   |  4 PagesThroughout the scottish tragedy Macbeth, William Shakespeare plays with the concept of fate versus free will in the the title character, Macbeth. This internal conflict is sparked and continued by the presence of the witches; three old hags whose primary purpose is presumably to serve evil. The three witches are in control of Macbeth throughout the play by incanting prophecies that ultimately remove Macbeth’s free will. Shakespeare chooses the witches to serve as the stimulant for Macbeth’s unethical

Telecommunication and Growth Evolutionary Process

Question: Discuss about the Telecommunication and Growth for Evolutionary Process. Answer: Introduction: In order to cope up with the growing competition in the telecommunication market, every company is coming out newer and newer schemes. Therefore in order to keep up with such markers and to get competitive advantage from it, business analysts and researchers continuously need to perform their researches well so that the company does not face loss. Therefore, Batelco Company also needs to produce schemes which would not only help them to survive the competition but also should be unique enough to gain attentions. Batelco Telecommunications is a leading telecommunication company that has been successful in creating a perfect consumer base who has immense trust in the brand name. However, in the recent generation, growth of many small telecommunications with lucrative schemes for both postpaid and prepaid connections have attracted many consumers from all over Bahrain. Therefore Batelco has faced severe losses in the past few years while tackling such sudden changes in market demands. Moreover, a package of postpaid or prepaid connections with discounts on internet packages in different other companies have attracted consumers which resulted in severe loss faced by the company. Hence, meetings had been conducted to propose new initiatives to get back the consumer base of Batelco. Schemes are proposed which include postpaid connections that will accompany free internet for using social media apps like face book, twitter, YouTube and Whatsapp. These schemes will include particular plans for postpaid calling and texting, In addition to this package of postpaid, free internet gigabytes are provided which can help consumers to access the apps without additional subscription. Objective: The main objective for introducing the proposal to attract the consumer base that had opted for other telecommunication systems due to their cheap rate of internet packages which Batelco had failed to provide. Free usage of the social media app will attract the old consumers of Batelco as well as the huge mass of the teenagers and young adults who always remain hooked to social media. The pricing has to be made lucrative so that it can attract the young generation but at the same time should not be less enough so that the profit margin is too low. The effect of pricing can be masked by different additional features like free internet, easy recharge schemes, caller tones and others so that consumers can feel that they are getting much more than normal and are being benefitted. Hence the pricing should be prepared by the experts which proper calculations and analysis. Proper approaches would only follow after business analysts and experts decide the rate of different packages that could be introduced which not only would be lucrative to consumers but also will bring success to the net profit of the company. Hence 6 months are allotted for the experts to arrange the plans. 3 months are allotted for the preparation of introduction of the plans into the market. This would include profit analysis, workforce and consumer representative preparation. Another 2 moths would be required for marketing strategies. From the response created, one would then decide the time of introduction of the plans in the market. Therefore altogether, 1 year should be kept in hand for preparation and implementation of the plan till consumers gets the chance to use it. This would require entire year of 2017. From December of the same year, the company can hope to see the success. Conclusion: Providing free internet for social networking instead of discounted packages of networking like other companies would give them a foothold in the competition. However they would never suffer loss as the usage of internet would be restricted to four social apps only. This scheme is expected to help Batelco gain back his old consumer base and at the same time get back the success rates that it used to achieve References: Asiri, B.K. and Al-Mossawi, M.M., 2014. The Reaction of Investors to Marketing and Financial Announcements in the Telecommunication Sector.International Journal of Business and Social Science,5(11). Freeman, Roger L.Telecommunication system engineering. Vol. 82. John Wiley Sons, 2015. Hussain, Marwan Rajeh, Abduljalil Zainal, Wael Mohamed Elmedany, and Mohamed Waleed Fakhr. "Telematics Business and Management in Bahrain Market."Transport and Telecommunication14, no. 1 (2013): 13-19. Medudula, M.K., Sagar, M. and Gandhi, R.P., 2016. Telecommunication Standards and Growth: Evolutionary Process. InTelecom Management in Emerging Economies(pp. 1-17). Springer India.

