Unsyllabus

Name	Description
Course	CPSC 430
Term	2024 Summer Term 2
Instructor	Dr. Firas Moosvi (he/his/him)
Lectures	Monday, Wednesday, Friday 13:30 - 16:00: MacLeod 2018
Mode of Delivery	In-person (All course activities and assessments, including the Final Exam, will be conducted in-person)
Student Hours	To get live 1 on 1 help in the course, use Zoom at various times (see below for schedule).
Canvas URL	https://canvas.ubc.ca/courses/141583
Course Discussion	To ask any course-related questions, use private (personal, not useful for anyone else) or public (helpful for other) messages on Ed Discussion

You can find all the important term dates in the UBC Academic Calendar.

Warning

If there is a lab and/or tutorial listed on the SSC for this course, You must register for all course elements without conflicts, otherwise the department will remove you from the course! There are usually lab or tutorial exemptions for some students (i.e. those repeating the course) and instructions for that will be in this syllabus.

What do I need to purchase for this course?#

Tip

There is a required textbook for this course: .

The book’s rental cost for 181 days is $57.99 + tax.

It may also be available for cheaper used elsewhere.

Additional resources and materials for this course can be found on the course website.

Contact Us#

Team Member	Pronounce as	Contact	Office Hour
Dr. Firas Moosvi (he/his/him); Instructor	Fur-az Moose-vee	Ed Discussion	30 mins after class on MWF in Macleod 2018
Maissan Bazazeh		Ed Discussion	Tuesdays 2-3 PM
Kate Manskaia		Ed Discussion	Tuesday 4-5 PM
Mobina Shahbandeh		Ed Discussion	Thursday 1-2 PM
Justin Rahardjo		Ed Discussion	N/A
Rina Forristal		Ed Discussion	N/A
Victoria Wu		Ed Discussion	N/A

Evaluation#

The grading scheme for this course is:

Item	Weight	Due date(s)
Essays	50% (10 x 5%)	Mondays & Fridays at 6 PM
Peer Reviews	30% (10 x 3%)	Mondays & Wednesdays at 6 PM
Class Discussions	20%	Every Class
—————–	——	———–
Perusall OR Reading Notes	+2% Bonus	Twice Weekly

There will be 10 essays in this course happening approximately twice a week. For each of the essays, there will be a resubmission opportunity to apply feedback you received,and the resubmission score will be used as your final score.

Warning

Students will need to complete their essays in the CBTF creating in-person 50-minute bookings over a multi-day window.

Attention

There are ten chapters in our textbook this term and each chapter has a reading annotation assignment on Perusall. This is optional and successful completion of these assignments will grant you a 2% bonus on the course.

You may also get the same 2% bonus if you demonstrate an equivalent proficiency of reading/annotating the textbook using your own system.

Note

Please refer to this page for details on exam clashes, hardships, and cancellations.

Computer-based testing facility (CBTF)#

All of your essays this term will be written in the CBTF by booking slots in a proctored environment on UBC-provided computers. Students can make reservations in the CBTF a few days in advance and can adjust their reservation times up to 30-minutes before the start of the reservation. Watch this video to see a demo of the booking process. Students will need to bring their Student IDs for each reservation and are not permitted any electronic devices while doing their exam. More information about the CBTF procedures can be found here. Typically, Essays will have a 4-day window and Resubmissions will have a 2-day window. Time slots will be available based on proctor availability and CBTF operational needs.

Passing requirements#

All students must satisfy ALL conditions to pass the course:
1. Pass the Essays with a grade of at least 50% (after resubmissions),
2. Pass the Class Discussions with a grade of at least 50%,

If a student does not meet all of course passing requirements, the student’s overall grade may be re-assigned at the instructor’s discretion. Typically, the assigned score will be the lower of their earned course grade or, a maximum overall grade of 45 in the course.

Learning Intentions#

The learning intentions for this course are currently under development!

Schedule#

This is the tentative plan for CPSC 430 this term. Things may change depending on many factors so this is subject to change.

