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ECOS 3997 Interdisciplinary Impact in Economics
创建日期：2024-05-05 15:19:17
所属分类：经济Economics
标签： ECOS 3997
Interdisciplinary Impact in Economics

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ECOS 3997 Interdisciplinary Impact in Economics

Inequality and social policy (Stream 3)

Week 5: 24th of March
Topic: Guidance for final report
Class instructions
I If you are on ZOOM, you must use your USyd account to access the
lecture
I Please use your full name on ZOOM
I To avoid background noise, please mute yourself (unless you are
asking questions)
I Break: 10-min break around 5pm
I Asking questions. If you are on ZOOM, you can raise the hand icon,
or post your question on the chat. If you are in the classroom, please
raise your hand
I Try to attend the lecture live (ZOOM or in the classroom) as much as
possible
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 1 / 59
Week 5 Outline
Context
Outcomes
Dataset
Report
General instructions & Marking criteria
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 2 / 59
Week 5 Outline
Context
Outcomes
Dataset
Report
General instructions & Marking criteria
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 3 / 59
Problem
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 4 / 59
I Large and growing socioeconomic gaps among Greater Sydney
schools in adolescent educational and behavioural outcomes
I Recently, an article in the Guardian stated that in the last decade
we have seen an escalation of inequality between high and low
SES schools across Australia
Problem
I To address the problem, the NSW Department of Education
implemented a program aiming to empower adolescents in low SES
schools to shape their future, by promoting the development of
general capabilities that influence individual decisions and success
I Focus of the program was the development of self-control —key life
skill expected to influence adolescents’ behaviour and outcomes in
school and beyond
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 5 / 59
Self-control
Self-control is the capacity to stay committed to long-term goals
when there is tension between effortful actions that enable them vs.
short-term pleasurable actions that are obstacles to long-term goals
(de Ridder et al., 2012).
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 6 / 59
Self-control
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 7 / 59
General agreement across behavioural sciences that self-control is the
most important general capability for success in life (Belsky et al.,
2020)
Credit:
https://www.scotthyoung.com/blog/2019/09/30/self-
control/cite
SC predicts:
I educational achievement,
I health,
I labour market outcomes,
I wealth,
I lower propensity to suffer
from addiction, engage in
delinquency and crime, etc.
(Moffitt et al., 2011; de Ridder et al.,
2012; Duckworth et al. 2019)
“Shaping my future” program
I Program developed to help Year 9 students (13-14 years old) in low
SES schools to build self-control
I 10 sessions during the academic year to help students:
1. build self-control using the WOOP (Wish, Outcome, Obstacle, Plan)
approach
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 8 / 59
“Shaping my future” program
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 9 / 59
“Shaping my future” program
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 10 / 59
“Shaping my future” program
I Program developed to help Year 9 students (13-14 years old) in low
SES schools to build self-control
I 10 sessions during the academic year to help adolescents:
1. build self-control using the WOOP (Wish, Outcome, Obstacle, Plan)
method
2. adopt good habits to overcome lack of self-control (e.g. actively avoid
exposure to temptation)
3. build confidence in their ability to overcome obstacle and be in control
of their future
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 11 / 59
“Shaping my future” program
I Program developed to help Year 9 students (13-14 years old) in low
SES schools to build self-control
I 10 sessions during the academic year to help adolescents:
1. build self-control using the WOOP (Wish, Outcome, Obstacle, Plan)
method
2. adopt good habits to overcome lack of self-control (e.g. actively avoid
exposure to temptation)
3. build confidence in their ability to overcome obstacle and be in control
of their future
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 11 / 59
“Shaping my future” program
I Program developed to help Year 9 students (13-14 years old) in low
SES schools to build self-control
I 10 sessions during the academic year to help adolescents:
1. build self-control using the WOOP (Wish, Outcome, Obstacle, Plan)
method
2. adopt good habits to overcome lack of self-control (e.g. actively avoid
exposure to temptation)
3. build confidence in their ability to overcome obstacle and be in control
of their future
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 11 / 59
Program design & implementation
I Designed by a team of psychologists with expertise on adolescent
behaviour
I Delivered by volunteer Year 12 students from another school
I Implemented as a Randomised Controlled Trial
I 20 low SES schools in Greater Sydney were interested in taking part
in the program
I Of these 20 schools, 10 were randomly assigned to the treatment
group and received the program, remaining 10 schools were assigned
to the control group and did not receive the program
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 12 / 59
Program design & implementation
I 10 high SES schools in Greater Sydney were also involved in the
study, to assess the effect of the program in closing the gap between
high and low SES schools
I Like the 10 control schools, these 10 high SES schools did not receive
the program
I The Department of Education collected the same data on the high
SES schools as the data collected on the 10 treatment and 10 control
low SES schools
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 13 / 59
Week 5 Outline
Context
Outcomes
Dataset
Report
General instructions & Marking criteria
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 14 / 59
Adolescent outcomes
Measured before the program
I Survey-based measurement of self-control
I School attendance in Year 8
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 15 / 59
Adolescent outcomes
Measured 3 years after the program
I Self-control
I School attendance
I Year 12 graduation rates
I ATAR (Australian Tertiary Admission Rank)
I Risky behaviour
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 16 / 59
Adolescent outcomes
Measured 3 years after the program
I Self-control
I School attendance
I Year 12 graduation rates
I ATAR (Australian Tertiary Admission Rank)
I Risky behaviour
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 17 / 59
Measurement of Self-control
1. Survey-based measurement
2. Experimental or choice-based measurement
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 18 / 59
Measurement of Self-control
1. Survey-based measurement
2. Experimental or choice-based measurement
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 19 / 59
Survey-based measurement
Adolescents state the extent to which each statement describes their
behaviour in the past 4 weeks, on a scale from 1 to 5, where 1 indicates
never and 5 indicates always
1. I pause and think about the future consequences of my behaviour before
acting.
2. I set personal goals and I am able to stick to them.
3. I able to resist temptations.
4. I have a high level of self-discipline.
