SEIDENBERG SCHOOL OF COMPUTER SCIENCE AND INFORMATION SYSTEMS
DEPARTMENT:
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Computer
Science
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SUBJECT CODE/ COURSE TITLE: |
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CS232/Computer Organization |
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CLASS HOURS: |
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4 Hours per Week |
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CREDITS: |
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4 |
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PREREQUISTE: |
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CS 122 |
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TEXTBOOKS: |
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M. Mano, Computer
System Architecture, 3rd Edition, Prentice Hall, 1993. |
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REFERENCE: |
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L. Null & J. Lobur, Essentials of Computer Organization and Architecture, 3rd
Edition, Jones &Bartlett Learning, 2012. Internet. Computer Magazines and Journals |
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SEMESTER: |
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Spring 2015 |
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Preparer: |
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Course
Description: Introduction to major combinational circuits and
sequential circuits including digital logic, gates, decoders, registers,
counters, and memory units. Data representation including such concepts as number
systems and their operations and conversions as well as complements and fixed
and floating point representation. Other concepts include microoperations;
organization and design of a basic computer; introduction to assembly language
programming; interrupts and interrupts processing; central processing unit;
instruction design tradeoff -- RISC versus CISC; pipeline, vector processing,
and multiprocessors versus multicomputers.
PROFESSOR’S PROFILE
Professor:
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Office:
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Telephone: |
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212 346 1492 |
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Email: |
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Office Hours: |
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Monday: 11:00 am – 3:00 pm Wednesday: 11:00 am – 12:00 pm |
COURSE PROFILE
EVALUATION
AND ASSESSMENT
Grading Policy
Final examination:
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40% (40%)
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In-class examinations (4 -- 30 minutes exams ) |
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30% (30%)
[best 3 of 4] |
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In-Class Quizzes Individual: Team: Team/class participation: Coordinator/Reporter/observer
(document): Journal: Class Activity/Preparation
& in class Performance |
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0% (0%) 0% (0%) [Lowest grade is dropped] 0% (0%) [Lowest grade is dropped] 5% (5%) 0% (0%) 0% (0%) [Due: ] 5% (5%) |
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Homework: |
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10% (10%) [No
late homework is accepted] |
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Project/Report & Presentation: |
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15% (15%)
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Team members’ average performance (bonus): Above 87%: 76% -- 87%: 65% -- 75%: Below 65%: |
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0 – 0% (0%) 0% 0% 0% 0% |
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Extra credit assignment (optional): Note: Only for students who are otherwise
fulfilling all of the other course requirements. It is not intended to be a
substitute for any of the regular class assignments. |
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10% (Due by week 12 and no later) |
Note 1: The final exam
is cumulative; it consists of two parts: one is common to New York and
Pleasantville campuses.
Note 2: Non-team member
students are assigned grades based on the policy outlined within the parentheses.
Final grade Determination
Above 92%
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A
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90% -- 92% |
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A- |
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87% -- 89% |
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B+ |
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83% -- 86% |
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B |
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80% -- 82% |
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B- |
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76% -- 79% |
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C+ |
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70% -- 75% |
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C |
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65% -- 69% |
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D+ |
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60% -- 64% |
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D |
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Below 60% |
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F |
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Note: Grade is
computed to the nearest whole number. |
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Program learning outcomes and major topics [ABET
student outcomes: a, c]
An ability to design, implement and evaluate a computer-based systems,
process, component, or program to meet desired needs.
Learning Objectives/Outcomes
After taking this course, the students should be able to the following:
1.
Understand the organization and operation of modern computers
2.
Understand how Boolean logic is used to design combinatorial and
sequential circuits, and the functions of the major computer components
including register, CPU, program counter, bus system, cache, memory, and
microprogramming controller
3.
Demonstrate how to convert numbers in different number systems
4.
Understand how assembly language instructions are translated into
machine instructions and then into microprograms to be executed by the computer
hardware
5.
Analyze an assembly language program
6.
Understand how the instruction set is defined by a computer
architecture
7.
Understand design tradeoffs including RISC versus CISC
8.
Show and discuss the relative utility of signed-magnitude and two’s
complement representation of negative integers
9.
Understand and can differentiate between the different types of
micooperations (register transfer, arithmetic, logic, and shift) and their uses
10.
Understand how interrupts support event-driven computing including
input/output operations
11.
Show how reverse Polish notation and stack arrangement of registers are
use to evaluate arithmetic expressions
12.
Understand how to
speed up computing with pipelined instruction execution, multiprocessors, and
multicomputers.
13. Develop team-building, social, and organizational
skills that they can further develop in other classes and in their professional
careers through demonstrated ability to work collaboratively effectively in
teams as well as able to communicate effectively orally and writing.
Tentative
Examination Schedule:
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Course Section |
In-class Exam Dates |
Project Submissions & Presentation |
Final Exam Date |
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CS 232/CRN: 20157 |
2/9; 2/25; 3/25; & 4/15/2015 |
April 22, 2015 |
May 13, 2015 (Tentative) |
Class
meeting Schedule
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Course Section |
Day, Time, and Location of Class Sessions |
First and Last Day of Class |
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CS 232/CRN: 20157 |
Mondays and Wednesdays : 3:30pm – 5:30pm; |
First day of class: January 26, 2015 Last day of class: May 16, 2015. |
Academic Expectations and Resources: In order to do well in class students
are expected to study 2 to 3 hours per week for every credit hour registered
for. Students should also be reminded that some useful academic resources to
support students’ success include the following.
Writing
Center: www.pace.edu/dyson/current-undergraduate-students/writing-center
Tutorial
Services: www.pace.edu/student-handbook/tutoring-center-tc
Library
Services: www.pace.edu/student-handbook/pace-library
Center for Academic Excellence
Academic Policies and General
Regulations.
Academic Integrity: Students must
accept the responsibility to be honest and to respect ethical standards in
meeting their academic assignments and requirements. Integrity in the academic
life requires that students demonstrate intellectual and academic achievement
independent of all assistance except that authorized by the instructor. The use
of an outside source in any paper, report or submission for academic credit
without the appropriate acknowledgment is plagiarism. It is unethical to
present as one’s own work the ideas, words, or representations of another
without proper indication of the source. Therefore, it is the student’s
responsibility to give credit for any quotation, idea, or data borrowed from an
outside source.
Students who fail to meet the responsibility for academic integrity
subject themselves to sanctions ranging from a reduction in grade or failure in
the assignment or course in which the offense occurred to suspension or
dismissal from the University. Individual schools and programs may have more
specific procedures for violations of academic integrity. Therefore, students
are encouraged to familiarize themselves with the academic integrity policies
of the University and of individual schools and programs in which they are
enrolled. Students penalized for failing to maintain academic integrity who
wish to appeal such action must follow the appeal procedure outlined below in
the “Grades Appeal Process” section or that of the individual school or program
in which they are enrolled if such school or program has a separate appeal
procedure in place.
Students with Disabilities: Procedure for
Students with Disabilities Who Wish to Obtain Reasonable Accommodations for a
Course: The University's commitment to
equal educational opportunities for students with disabilities includes
providing reasonable accommodations for the needs of students with
disabilities. To request an a reasonable accommodation for a qualified
disability a student with a disability
must self-identify and register with the Office of Disability Services for his
or her campus. No one, including faculty, is authorized to evaluate the need
for or grant a request for an accommodation except the Office of Disability
Services. Moreover, no one, including faculty, is authorized to contact the
Office of Disability Services on behalf of a student. For further information,
please see Resources for Students with Disabilities at
http://www.pace.edu/counseling-center/resources-students-disabilities.
Note 1: To facilitate
and promote learning, you are encouraged to download the lectures from
Blackboard and study them along with the material in the textbook. All lessons
will be posted on Blackboard within a week of the lesson being introduced. Use
the textbook to complement and perhaps, at times, expand and elucidate ideas
presented in the lecture notes. Note that
mere reading is not studying.
Note 2: Lessons will be
presented using the team-based learning strategy inclusive of many techniques
such as those highlighting active learning, inquiry-based lecture-discussion
and problem based learning, collaborative learning and problem-solving. There
will be many opportunities to practice
problem solving and the beginning of and throughout each lesson. The solutions
to the homework problems will be provided to you in class as a means to explain
the course concepts or through Blackboard postings. To get the most out of the course,
you are encouraged to follow and keep up with the reading assignments and
genuinely attempt each homework problem before coming to class. For those
problems you cannot solve, determine the nature of your difficulty and bring it
up in class or during office hours. The idea is to come to class prepared and willing
to learn as well as ready to ask questions about the course materials and
problems. You will be tested as individuals and as teams at the beginning of
each major phase of course content, which is about four or five. The mantra
of this course is learning, learning,
learning and more learning!
Note 3: In the interest
of learning, it is very important that
you foster an inquisitive mind – do all the required assignments. Failing to do
so may diminish your ability to get the most out of each lesson and the class. Studying is NOT mere reading of the
textbook and class notes and slides, it’s an intimate interaction between
you and the information provided to you in
the class notes and slides and the textbook; it requires that you be mindful of the information.
NOTE 4: LEARNING IS AN
ACTIVE PROCESS – IT IS MORE
Note 5: Learning is the central objective of this course; the teaching will be done to facilitate
learning.
Note 6: It is very
important you read and familiarize yourself with SCSIS Statement of Student Responsibilities (see Blackboard).
Note 7: You should devote at least 8 hours per week to prepare for the course – more may be
needed depending on your rate of sufficiently understanding the course content and
mastering it applications as well as being successful achieving your desired
grade.
Note 8: You are strongly encouraged to spend an appropriate length of time to
research, develop, and implement the project; during the development and
implementation process seek my help as needed to resolve any issue you may
encounter. Your project should reflect your personal thoughts and understanding
of the assignment and must be built on sound theory that is differentiable from
your personal thoughts.
TOPICS COVERED
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Weeks |
Topics
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Assignments
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1-3 |
Digital logic circuits (logic gates, Boolean
algebra, combinational circuits, and flip-flops); Digital components (decoders, multiplexers,
registers, counters tri-state switches, buses, and memory units); and Data
representation (data types, 2’s complement, fixed-point, and floating-point);
Boot sequence and POST; Master boot record and partitions; Directories and
file systems, and hiding information; Main issues disk drives units; Physical
construction of disk drives -- heads, tracks, and cylinders; Formation of
addressable elements; Encoding methods and formats for disks; Formatting
process; and Hard disk interfaces. |
Read: Chap. 1. Prob.: 1, 3-6, 7, 11, 14, 15, and 17. Read: Chap 2. Prob.: 3, 4, 8, 12, 16, and 19-23. Read: Chap. 3. Prob.: 1-5, 7-10, 13, 16-17, 20, and 23. |
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4 |
Register Transfer and Microoperations: register
transfer (language, and bus and memory); Microoperations (shift, logic, and
arithmetic); and Arithmetic logic shift unit (ALU). |
Read: Chap. 4. Prob.: 1-4, 6-9, 11, 18, 19, 21 and 23. |
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5-6 |
Basic computer Organization and Design: Instruction
codes; Timing and control; Instruction cycle; Computer instructions; Computer
registers; Instruction cycle; Memory reference instructions; Input/output and
interrupt; and Design of accumulator logic and basic computer |
Read: Chap. 5. Prob.:1-7, 9-10, 12, and 15-18 |
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6-7 |
Programming
the Basic Computer: Machine language; Assembly language; Assembler;
Program loops, subroutines, and Programming arithmetic and logic operations |
Read: Chap. 6. Prob. 1-7, 11-14, and 18 |
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8-9 |
Central Processing Unit (CPU): Register and stack
organization; Instruction formats; Addressing modes; Data transfer and
manipulation; Program control; and Comparison of CISC and RISC architectures. |
Read Chap.: 8. Prob.: 6-9, 11, and 13-16. |
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10-11 |
Pipeline and Multiprocessing: Implementations of
simple datapaths; Instruction pipelining; Introduction to instruction-level
parallelism; Superscalar architecture; Branch prediction; Prefetching;
Multithreading; Introduction to SIMD, MIMD, VLIW, and EPIC; Systolic
architecture; Interconnection networks (hypercube, shuffle-exchange, mesh,
and crossbar); Shared memory systems; Cache coherence; and Memory models and
memory consistency. |
Read Chap. 9 (sections 1, 2, 3, 4, 6, 7) and 13
(sections 1, 2, 4, 5) Prob.: 9/2, 3, 4, 7, 9 and 13/1, 3, 6, 8, 13, 14. |
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12-13 |
Memory Organization: Memory hierarchy; Main memory;
Auxiliary memory; Associative memory; Cache memory, Virtual memory, and Memory
management. |
Read Chap. 12. Prob.: 1-8, 13, 15-20, 23, and 24. |
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13 |
Project presentation and submission: projects
presented to class and submitted. |
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14 |
Final Examination. |
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Note 1: A new topic might
begin with a quiz – this quiz might be done individually and as a team. |
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Note 2: This course
is structured around purposely formed diverse small collaborative groups
designed to operate in a team-based learning environment. Students are
encouraged to work together in their respective groups to form effective and
productive teams where individuals share their learning experiences in
course, help each other with learning difficulties, spend time to get to know
each other, develop cultural awareness, diversity sensitivity, consensus
building skills, and spend time each week to discuss and help one another
with the course work (content and assignments). Each team member is
responsible for the completion and submission of each assignment. Team
members will be asked to sit in adjacent seats. Each team member will be
individually graded as well as graded as teams and by their team members. Exams
are either individual or team effort. All exams are closed book. |
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Team project: Students may
be put teams of two to five individuals who will participate in a product
development or research supported by a technical report. The project may
involve the use of a low level and/or high-level programming or algorithms.
In the project, students will satisfy a market niche and/or solve a technical
problem, and then demonstrate their knowledge, understanding, and
implications of the solution. Grade assignment to individual team members
will be based upon the member’s personal involvement with his or her team’s
project along but not limited to the following items: programming, codes
testing and correction, documentation, report writing, proofreading, and any
combination of the above. |
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Web support: This course
will be supported with most or all of the following Blackboard postings:
lesson questions, lessons (PowerPoint), instructions and guidelines
pertaining to the course, computer architecture and related news, team and
class discussions boards, email correspondence about the course, homework
solutions, examination grades, and miscellaneous course related activities and
information including computer organization related links to the Internet,
teamwork and team-building skills. |
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Supplementary materials: Handouts in
class or web postings of current events and issues affecting computer
architecture. |
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Business Model: Each team may
be viewed as a small business that is seeking creative and innovative ways to
maximize its product, academic outcome or average group grade. A satisfactory
product is the break-even team average grade of 78%. Teams getting average
grades above 78% are profitable enterprises. |
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In
class activity and participation: Students are
recommended to bring to class current newsworthy events in computer
organization/architecture and related news to share with the class. Students
will inform the class of the news events and their significance to
computing.
Since most learning takes place outside of the
classroom, teams are encouraged to function outside of the classroom. Team
activities will be reinforced inside of the class during the lessons. Student
teams are encouraged to function cohesively and to participate in all class
activities. Each team member must note that your friendliness
towards each other, the amount of activity each team member bring to bear
within and on behalf of the team, and the intensity of the team interaction
contribute to the team’s performance and the performance of team member. |
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Students are strongly encouraged to download the posted
lessons from Blackboard, review them, and should ask pertinent questions
about the material in these lessons. Every effort will be made to present each lesson
using the storytelling, problem solving, or problem based learning strategies
supported with subsequent discussion on the central points of the lesson. The key elements of a story are the following: casualty,
conflict, complication, and character. |
The following excerpts about collaborative learning
are from research documents:
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In the university
environment, educational success and
social adjustments 
depend primarily on
the availability and effectiveness of developmental academic support systems.
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Most organized learning occurs in some kind of group group characteristics
and group processes significantly contribute to success or failure in the
classroom and directly effect the quality and quantity of learning within the
group.
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Group work invariably produces tensions that are
normally absent, unnoticed, or suppressed in traditional classes. Students bring with them a variety of personality
types, cognitive styles, expectations about their own role in the classroom and
their relationship to the teacher, peers, and the subject matter of the course.
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Collaborative
learning involves both management and decision-making skills to choose among
competing needs. The problems
encountered with collaboration have management, political, competence, and
ethical dimensions
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The two key underlying principles of the collaborative
pedagogy are that active student involvement is a more powerful learning tool
than the passive attendance and that students working in groups can make for
more effective learning than students acting alone. The
Favorable outcomes of collaborative learning include greater conceptual
understanding, a heightened ability to apply concepts, and improved
attendance. Moreover, students become responsible for their own
learning is likely to increase their skills for coping with ambiguity,
uncertainty, and continuous change, all of which are characteristics of
contemporary organizations.
Who creates a new activity in the face of risk and
uncertainty for the purpose of achieving success and growth by identifying
opportunities and putting together the required resources to benefit from them?
Creativity is the ability to develop new ideas and to discover new ways to of looking at
problems and opportunities.
Innovation is the ability to apply creative solutions to those
problems and opportunities to enhance or to enrich people’s lives