This document outlines the requirements for a statistics project assigned to students. It instructs students to work in groups of 4-5 members to conduct a survey comparing understanding of a chronic disease between male and female students. The survey must include at least 15 questions and interview a minimum of 200 targets. Students are assessed based on their understanding of comparative surveys, knowledge and application of statistical analysis, communication skills, and individual contribution. A report and infographic poster summarizing the findings must be submitted. Peer and self-assessment of contributions is also required.
Designing With Visually Impaired People: NetSquared CambridgeNetSquared
Downloaded from http://www.meetup.com/Net2Camb/events/203431952/comments/421549912
People with little or no sight, like most other people with varied abilities, are typically treated as passive recipients of assistive technologies. This month we present an inspiring story from Nikiforos, Warren and Jerry, who have used the process of participatory design to let visually impaired people to take the driving seat and design their own technologies.
Nikiforos will talk about how he got together with Warren Wilson and Jerry Gilbert from Cam Sight to organise and run a hands-on prototyping Bootcamp aimed to inspire visually impaired young people to become active imaginers of how technology can shape their experience of the world.
Both Jerry and Warren will also be there to share their experiences of working with Nikiforos and of living incredible lives with visual impairments.
Come to this event if you want to challenge your assumptions about what people with little or no sight can and cannot do and human ability in general!
About our speakers:
Nikiforos Karamanis enjoys spending time with visually impaired people and learning from them. He volunteers for the RNIB and Cam Sight and is a champion of participatory design for people with little or no sight. Nikiforos recently joined the User Experience team at the European Bioinformatics Institute. Before that he worked as an independent consultant and as the UX Lead of SwiftKey. He has a background in Language Engineering and did research at Cambridge University and Trinity College Dublin on user-centered design and evaluation of novel technologies in a variety of settings.
Twitter @technorasis
Designing With Visually Impaired People: NetSquared CambridgeNetSquared
Downloaded from http://www.meetup.com/Net2Camb/events/203431952/comments/421549912
People with little or no sight, like most other people with varied abilities, are typically treated as passive recipients of assistive technologies. This month we present an inspiring story from Nikiforos, Warren and Jerry, who have used the process of participatory design to let visually impaired people to take the driving seat and design their own technologies.
Nikiforos will talk about how he got together with Warren Wilson and Jerry Gilbert from Cam Sight to organise and run a hands-on prototyping Bootcamp aimed to inspire visually impaired young people to become active imaginers of how technology can shape their experience of the world.
Both Jerry and Warren will also be there to share their experiences of working with Nikiforos and of living incredible lives with visual impairments.
Come to this event if you want to challenge your assumptions about what people with little or no sight can and cannot do and human ability in general!
About our speakers:
Nikiforos Karamanis enjoys spending time with visually impaired people and learning from them. He volunteers for the RNIB and Cam Sight and is a champion of participatory design for people with little or no sight. Nikiforos recently joined the User Experience team at the European Bioinformatics Institute. Before that he worked as an independent consultant and as the UX Lead of SwiftKey. He has a background in Language Engineering and did research at Cambridge University and Trinity College Dublin on user-centered design and evaluation of novel technologies in a variety of settings.
Twitter @technorasis
Final Research Report Integrated FNBE 0115 Taylor's UniversityTamZhaoWei
Comparison of Similar Business at Different Geographical Locations
Traditional Chinese Medical Hall
Cze Kong Medical Hall & Sundry, Klang Valley
Chop Yan Tuck Medical Hall, Seremban
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Foundation in Natural and Built Environments
MATHEMATICS [MTH10304]
Project – Statistics - (30%) –1st June 2015
INTRODUCTION
Statistics is a mathematical science which
involves the collection, analysis and interpretation
of data. Statistical analysis helps to understand
some process and possibly to make some
predictions based on the understanding.
This assignment is designed to provide students
with a hands-on experience on how to conduct a
survey, to organize and present the data.
OBJECTIVES OF THE PROJECT
1. To allow students to collect and organize statistical data.
2. To enable the students to apply the knowledge gained to analyse statistical data and draw conclusion from
the data.