Object-oriented Programming and Unit free essay sample

This unit is a level 2 core unit in both the B. Computing (BComp) and B. Information and Communications Technologies (BICT) degrees. This unit requires prior completion of the unit 300580 Programming Fundamentals (level 1) and leads on to Operating Systems Programming (level 3 BICT). 1. 2 Textbook The textbook reinforces and complements the content provided in lectures and will also be used extensively in tutorials and practical exercises and assignments. Gaddis, T. (2013). Starting out with JAVA: From Control Structures through Objects (5th Ed. . Boston: Pearson. The textbook includes six months of prepaid access to the book’s companion website. This prepaid subscription provides you with full access to the following student support areas: †¢ †¢ †¢ †¢ †¢ Video Notes Source Code Case Studies Appendices A-L MyProgrammingLab (MyProgrammingLab enables immediate personalised feedback on selected programming tasks. This facility will be made use of during s ession on selected tutorial and practical exercises and should be utilised as an important part of the learning experience within the unit). We will write a custom essay sample on Object-oriented Programming and Unit or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . 3 Approach to teaching Lectures Lectures are designed to provide students with the essential building blocks of knowledge required to successfully complete this unit. Lectures will provide students with an understanding of the material covered at a level that is not possible to attain through mere reading of resources alone. One hour of lecture will be held each week. Please download and read the lecture material available on vUWS and the relevant chapter from the textbook before attending the lecture. Bring a copy of the lecture notes to class each week so that annotations can be made 1 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Tutorials Tutorials are small group classes that are designed for students to further explore concepts that have been discussed in preceding week’s lectures and/or covered by assigned readings. Students may be asked to prepare solutions to tutorial exercises from week to week to be discussed in the tutorial class. Typically, these exercises will be to develop or interpret algorithms for the solution of small manageable programming tasks. To receive the most benefit from the tutorial sessions students will be expected to have completed the tutorial exercises prior to tutorial so that they can discuss their solution in the classroom setting with their peers and tutor. A selection of the weekly tutorial exercises will be further developed in the practical session to provide students with an opportunity to write program code which implements the algorithms developed. Practical Sessions Practical Sessions are small group classes held in the SCEM computer laboratories and are designed to enable in-class time to write Java program ode which implements various algorithms as discussed in tutorials and/or via other suitable preparation as may be needed from time to time. Students will use the Eclipse IDE and MyProgrammingLab to write their Java code. Students will be able to ask questions of their class tutor during the practical sessions to assist them in their algorithm development and coding in the Java language. This unit is very ‘hands-on’. Students will be exposed to practical programming tasks that are best learnt and understood by ‘doing’. A number of the practical sessions will also be designated for completion and submission of assessable programing exercises. These programming exercises will be similar in nature to what the student has been exposed to previously in tutorial and/or practical exercises. More detail on this is given in section 2. 2 and 2. 3 of this learning guide. Each student should be registered for a weekly two-hour practical class. MyProgrammingLab MyProgrammingLab is a website provided by the publisher of the textbook. The website contains selected exercises from each of the textbook chapters. The UI of the website enables students to solve simple programming tasks online without the need for a compiler and will provide immediate personalised feedback on each exercise attempted. MyProgrammingLab will be utilised for selected tutorial and practical exercises which will be identified in the unit vUWS site. Assessments As mentioned above a number of the practical exercises will be assessable and are implemented as such to encourage students to develop their problem solving and programming skills throughout the entire semester rather than just prior to a major assessment falling due; this cannot be ephasised enough. The problem solving and programming skills obtained through lectures, tutorial and practical exercises, use of MyProgrammingLab and appropriate reading will be expanded and applied to a more in-depth programming project that spans two assignment deliverables. Hence, it is important that students apply themselves to the smaller tutorial and practical exercises to be able to pick up the skills needed to solve this more complex problem. Furthermore, being a very practically oriented unit there is no final written examination at the end of session. Instead, one partial-open-book practical test will be run during session that will assess arious problem solving and programming skills in a controlled environment. 