Class	Date	Topic (Chapter)	Essay and Reading Due	Peer Review Due
1A	July 3	Introduction and Course Overview	-	-
1B	July 5	Writing, argumentation	0	-
		End of Week 1
2A	July 8	Feedback and Unworkable Ethical Theories	1	0
2B	July 10	Introduction to Ethics (2)	-	1
2C	July 12	Ethical Theories (2)	2	-
		End of Week 2
3A	July 15	Networked Communications (3)	3	2
3B	July 17	Intellectual Property (4)	-	3
3C	July 19	Information Privacy (5)	4	-
		End of Week 3
4A	July 22	Privacy and the Government (6)	5	4
4B	July 24	Privacy and the Government (6)	-	5
4C	July 26	Computer and Network Security (7)	6	-
		End of Week 4
5A	July 29	Computer and Network Security (7)	7	6
5B	July 31	Computer Reliability (8) & Professional Ethics (9)	-	7
5C	Aug 2	Work and Wealth (10) & AI	8	-
		End of Week 5
-	Aug 5	Stat Holiday - No Class	9	8
6A	Aug 7	Artificial Intelligence	10	9
-	Aug 9	Class cancelled!	-	10
		End of Course!

Calendar of Dates and Windows#

You can download this calendar here.

Getting Help#

The best way to get personalized help in this course is to attend the “Student Hours” we have scheduled for this course. They are all done on Zoom and this is time that the instructor and TAs have set aside to help YOU personally, 1 on 1! I understand it might feel intimidating to come to Student Hours, but we don’t bite! We would love to hear about you, what your interests are, and if you have any career advice. If nobody comes to the Student Hours, we end up sitting in a Zoom room all by ourselves, all alone, and sad.

A few other notes:

We will be using Ed Discussion for Announcements in this course.
For all course-related questions you can reach out to the teaching team including instructors and TAs via Ed Discussion.
You are encouraged to post questions publicly whenever possible so others can benefit. For private and personal issues, you can send private messages on Ed Discussion.
Any student may visit the student hour for any member of the teaching team (TA or instructor)! In other words, you can go to the student hour of ANY TA, not just the one whose lab/tutorial you are registered in.

Why should I take CPSC 430?#

This course will be a LOT of fun, you’ll get lots of practice making arguments for all sorts of ethical topics. You’ll learn some cool things, and you’ll hone your writing skills.

By the end of the course, you’ll (hopefully) feel super comfortable with many of the topics in our course and be able to make sound arguments on all of them. Strap in, it will be a wild ride!!

Syllabus vs. Unsyllabus#

Traditionally, there has been a culture at most higher education institutions for every course to have a document that sets expectation for how the course will be conducted, what students will be expected to do, and what they will learn in the course. The purpose of that document was for the instructor to communicate “what the course will be about” to students so they know what they’re getting themselves into. This document is typically called a “Syllabus” or a “Course Outline”. Over the years however, this document has morphed into something like a contract - a “terms of service” that students implicitly agree to by registering for the class.

This makes me somewhat uncomfortable as an educator - I don’t want to legislate how you learn and what you need to do to learn. I also don’t want there to be an unchangeable legal document governing the interactions between an instructor and a student. What I do want is to give you suggestions and guidelines supported by my personal experience as well as the latest literature on teaching and learning.

That being said, perhaps there are some advantages to having some elements of a course codified in a “legal document” - the “Syllabus”. For instance, the instructor for the course, the calendar course entry, the term dates, the final exam period, the passing criteria, how to file a grievance or complaint, and your responsibilities to uphold UBC’s commitment to equity, diversity, and inclusion. The items above are indeed permanent and unchanging, and deserve to be in the syllabus.

Other things, such as what you will learn, how and when you will do it are more flexible and fluid. For that, we have this unsyllabus.

What is the Unsyllabus?#

In contrast to the syllabus, the unsyllabus is not a legal document. Instead, it is a living document that serves students and adjusts to their needs and feedback. Dr. John Warmer describes this best in his article, “A syllabus is not a contract”:

… this [un]syllabus is not a contract, it is a living document which reflects the experiences, emotions, philosophies, and goals I bring to a particular course.

and also:

An [un]syllabus as a plan is a lot like an itinerary before a trip. There’s some definite highlights we need to hit, but if something that seems cool and worth doing crops up unexpectedly, we need to seize that opportunity in the moment. If something really bad happens (the equivalent of a norovirus breakout on a cruise ship) we may need to abandon something previously scheduled entirely.