LEARNING OUTCOMES OF THE PROJECT
1. To analyse and solve problems that involves various mathematical principles.
2. To collect, organize, present and draw conclusion for simple statistical data.
3. To understand and apply fundamental mathematical principles; statistics.
TASKS - METHODOLOGY
In a group of four (4) to five (5) members, you are required to complete the following tasks.
1. Assuming Kementerian Kesihatan Malaysia (Malaysian Health Ministry) engage you to conduct a survey.
They would like to study the understanding level of female and male students in Taylor’s
University on one of the common chronic diseases in Malaysia. This survey focuses to compare
how much male and female students understand about the diseases.
2. You are required to research the fact of one of the common chronic diseases in Malaysia, i.e. stroke, high
blood pressure, diabetics or etc. Compare the facts with understanding of each category of students to
conclude which group understands better on that disease.
2. 2
3. Each questionnaire must consists of minimum 15 questions (exclude the demographical
questions, i.e. age, sex and etc…). It is advisable to avoid open ended question and provide options
for every questions. Decide the answer to be numerical rating, numerical ranking, yes-no or etc. (Keep in
mind what you want to learn)
4. Print the interviewers’ question and answer list. Proceed to interview your targets. Each group must
survey/interview min 200 targets or 50 targets per member, whichever higher.
5. Administer the survey.
6. Tabulate and analyze the data.
SUBMISSION REQUIREMENT
1. One A2 sized printed infographic poster which summarises the findings of your survey
2. Survey report
3. Suggested format for survey report
a. Cover page
b. Table of Content
c. Introduction and objective of your survey (what you want to learn/compare in your survey)
d. Methodology – Briefly explain the surveying process and record of the survey process (images of
interviewing process and venues where the interview takes place)
e. An empty survey form and all responded survey forms
f. Analysis – Statistical analysis of each question, include all necessary calculation, diagrams and
etc. (Important: Not all measure is applicable to each question. Use of inappropriate
measures will result reduction in marks / grades)
g. Conclusion
ASSESSMENT CRITERIA
The assessment for this assignment will be based on
Understanding of Comparative survey
Knowledge and Understanding of statistical Analysis
Communication Skills
Individual contribution
MARKING CRITERIA
Refer to Assessment Rubric for Mathematics Project - Statistics
3. 1
Assessment Rubric for Mathematics Project – Statistics
TGC Criteria Excellent Good Satisfactory Poor Unsatisfactory
Understanding of Comparative
survey (5%)
Introduction and objectives of the
survey clearly defined and
explained
Demonstrate
excellent
understanding of
comparison survey
Demonstrate
considerate
understanding of
comparison survey
Demonstrate some
understanding of
comparison survey
Demonstrate
limited
understanding of
comparison survey
Fail to demonstrate
understanding of
comparison survey
5 4 3 2 1 - 0
Knowledge and Understanding
of statistical Analysis (15%)
Demonstrate ability to perform
statistical calculations and make
conclusion
Shows excellent
ability to perform
statistical
calculations
Shows
considerable ability
to perform
statistical
calculations
Shows some ability
to perform
statistical
calculations
Shows limited
ability to perform
statistical
calculations
Shows
unsatisfactory
ability to perform
statistical
calculations
15 - 13 12 - 10 9 - 7 6 - 4 3 - 0
Communication Skills (10%)
Ability to organize and convey the
information clearly, accurately,
creatively and easy to understand
Assignment
organization or
presentation is
clear, creative, and
precisely focused
Assignment
organization or
presentation shows
considerable
clarity, creativity
and focus
Assignment
organization or
presentation shows
some clarity,
creativity, or focus
Assignment
organization or
presentation shows
limited clarity,
creativity, or focus
Assignment
organization or
presentation shows
little clarity,
creativity or focus
10 - 9 8 - 7 6 - 5 4 - 3 2 - 0
** Individual contribution
(multiplier)
Demonstrate ability to contribute to
the team, to lead or work with
others team members
Significant
participation and
contribution to the
team.