2 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Feedback for assessable practical exercises and the assignments will be made available online as soon after the submission deadline as is practicable. Normally this is two weeks. Wherever possible the tutor will also give ve rbal feedback on practical exercises during class; this will enable students the opportunity to improve upon their work prior to the next assessment due date. 1. 4 Staff details Unit Coordinator: Paul Davies Building 26, Room 1. 54, Campbelltown Campus Phone: 4620 3405 Email: p. [emailprotected] edu. au Campus lecturer (see teaching staff details below) Campbelltown, Penrith Parramatta Lecturer Paul Davies Building 26, Room 1. 54, Campbelltown Campus Phone: 4620 3405 Email: p. [emailprotected] edu. au Campbelltown Tutor Paul Davies Building 26, Room 1. 54, Campbelltown Campus Phone: 4620 3405 Email: p. [emailprotected] edu. au Penrith Parramatta Tutor Dr Zhouyu Fu Building Y, Room 3. 34, Penrith (Kingswood) Campus Phone: 4736 0614 Email: z. [emailprotected] edu. au Other Penrith Parramatta Tutors At the time of publication of this learning guide the school had not fully decided upon casual staff for this unit. All tutor contact details will be published in the â€Å"Tutor Details† link in vUWS when known. First point of contact: Teaching Staff: Technical Staff: School technical staff are available on each campus to assist with issues relating to SCEM lab computers. Lab Assistants Campbelltown: Building 6, Room G. 16, Mon – Fri 9am to 6pm Parramatta: Building EB, Room 1. 49, Mon – Fri 9am to 9pm Penrith: Building Y, Room 2. 32, Mon – Fri 9am to 6pm Campus Support Officers Campbelltown: John Pullan, Building 26, Room 1. 31 Parramatta: Nabil Mansour, Building ER, Room G. 5 Penrith: Noshir Bulsara, Building Y, Room 2. 13 Email: [emailprotected] uws. edu. au 3 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S 1. 5 Student consultation arrangements Consultation Students will be able to consult with teaching staff for this unit during any of the open practical sessions for this unit and at the times indicated by the staff member in the Tutor Details link of the v UWS site for this unit. Students are encouraged to seek assistance during these times but further times can be arranged with the staff member by prior appointment (see contact details in section 1. 4). Email Under normal circumstances students should expect a response to any unit related email within 48 hours (excluding weekends) provided that the email was sent from the student’s UWS email address. Email sent from non-UWS student email addresses will not be answered. When sending unit related email please adhere to the following protocol: †¢ include the acronym PT in the subject line (PT = Programming Techniques) †¢ include your student id in the subject line †¢ clearly indicate your student id, name, home campus and your question in the body of the email. 4 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Section 2. Assessment Details . 1 Learning outcomes and assessment Learning Outcomes On the successful complete of this unit it is expected that you will be able to: 1. With a chosen programming language in mind, analyse a given Practical Exercises, problem and Programming Project, Practical Programming Test a. Develop an algorithm that applies structured programming techniques such as sequence, selection, iteration and modularisation that solve the given problem b. Choose suitable data types to store relevant data for the given problem c. Implement the solution algorithm using the chosen programming language, data types and control structures d. Test and debug the program code to produce a working computer program 2. Write and implement programs that use data structures such as arrays Practical Exercises, to solve problems in programming involving multiple data items Programming Project, Practical Programming Test 3. Demonstrate how different searching and sorting methods operate Programming Project, Practical and be able to implement them in working computer programs Programming Test 4. Store, retrieve and manipulate data programmatically from secondary Practical Exercises, storage Programming Project, Practical Programming Test 5. Use object-oriented methodology to analyse relatively simple problems and develop object-oriented computer program solutions Programming Project, Practical Programming Test Assessment tasks Each of the assessment tasks has been designed to evaluate the extent to which the student has achieved these learning outcomes. 5 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S 2. 2 Assessment summary One hundred percent (100%) of the assessment in this unit will be in the form of continuous assessment (ie, there is no final examination), which consists of the following mandatory items: Continuous Assessment Task Weight Due Date Time Practical Exercises: five assessable practical sessions (6% each). 30% Assessable Prac 1: in registered practical class during week 4; 110 minutes duration; exercises made available at start of class; exercises must be submitted by the end of class. Assessable Prac 2: in registered practical class during week 7; 110 minutes duration; exercises made availabl e at start of class; exercises must be submitted by the end of class. Assessable Prac 3: online via vUWS; 110 minutes duration in one sitting; can be attempted once at any time between 9am Monday 29th April 2013 and 11. 9pm Sunday 5th May 2013; Assessable Prac 4: online via vUWS; 110 minutes duration in one sitting; can be attempted once at any time between 9am Monday 6th May 2013 and must be submitted by 11. 59pm Sunday 12th May 2013 Assessable Prac 5: online via vUWS; 110 minutes duration in one sitting; can be attempted once at any time between 9am Monday 13th May 2013 and must be submitted by 11. 59pm Sunday 19th May 2013 All will be submitted electronically. 2 Programming Project. Two deliverables, Assignment 1 and Assignment 2 (20% each) 40% Assignment 1: 6pm Friday 19th April 2013 Assignment 2: 6pm Friday 31st May 2013 Both will be submitted electronically 3 Practical Programming Test: 90 minutes, partial open-book Total 30% * In registered practical class during week 13. * A threshold requirement exists for this assessment item see notes next page. 100% 6 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Notes: In order to gain a passing grade in this unit, the student must satisfy all of the following: 1. Complete all mandatory assessment items that are listed in the table above 2. Obtain a minimum total assessment mark of 50% in the unit. 3. Obtain a minimum mark of 40% (ie, 12/30) in the Practical Programming Test. The total assessment mark (out of 100) that the student achieves in the unit will form the basis for the determination of the grade the student will receive in the unit subject to the criteria listed above. Final marks and grades are subject to confirmation by the School and University Assessment Committees which may scale, modify or otherwise amend the marks and grades for the unit, as may be required by University policies. . 3 Assessment details ASSESSMENT TASK 1: PRACTICAL EXERCISES Details about Practical Exercises Each week students will complete a number of practical exercises in class time as described in section 1. 3. On five occasions during semester students will submit their solutions to designated exercises for marking. The due dates for the five assessable practical sessions are shown in the table in section 2. 2. The first two of the assessable practicals will be held in class time in the weeks designated in the table in section 2. 2. The exercises that will be submitted for marking for these two assessable practicals will be given to the student at the time of their practical class and will need to be submitted by the end of the practical class; hence the student will have 110 minutes to complete and submit the exercises. Students will therefore need to attend these practical sessions in person to be able to receive the exercises, develop and submit their solutions. The remaining three assessable practicals will be run online via vUWS and must be submitted no later than the dates designated in the table in section 2. 2. The exercises will be available to attempt in vUWS one week prior to the due date (see table in section 2. 2). Once available, the student may attempt the practical exercises at any time prior to the due date but will be limited to a maximum of 110 minutes to complete the exercises in one sitting. Students must ensure that files submitted for marking are their own individual work and abide by the file types as defined by the unit coordinator. After submission of each assessable practical all student code will be checked for plagiarism using the â€Å"measure of software similarity† (MOSS) system. Submission details All assessable practical exercise in this unit must be submitted electronically by the date that they fall due. The submission procedure will be detailed in the exercise document provided to the student at the time of the assessment. Unless otherwise advised, exercises that have been submitted on time will be marked by the tutors and results announced via vUWS approximately 10 working days after the relevant due date. Submission of the five assessable practical exercises is compulsory. Late submission of practical exercises will incur a late penalty of 10% per day. Marking criteria and standards Please refer to the PT vUWS site for details. 7 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S ASSESSMENT TASK 2: PROGRAMMING PROJECT Details about the Programming Project The project aims to extend student knowledge in the application of problem solving and programming techniques to a larger scale business type problem. The project covers learning outcomes 1 to 5 as listed in section 2. 1 and will require two deliverables to be submitted for marking, Assignment 1 and Assignment 2. Assignment 1 will focus on the procedural programming aspects of the unit whilst Assignment 2 will focus on the object oriented programming aspects of the unit. Specific requirements of each assignment will be detailed in the assignment specification documents released via the PT vUWS site. Students must ensure that files submitted for marking are their own individual work and abide by the file types as defined by the unit coordinator. Submission details Both assignments in this unit must be submitted electronically by the due date and time as indicated in the table in section 2. 2. The submission procedure will be detailed in the assignment document provided to the student in the unit vUWS site. Unless otherwise advised, assignments that have been submitted on time will be marked by the tutors and results announced via vUWS approximately 10 working days after the relevant due date. Submission of both Assignments is compulsory; a penalty (10% per day, for each day after the scheduled due date) will be applied to students who do not submit on time. Marking criteria and standards Please refer to the PT vUWS site for details. ASSESSMENT TASK 3: PRACTICAL PROGRAMMING TEST Details about Practical Programming Test The practical programming test is designed to test students’ knowledge of the unit material covered in lectures, recommended reading, tutorial exercises, practical exercises and coding skills and will contain several short answer coding questions. The test will be held in the students registered practical class during week 13, will be 1. 5 hours duration and will be partial open-book. Specific restrictions will be placed upon the resources that students will be allowed to use during the test. The restrictions will be published in vUWS prior to the test. The test will cover all material covered in weeks 1 to 12. The test will be conducted during the student’s registered practical class in the week set down in the Assessment Summary table in section 2. 2 of this learning guide. Attendance at the test is compulsory; a penalty (10% per day, for each day after the scheduled date) will be applied to students who do not sit the test in their registered practical class. Prior permission must be sought from the unit coordinator by the student if it is known that they will not be able to attend the test, or as soon after the sitting date as practicable, if not. Submission details The test will be held in week 13 in the student’s registered practical class. It is the student’s responsibility to ensure that they are correctly registered for a practical class in Platform Web Tutorial Registration system for this purpose. This system will be closed to PT students in week 6 of session. 8 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Section 3. Teaching and Learning Activities 3. 1 Schedule of Learning and Teaching Activities The Autumn teaching session begins on 25th February 2013. Please note that the table below is an abridged version of the Schedule document that can be found on the unit’s vUWS site. Please refer to the online version in vUWS for readings and external resource links. Week Topics Student Activities 1 Unit introduction; review of procedural programming constructs using Java Tutorial and Practical classes start in week 2. Prior to week 2 you should: †¢ †¢ Purchase your textbook Download and install Eclipse 4. 2. 1 2 3 4 5 6 Review of procedural programming constructs using Java A first look at classes Arrays Tutorial and Practical exercises Tutorial and Practical exercises Tutorial exercises Assessable Practical 1 in class Searching and Sorting algorithms Tutorial and Practical exercises Note: Public Holiday Friday 31st March Note: Public Holiday Monday 1st April. No Lectures will run this week on any campus. Online material will be used instead Text Processing Tutorial and Practical exercises Note: Public Holiday Monday 1st April. Tutorial exercises Assessable Practical 2 in class 7 8 9 10 11 Intra session break Intra session break Assignment 1 due Text Processing A second look at classes and objects Tutorial and Practical exercises Note: Public Holiday Thursday 25th April. Tutorial and Practical exercises Assessable Practical 3 online Inheritance and Polymorphism Tutorial and Practical exercises Assessable Practical 4 online 9 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Week Topics Student Activities 12 13 14 Data files Tutorial and Practical exercises Assessable Practical 5 online Unit review No lecture this week Practical Programming Test in class Assignment 2 due For full details about the timetable for this unit, go to http://platformweb. uws. edu. au/pweb_tt/start. asp Lectures, Tutorials, Practicals, MyProgrammingLab, Assessments Please see section 1. 3 of this learning guide for descriptions about lectures, tutorials, practicals and MyProgrammingLab. Please see section 2. 2 and 2. 3 of this learning guide for details abut assessments. 10 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Section 4. Learning Resources and Information As independent learners you must make choices about the resources you use to help you with your learning activities and assessments in this unit. In the following section we briefly summarize the resources that are available to you. 4. 1 People who can help Teaching Team Your unit coordinator, Paul Davies, is your first point of contact to help clarify any issues with the learning activities in Programming Techniques. Asking your lecturer and/or tutor is best when asking questions about the unit content. Your lecturer and/or tutor will be happy to help you during any of the practical sessions or in their consultation hours which are detailed in vUWS in the Tutor Details link. Librarian The librarian and other library staff on your campus can help with finding information. You can contact the library staff via the library home page, or just call in to the library on your campus. Student Learning Unit The Student Learning Unit organises and runs a variety of programs and courses to develop students academic literacy, mathematics and study skills, and participates in many collaborative projects with Schools and Colleges to enhance the academic achievement of UWS students. You can access a list of their activities, such as SLU Workshops and Peer Assisted Study Sessions, at http://www. uws. edu. au/campuses_structure/cas/services_facilities/slu. Further information about any of the SLU services can be obtained via email at [emailprotected] edu. au. 4. 