Summary#

Having an adaptive syllabus is important to me as it allows me to be responsive to your feedback in a meaningful way. I invite you to be co-contributors to this unsyllabus, and use the tools provided to add your own annotations, questions, and suggestions on making this syllabus work for you. At various points in the term, I will invite you to provide feedback on how things are going in the class. You may use those opportunities (or any other using the anonymous feedback form or Ed Discussion) to propose adjustments to how the class is running for consideration.

Document	Status
Syllabus	University-mandated, like a legal contract and contains university rules about conduct and behaviour; elements will not change.
Unsyllabus	Living document, responsive to student feedback and adaptable to circumstances; elements may change, usually to the benefit of students and of learning.

Important

Please note that I have your best interests in mind, and it is highly unlikely that I will ever change the unsyllabus in a way that negatively affects the class, or even individual students. If you believe a change is affecting you negatively, please reach out to me on Ed Discussion, or submit your feedback using the anonymous feedback form.

Unsyllabus changes#

In this section, I will outline any changes that have been made to the unsyllabus as we go through the course. We will do our best to follow the plan outlined in this unsyllabus, but in case things go south, I will need to make adjustments to the contents and the schedule.

Any major changes to the syllabus (this page) will be documented here, as well as the date the change was made.

Change Date	Summary	Rationale
July 8, 2024	Shifted topics forward by one day to make room for Effective Feedback	Feedback activity was a new addition

Missed things#

What if I miss labs, tests, or the exam due to an illness, health, or other personal situations?#

Normally, most due dates in this course have a generous grace period. If you require an extension beyond the grace period, please contact the instructor on Ed Discussion (ideally before the deadline passes) to discuss your options.

Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work. If ill health is an issue, students are encouraged to seek attention from a health professional. Campus Health and Counselling will normally provide documentation only to students who have been seen previously at these offices for treatment or counselling specific to conditions associated with their academic difficulties.

Tip

If you miss a course component due to an illness, health, or other personal situation, please reach out to me as soon as you are comfortable, and I’ll work with you to get you back on track.

What if I have dependents that rely on me for care and unpredictable emergencies may arise?#

Let’s talk, send me a private message and we can discuss it. I do not necessarily need to know all the personal details, just a high-level summary of your situation and what you think an ideal solution would be.

I’m sure we will come to some agreement, generally the earlier you let me know of any special circumstances or accommodation, the more I’ll be able to do for you!

In the cases of Tests, it is not possible to get partial credit, or complete it at times other than within the scheduled windows. In some cases, I reserve the right to grant an extension or make alternate accommodations as needed.

What should I do if I need accommodations to be successful in this course?#

Accommodations are intended to remove barriers experienced by individuals with disabilities. As a matter of principle, UBC is committed to promoting human rights, equity and diversity, and it also has a legal duty under the BC Human Rights Code to make its goods and services available in a manner that does not discriminate. Policy 73 (Accommodation for Students with Disabilities) sets out principles and processes governing the accommodation of students with disabilities.

All accommodations for this course are handled through the Centre for Accessibility and I encourage you to contact them to book an appointment.

Compassion#

Overall, my philosophy is that I think we could all use some extra compassion and humanity wherever and whenever it’s possible. If you’re going through something that is affecting you (in the course or otherwise), you are always welcome to come and talk to me about it. If I am not able to help you myself, then I can probably direct you to the right person or resource on campus. If you need extra help, or extra time to deal with something you’re going through, just ask. You will never owe me an explanation about your physical health, mental health, or those of your family members, friends, etc… I will believe you, and I will trust you. I will not judge you, nor think any less of you. I will do everything in my power to work out something that is both reasonable and fair. This, I promise!

Course Tools#

Warning

I will be the first to acknowledge that my courses are usually heavily reliant on learning technologies. I strongly believe that learning technologies are essential (for me) to give you my students a good experience in the course. Many times during the course you may be frustrated why we need to use so many different tools, and why there isn’t one tool that does everything. Believe me, this frustrates me too (particularly because each of your instructors will be using different tools depending on their needs), and is something that I’m working on improving. At the moment, the reality is that many learning technologies often only do one thing very well. This of course means that other functionalities take a back-seat and exist merely to check a box on their marketing website (just to say they have the feature).

In all of my courses, before selecting a learning technology, I do a very careful scan of the landscape, weigh the pros and cons, consider the privacy implications, the convenience aspects, and then select the ones that I believe will best support my teaching goals at minimal inconvenience to students. In general, I also use tools that are fun to use!

I hope you will be patient with all the tools used in this course, I hope I can demonstrate value to you by using them in our course. If you have any feedback about my usage of the tools, I’d be happy to get your (anonymous) feedback and though it may not always be possible to make changes mid-semester, I will certainly keep your feedback in mind as I plan the next iteration of this course.

All tools used in the course will be used in a FIPPA-compliant manner, with your privacy top of mind. New tools may be added to the course as the need arises, and I will update this section with the appropriate information and make an announcement if a new tool is added midway through a course.

There is no cost to the student for any of the tools used in this course.

Tip

Even though the tools above are required for this course, if you have a moral or legal objection to my use of these tools, please do reach out to me and we can likely find an acceptable accommodation.

Required Tools#

In this course, we will be using the following required learning technologies (privacy policies linked):

Canvas
MTA
- MechanicalTA (MTA) doesn’t yet have a privacy policy as it’s a home grown tool local to UBC
Ed Discussion
Perusall

MTA (Mechanical TA) [Required]#

You will submit your reading quizzes quizzes and weekly essays, perform peer review of others’ essays, and read articles on the course blog using our Mechanical TA site. This site requires you to have a UBC CWL account. If you don’t yet have one, you’ll need to create one. You also will need to know the student enrolment code, which is given at the bottom of this page.

Hint

The MTA Student Enrol code for 2024 Summer Term 2 is: argentina100.

You can login to MTA by visiting: mta.students.cs.ubc.ca.

Ed Discussion [Required]#

In this course, we will be using Ed Discussion for class discussions. You will need to sign up for a (free) Ed Discussion account to participate in the discussions for this course. The system is highly catered to getting you help fast and efficiently from classmates, the TA, and myself.

Tip

In general, please do NOT email questions to the instructor and TAs unless it is a legitimate emergency (or if you cannot access Ed Discussion). If you do this accidentally, it’s okay - we will send you an automated response letting you know that emails will not be answered and you should re-post your question on Ed Discussion.

Warning

Data on Ed Discussion is stored on servers outside Canada. When you access this site by clicking on the link through Canvas, you are being transferred to these servers. In order to protect your identity, UBC obfuscates your user ID before it is sent to the site. However, Ed Discussion does require you to create an account on their servers. While Ed Discussion adheres to strict U.S. privacy regulations (FERPA), UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever using personal information. You may wish to use a pseudonym to protect your privacy if you have concerns.

Note

Students can enrol into Ed Discussion here.

Perusall [Optional]#

Warning

Data on Perusall is stored on servers outside Canada. When you access this site by clicking on the link through Canvas or this course site, you are being transferred to these servers. Perusall does require you to create an account on their servers. While Perusall adheres to strict U.S. privacy regulations (FERPA), UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever using personal information. You may wish to use a pseudonym to protect your privacy if you have concerns.

The text below was provided by Perusall.

Perusall helps you learn faster by discussing the course content and communicating with your classmates. Collaboration gets you help whenever you need it, makes learning more fun, enables you to help others (which research shows is also a great way for you to learn), and helps the instructor make class better by emphasizing information that you need.

If you have a question or information to share about a passage in the readings, highlight the text and type in a comment as an comment. You can also respond to a classmate’s comment in threads (Facebook style) in real time or upvote questions you find helpful. Good comments contribute to the class by stimulating discussion, explaining your thought processes, helping others, and drawing attention to good points. If a particular classmate’s point is relevant, you can explicitly “mention” them and they will be immediately notified, even if not presently signed on.

Research shows that the following behaviors on Perusall predict higher end-of-semester grades and long term mastery of the subject. Your instructor may use some or all to determine your formal score.