Demonstrate
excellent
leadership.
Considerate
participation and
contribution to the
team.
Demonstrate
considerate
leadership.
Average
participation and
contribution to the
team.
Demonstrate some
leadership.
Limited
participation and
contribution to the
team.
Demonstrate
limited leadership.
Fail to participate
and contribute to
the team.
Demonstrate poor
leadership.
Max 1 Max 0.8 Max 0.6 Max 0.4 Max 0.2
4. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Modern Architecture Studies in Southeast Asia (MASSA) Research Unit
Foundation in Natural and Built Environment (FNBE)
PEER ASSESSMENT FORM (PRIVATE & CONFIDENTIAL) MATH0103 (Mathematics)
Write the proficiency level from the rubric that fits each group members’ participation in the box under the collaboration skill. Include
your own name in the list. For ranking, use “1” for the group member that you feel contributed the most to the work, followed by other
group members in order of contributions. The ranking should reflect the participant level of each member.
Name of Group Member Participation Leadership Communication Cooperation
Time
Management
TOTAL
(Out of 25)
RANK
1.
2.
3.
4.
5.
6.
5 4 3 2 1
Participation Group member participated
fully and was always on
task in class.
Group member often
participated, was usually on
time and did their task well,
and immediately, if
prompted.
Group member sometimes
participated, occasionally
wasted time or sometimes
worked on unrelated
material.
Group member was often
missing, contributed
minimally or often worked
on unrelated material.
Group member did not
participate, wasted time, or
worked on unrelated
material.
Leadership Group member assumed
leadership in an appropriate
way when necessary by
helping the group stay on
track, encouraging group
participation, posing
solutions to problems, and
having a positive attitude.
Group member occasionally
assumed leadership in an
appropriate way,
inconsistently, and
generally helped to
maintain good group
participation, and having a
positive attitude.
Group member usually
allowed others to assume
leadership or often
dominated the group.
Group member seldom
assumed leadership and
occasionally undermined
the leadership of others.
Group member did not
assume leadership or
assumed it in a
nonproductive manner and
generally behaved in a
manner detrimental to the
overall attitude of the group.
Communication Group member listened
carefully to others’ ideas.
Group member offered
detailed, constructive
feedback when appropriate.
Group member often
listened to others’ ideas and
offered feedback that was
usually relevant and
appropriate.
Group member sometimes
listened to others and
interrupted them. Group
member occasionally
offered constructive
feedback, but sometimes
the comments were
inappropriate or not useful.
Group member often did
not listen to others.
Feedback was seldom
given and usually
inappropriate o unhelpful.
Group member did not
listen to others and often
interrupted them. Group
member did not offer
constructive or useful
feedback.
Cooperation Group member treated
others respectfully and
shared the workload fairly.
Group member usually
treated others respectfully
and often tried to share
workload fairly.
Group member sometimes
treated others
disrespectfully or did not
share the workload fairly.
Group member often
treated others
disrespectfully and often
tried to distribute workload
unfairly.
Group member treated
others disrespectfully or did
not share the workload
fairly.
Time
Management
Group member completed
assigned tasks on time.
Group member completed
most of the task assigned
on time.
Group member sometimes
did not complete the
assigned tasks on time and
occasionally forced the
group to make last-minute
adjustments and changes
to accommodate missing
work.
Group member did not
complete most of the tasks
assigned on time.
Group member did not
complete most of the
assigned tasks on time and
often forced the group to
make last-minute
adjustments and changes
to accommodate missing
work.
5. 2
List down some of the main tasks that had been assigned to you for this assignment and briefly describe your performance:
1. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________
2. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________
3. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________
You may also list any other contributions that you feel you have made for your team:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________
Briefly comment on the contributions of other group member, particularly those you feel contributed more or less than expected:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________
Student’s Signature: ________________________________ Date: ________________________________
Student’s Name: ________________________________ Student ID: ________________________________
This section for comments by Lecturers / Tutors: