National University of Singapore

Building on basic circuit concepts, this course introduces the operating principles of transistors and how they are used in amplifier circuits. It discusses the foundational concepts of transistor amplifiers and analyses their performance. It also introduces operational amplifiers as a circuit component and describes how functional analog circuits, which can be applied to solving complex engineering problems, can be designed and analyzed using operational amplifiers. LTSpice is introduced as a circuit analysis tool. To augment learning, two laboratory sessions are included focusing on the topics of single transistor amplifiers and Op-Amp circuits, respectively.

Aquatic environments make up more than 70% of the Earth’s surface. They host a huge diversity of life and ecosystems, many of which are vital to man. Topics covered in this module include diversity and ecology of freshwater and marine habitats and organisms, the impacts of humans on these environments, and the conservation and management of these critical resources. Overall learning outcomes include an appreciation and understanding of aquatic habitats, their physical and biological properties and their associated ecosystems. The importance of both marine and freshwater environments to Singapore will be highlighted.

Analytics (information resulting from the systematic analysis of data) contribute significantly to smart decision-making in this Industry 4.0 era. This course promotes "System 2 thinking" via the scientific paradigm of Data, Model and Decisions for complex business and organizational problems. The course focus is on the appreciation and the applicability of select analytical tools for informed managerial decision-making rather than their technicalities. The course examines the applications arising in finance, marketing, management of human resources, supply chain management, and the media.

Tourism development is (at its name suggests) evaluates the intersection and diversions between development and leisure/tourism. It is intended to be a bridge between the geography department's foundational course in the geographies of tourism (GE2218) and the undergraduate capstone for honors students (GE4218). Conceptual material critiques “big D” globalized approaches to tourism development and the second half of the course responds to these critiques by considering more localized political, economic, and cultural connections in tourism strategies. While localized development projects often suggest more equitable growth, input from local stakeholders, an incorporation of livelihood strategies and grounded knowledge, and more “sustainable” models with a long-term sensibility, the course also takes a critical position toward these ideas. Learning Outcomes Top This module has three objectives: Understand the relationship between tourism and development and how it plays out across different scales; With tourism as both a lens and case study, understand critiques of “big D” development against localized understandings of development; Develop knowledge of the key drivers of tourism as a development strategy, as well as the main effects/outcomes of development. Teaching Modes Top Lectures The module will be delivered via a one hour, 35 minute lecture (every Thursday, 12-2pm, LT9). A handout of the lecture will be uploaded by Tuesday (2 days ahead of the lecture); the handout will contain key lecture material although not everything (diagrams, examples) will be provided. Students are expected to learn to annotate/write-notes as they attend the lectures. Tutorials You are to attend FIVE tutorials on weeks 4, 6, 8, 10 and 12. Each tutorial is structured based on a discussion of a lecture topic (45 minutes), followed by discussion on your Group Project (45 minutes). Tutorial handouts will be uploaded onto IVLE Workbin ahead of each tutorial. Tutorial is compulsory and attendance will be taken. Schedule Top PART I: CONCEPTS and CONTEXTS 1. Introduction to Module; What is Development? 17 January 2. What is Tourism Development? 24 January 3. What is Tourism Development in Singapore? 31 January PART II: DRIVERS of TOURISM DEVELOPMENT 4. State and Government Policies 7 February 5. Capital and Economic Actors 14 February 6. Local Hosts and Community 21 February 7. Asian Middle-Class Market 7 March PART III: EFFECTS of TOURISM DEVELOPMENT 8. Tourism and Urban Change 14 March 9. Tourism and Mythical Landscapes 21 March 10. Guest Speaker on Tourism Career (TBC) 28 March 11. Asian Perspectives on Tourism Development 4 April 12. [No Lecture: all students to focus on Group Presentation during Tutorial 4] 11 April PART IV: CONCLUSION 13. Summary & Examination Review 18 April Assessment Top (1) Examination (60% CA): GE3226 examination is on Tuesday 7 May 2019, 9am (venue to be confirmed). There will be 6 essay questions and you are to attempt 3 answers in 2 hours. (2) Group Project (25% CA): more information will be provided soon, but basically each group must come up with a proposal for a tourism development project in Singapore. Each project group must comprise 5 students from the same tutorial group. You can form groups of your own, or the Tutor can help form groups during Tutorial 1. End product: group presentation at the final Tutorial on Week 12. [Group Presentation on Week 12 = 20%; itinerary for tourist visiting you in Singapore = 5%] (3) Personal Essay (15% CA): more information will be provided soon, but basically each student must write a critical essay reflecting on your group's development proposal above (challenges and negative effects). Submission: hard copy essay on Monday 18 March 2019.

This course examines the impact of feminism on human geography, from the call to insert women into geographical analysis and take into account gender relations in rethinking dominant definitions of space, place, and landscape to debates on the need to recognize diversity and difference among men and women. Drawing on case studies in both developed and developing countries, the gendering of specific sites (ranging from the home to the nation) and processes (e.g. migration) is explicated.

This course is a continuation of MA2213 Numerical Analysis I. It introduces and analyzes important numerical methods for solving linear and nonlinear systems, two-point boundary value problems, as well as Monte Carlo methods and their applications in such fields as quantitative finance and physics. The course develops problem-solving skills in emerging applications of modern scientific computing, and is intended for mathematics and quantitative finance majors and students from engineering, computer science and physical sciences. Major topics: Iterative methods for systems of linear equations and their convergence analysis, numerical solutions of systems of nonlinear equations, methods for solving two-point boundary value problems, Monte Carlo methods and their applications.

This course introduces the necessary skills for systematic and rigorous development of software systems. It covers requirements, design, implementation, quality assurance, and project management aspects of small-to-medium size multi-person software projects. The course uses the Object Oriented Programming paradigm. The course provides hands-on practice of tools commonly used in the industry, such as test automation tools, build automation tools, and code revisioning tools.

This course employs the analytical tools of economics to provide a better understanding of the workings and outcomes of labor markets. It applies economic theory to analyze and predict the behavior of and relationship between labor market participants; to understand the causes of important labor market trends and developments; and to discuss and evaluate policies affecting labor services. Major topics covered include the theory of individual labor supply, labor demand, economics of education, training and migration, trade unions and collective bargaining, economics of personnel, pay determination, and productivity.

This course focuses on the development of students' ability to communicate on fairly complex topics of general interests. It will continue to adopt an integrated approach to language learning and cultivate students' proficiency in all areas of language learning, including their learning competence. Strategies to be developed include writing and speaking strategies such as brainstorming, arranging ideas and collecting linguistic expressions prior to the writing or speaking tasks.