2 Useful reading Your textbook provides content relating to many, but not all, of the topics covered in this unit. Therefore, other resources will be required to supplement the textbook. This section lists some recommended resources to assist your studies. The list of books can also be obtained electronically via the UWS library at http://readings. uws. edu. au/imageserver/readings. php? ci=3030. Textbook The textbook reinforces and complements the content provided in lectures and will also assist in many of the tutorial and practical exercises and assignments. Please see section 1. for details about the many benefits of the textbook. Gaddis, T. (2013). Starting out with JAVA: From Control Structures through Objects (5th Ed. ). Boston: Pearson. Library resources The following books are available in the UWS library and may be useful to you during your studies in this unit. They cover several of the major topics within the unit and are provided here as alternate references to the textbook identified ab ove. Some of you will find that the textbook gives sufficient coverage, others will find that you need extra information or a different way of describing a particular concept. These resources may be helpful to you in this situation. The resources listed below are accessible directly form the library at http://readings. uws. edu. au/imageserver/readings. php? ci=4703. Barclay. K. , Savage. W. J. (2004). Object-oriented design with UML and Java. Oxford, UK: Butterworth-Heinemann. Available Online 11 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Bryant, J. (2011). Java 7 for absolute beginners. Berkeley, CA: Apress. Available Online Eden, A. H. , Nicholson, J. (2011). Codecharts: Roadmaps and blueprints for object-oriented programs. Hoboken, NJ: Wiley. Friesen, J. (2011). Beginning Java 7. Berkeley, CA: Apress. Available Online Horstmann, C. (2013). Big Java: Late objects. Hoboken, NJ: John Wiley Sons. Juliff, P. L. (2002). Program design (4th ed. ). New Delhi, India: Prentice-Hall. Liang, Y. D. (2013). Introduction to Java programming: Comprehensive version (9th ed. ). Boston, MA: Pearson. Malik. D. S. (2012). Java programming: From problem analysis to program design (5th ed. ). Boston, MA: Course Technology, Cengage Learning. Ramnath, S. , Dathan, B. (2011). Object-oriented analysis and design. London, UK: Springer-Verlag. Available Online Robertson, L. A. (2006). Simple program design: A step-by step approach (5th ed. ). Southbank, Australia: Thomson Learning. Savitch, W. (2012). Java: An introduction to problem solving programming (6th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Schildt, H. (2012). Java: A beginners guide (5th ed. ). New York, NY: McGraw-Hill. Skrien. D. (2009). Object-oriented design using Java. Boston, MA: McGraw-Hill Higher Education. Vocking, B. , Alt, H. , Dietzfelbinger, M. , Reischuk, R. , Scheideler, C. , Vollmer, H. (2011). Algorithms unplugged. Berlin, Germany: Springer-Verlag. Available Online Lecture notes Lecture notes are provided in the PT vUWS site. They can be downloaded from the Lecture Notes link. Many of the weeks will also contain example code that you will be able to edit and ‘play with’ to assist your learning. Much of the material covered in lectures will be helpful in developing solutions to your tutorial, practical exercises and assignments. Reading lists Reading lists for weekly topics for this unit are specified in the Schedule link of the PT vUWS site. Online Resources From time to time during session various online resources will be suggested in vUWS to assist with your learning. Additionally the assigned textbook provides access to a number of online resources that will assist your studies; these include: myProgrammingLab, source code, video notes and case studies. 12 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S 4. 3 Other UWS website resources The UWS website http://www. uws. edu. au has a number of quick-links that will be useful during session. These include direct access to UWS Library, vUWS, handbook, timetable, and tutorial registration just to name a few. The â€Å"UWS Students† page of the UWS web site http://www. uws. edu. au/uws_students contains many important links, including information on Enrolment, Fees, Forms, Exams, Results, Graduations, Services and Facilities, Student Support, MyUWS. Other links which may be useful during session include: †¢ Students with a disability should visit: http://www. uws. edu. au/currentstudents/current_students/services_and_facilities/disability_service †¢ Course and Unit Rules This page provides information on various rules associated with UWS courses and units http://www. uws. edu. u/currentstudents/current_students/managing_your_study/enrolment/course_and_uni t_rules †¢ Policies – This page includes the full details of policies that apply to you as a UWS student. http://www. uws. edu. au/policy/policy_dds 4. 4 Referencing Requirements When coding assignments and practical work in this unit it is desirable that each student submits original work only, however it i s understood that students may sometimes use segments of code from other sources as inspiration for their work. These sources may include the lecture notes and practical exercises, a textbook, or tutorial site from the web, but must not