Contributing thoughtful questions and comments to the class discussion, spread throughout the entire reading (see some examples)
Starting the reading early
Breaking the reading into chunks (instead of trying to do it all at once)
Reading all the way to the end of the assigned reading
Posing thoughtful questions and comments that elicit responses from classmates
Answering questions from others
Upvoting thoughtful questions and helpful answers

Note

Students can enrol into Perusall using this enrol link: https://app.perusall.com/join/moosvi-2u4a4.

Purchase Textbook on Perusall#

You can purchase the course textbook - Ethics for the Information Age, 9th Edition, by Michael J. Quinn. - on Perusall directly. Please note that if you intend to use Perusall, you must purchase the textbook through the Perusall platform, other eBooks are not compatible.

Opting out of Perusall#

Students may opt-out of using Perusall and purchase a textbook (digital or physical) elsewhere. To obtain credit for Perusall-related assignments, an alternative assessment will be made available to students.

What type of information will I collect about you in this course?#

I am very aware of the surveillance culture that has permeated our society and heralded the End of Privacy as we know it. That being said, as an instructor, I care tremendously about your learning and the course-related data that is collected about you is extremely valuable. Broadly speaking, this relatively new field is called Learning Analytics. Learning Analytics involves the collection and analysis of data about learners for the express purpose of improving their learning by optimizing teaching and learning practices.

All of the tools above log data about your activity that can be used to improve the quality of teaching and learning. In this course, I intend to use this information to:

view overall class progress (in aggregate),
track your personal progress in order to provide you with personalized feedback,
track participation in discussion forums
improve the course and your learning,
explore students actions in the course,
provide you feedback on your progress.

Unfortunately, at the moment it is not possible to opt-out of the data collection process, but if you like, you may opt-out of the process where I use the data to give you personalized feedback. To opt-out, please complete this form at any point in the course. You may opt-out with my full support, I respect your decision and applaud you for your netizenship!

Teaching Philosophy#

For a detailed description of my teaching philosophy and values (including a list of references and citations), you can read it here. Here are the key principles I intend to apply in this class:

Student learning is vastly improved through active learning
Learning technologies must be leveraged to scale instructor effort across multiple classes.
Inter-disciplinarity is the future of education.
Effective teaching is inclusive teaching.

How will this course be taught ?#

This course will be taught as a Blended Learning classroom where some elements of a flipped classroom will be mixed with a more traditional coding classroom with live demos, clicker questions, and worksheets. Briefly, this requires students to watch videos and engage with the assigned reading prior to the classroom meeting (knowledge transfer). During the class meeting, the instructor guides students through clicker questions, worksheet problems, and other activities to help the students make sense of the material (sense-making). See Fig. 1 for a mental model of how learning works [Ambrose et al., 2010].

../_images/masterymodel1.png — Fig. 1 To develop mastery in a concept, students must first acquire the necessary skills, then practice integrating them, and finally know when to apply what they have learned. This figure was adapted from Figure 4.1 of the book “How Learning Works”. The terms “knowledge transfer” and “sense-making” applied in this context is generally attributed to Dr. Eric Mazur.#

Academic Integrity#

How do I go through this course with integrity?#

I want to be proud of your work in this course, and I want YOU to be proud of yourself as well! That cannot happen if you make unethical decisions, including (but not limited) to cheating or plagiarism. According to the scientific literature, the most common reasons students cheat are:

Fear of failure and life consequences
Peer pressure, including an inability to say no to help others cheat
Perceived societal acceptance of cheating (Lance Armstrong, Barry Bonds, Enron, Wall Street & The Big Short)
Desire for success without the time/desire to put in the work needed
Strict deadlines and due-dates
Requirement from instructors to memorize facts, figures, equations, etc…
High-stakes exams with no recompense for “having a bad day”
Peers cheating with no consequences or penalties
Unclear expectations on what constitutes academic dishonesty
Inadequate support from instructor and teaching team

Though I sympathize with students and the stresses of your busy lives - in my opinion, there is no good reason to cheat. I have tried extremely hard to make this course focused on learning rather than grading, and where grading is needed, to have policies that are as student-friendly as possible. In particular, I hope (and expect) that the following features of the course should eliminate your temptation to cheat or plagiarize:

Testing window so you can start the tests whenever you’re comfortable.

Each Essay has a resubmission opportunity available so you can reflect on the feedback you received and improve your score.
No high-stakes exams (the single largest assessment item is the final exam).

Plenty of TA and instructor student hours and several outside of normal business hours.
Class website that outlines exactly what you should do when to help you manage your time.
Tonnes of supplemental materials including other instructional videos in case you want a different perspective.
Weekly prompt to accept the integrity pledge to keep you accountable.
A true willingness from the instructor (me) to help you learn and succeed in this course!

With these features, and several other little things, I sincerely hope that you will consider completing this course with maximum integrity so that you never have to feel guilty, ashamed, or disappointed in yourself and your actions!

A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the UBC Academic Calendar.

What is considered academic dishonesty in this course?#

To make it even easier for you to decide what isn’t allowed, below is a list of things that I definitely consider to be academic dishonesty:

Asking others for their work in the course (whether question by question, or all at once)
Sending others your work in the course
Doing tests collaboratively (tests must be done by yourself and alone)
Sending others your test questions and/or answers
Sharing any course material onto Chegg, Course Hero, Slader, or other similar sites
Searching for solutions to course material on Chegg, Course Hero, Slader, or other similar sites
Blindly googling the question in hopes of finding someone who had a similar question and then copying their answer
- Note, googling to find resources to understand specific concepts or general ideas is highly encouraged!
Having a tutor/friend/nemesis complete and submit your work for you
Copying and pasting code, equations, text explanations, prose, etc… without attribution
Manipulating the learning platforms we use to reverse engineer the randomization algorithms, hacking the timer functionality, or other similar technical malfeasance.

What should I think about if I’m considering withdrawing from the course?#

First of all, I’m sorry you’re having trouble and are considering withdrawing from the course! This is no problem, and I will not be personally offended or upset you need to do this, I encourage you to do what you feel is right for you and your situation. Below is some information that might be helpful for you in making the decision.

Warning

Please note that it is the student’s responsibility to check the withdrawal dates as listed in the UBC Calendar.

Withdrawal type	Effect on Transcript	Tuition refund
Before 11:59 PDT on July 8, 2024	None	100% refund
Before 11:59 PDT on July 9, 2024	W on transcript	See policy details
After 11:59 PDT on July 9, 2024 ^	W on transcript	See policy details

^ Note: Withdrawal after this date cannot happen without additional approvals, see here.

There are factors other than money and your transcript to consider as well, including your mental health, graduation requirements/timelines, course load requirements, eligibility for student loans, bursaries, scholarships etc. I advise you to read a list of some considerations here and consult with an advisor if you have additional questions.

Warning

International students have additional factors to consider when withdrawing - you are urged to follow-up with an advisor and see the frequently asked questions here.

Acknowledgements#

Land Acknowledgement#

UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) people. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site.

Aerial photo of the UBC campus showing the Martha Piper fountain, and mountains in the skyline.

References#

1: Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman. How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass, San Francisco, CA, 2010. ISBN 978-0-470-48410-4.

Unsyllabus

Contents

Unsyllabus#

Important Details#

What do I need to purchase for this course?#

Contact Us#

Evaluation#

Computer-based testing facility (CBTF)#

Passing requirements#

Learning Intentions#

Schedule#

Calendar of Dates and Windows#

Getting Help#

Why should I take CPSC 430?#

Syllabus vs. Unsyllabus#

What is the Unsyllabus?#

Summary#

Unsyllabus changes#

Missed things#

What if I miss labs, tests, or the exam due to an illness, health, or other personal situations?#

What if I have dependents that rely on me for care and unpredictable emergencies may arise?#

What should I do if I need accommodations to be successful in this course?#

Compassion#

Course Tools#

Required Tools#

MTA (Mechanical TA) [Required]#

Ed Discussion [Required]#

Perusall [Optional]#

Purchase Textbook on Perusall#

Opting out of Perusall#

What type of information will I collect about you in this course?#

Teaching Philosophy#

How will this course be taught ?#

Academic Integrity#

How do I go through this course with integrity?#

What is considered academic dishonesty in this course?#

What should I think about if I’m considering withdrawing from the course?#

Acknowledgements#

Land Acknowledgement#

References#