5. I can stop myself from doing things that are fun in the moment, but might
have negative consequences for me in the future.
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 20 / 59
Survey-based measurement
Self-control Index:
SC index = q1 + q2 + q3 + q4 + d5− 5
I Varies between 0 and 20
I A higher score indicates higher self-control → 0 indicates no
self-control and 20 indicates perfect self-control
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 21 / 59
Measurement of Self-control
1. Survey-based measurement
2. Experimental or choice-based measurement
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 22 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 23 / 59
Experimental measurement
178
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 24 / 59
Experimental measurement
693
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 25 / 59
Experimental measurement
532
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 26 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 27 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 27 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 27 / 59
483
729
Enter the last number displayed on the screen in the box below:
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
4. During the task, students see a small button on their screen which
allows them to take a break and access social media sites, play video
games, watch podcasts, etc (i.e., procrastinate)
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 28 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
4. During the task, students see a small button on their screen which
allows them to take a break and access social media sites, play video
games, watch podcasts, etc (i.e., procrastinate)
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 28 / 59
198
476
Do you want to take a break now?
Yes No
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
4. During the task, students see a small button on their screen which
allows them to take a break and access social media sites, play video
games, watch podcasts, etc (i.e., procrastinate)
5. Trade-off between browsing the web and keeping focus on the task:
when browsing the web, they miss out on the chance to earn money
(by giving a correct answer to the questions on the task)
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 29 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Adolescents have to focus their attention on a number displayed in
the computer screen, which changes every few seconds
2. Task lasts 1.5 hours
3. At several and random points in time during the task, students are
asked to indicate the last number they saw
If the answer is right, they get $2; if it’s wrong, they get nothing
4. During the task, students see a small button on their screen which
allows them to take a break and access social media sites, play video
games, watch podcasts, etc (i.e., procrastinate)
5. Trade-off between browsing the web and keeping focus on the task:
when browsing the web, they miss out on the chance to earn money
(by giving a correct answer to the questions on the task)
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 29 / 59
Experimental measurement
I Before starting to work on the task, adolescents had to choose under
which condition they would work.
I Options:
1. Commitment by removing temptation: remove the option to
access the internet for the entire work period
2. Temptation: keep the option to access the internet and decide while
working on the task whether and when to access the internet
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 30 / 59
Experimental measurement
Under which condition do they actually work?
I 1 out of 6 chance, adolescent works on the task under their chosen
condition (1 or 2, depending on their choice)
I 5 out of 6 chance, adolescent works under temptation
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 31 / 59
Experimental measurement
Why this procedure? Why can’t adolescents simply work under the
condition they have chosen? If most adolescents work under temptation
anyway, why do we ask them to choose what they want?
Several reasons:
I We want most adolescents to work under temptation because we
want to observe how they behave when they face temptation. Can
they resist or do they give in?
I We want to know what they would have done if they could freely
choose. This is why we ask them to make the choice, before the
rolling the dice, to learn about their preference.
I Choices are consequential, because there is a chance (1 out of 6) that
they work under their preferred condition —have an incentive to
choose their preferred option, as if their choice was deterministic
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 32 / 59
Experimental measurement
Why this procedure? Why can’t adolescents simply work under the
condition they have chosen? If most adolescents work under temptation
anyway, why do we ask them to choose what they want?
Several reasons:
I We want most adolescents to work under temptation because we
want to observe how they behave when they face temptation. Can
they resist or do they give in?
I We want to know what they would have done if they could freely
choose. This is why we ask them to make the choice, before the
rolling the dice, to learn about their preference.
I Choices are consequential, because there is a chance (1 out of 6) that
they work under their preferred condition —have an incentive to
choose their preferred option, as if their choice was deterministic
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 32 / 59
Experimental measurement
Why this procedure? Why can’t adolescents simply work under the
condition they have chosen? If most adolescents work under temptation
anyway, why do we ask them to choose what they want?
Several reasons:
I We want most adolescents to work under temptation because we
want to observe how they behave when they face temptation. Can
they resist or do they give in?
I We want to know what they would have done if they could freely
choose. This is why we ask them to make the choice, before the
rolling the dice, to learn about their preference.
I Choices are consequential, because there is a chance (1 out of 6) that
they work under their preferred condition —have an incentive to
choose their preferred option, as if their choice was deterministic
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 32 / 59
Experimental measurement
Why this procedure? Why can’t adolescents simply work under the
condition they have chosen? If most adolescents work under temptation
anyway, why do we ask them to choose what they want?
Several reasons:
I We want most adolescents to work under temptation because we
want to observe how they behave when they face temptation. Can
they resist or do they give in?
I We want to know what they would have done if they could freely
choose. This is why we ask them to make the choice, before the
rolling the dice, to learn about their preference.
I Choices are consequential, because there is a chance (1 out of 6) that
they work under their preferred condition —have an incentive to
choose their preferred option, as if their choice was deterministic
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 32 / 59
Experimental measurement
Attention-focus task in the presence of temptation
1. Yields a measure of self-control: number of minutes the adolescent
spends working on the task
I Varies between 0 and 90 minutes
I A higher value indicates greater self-control
2. Yields a measure of whether the adolescent actively removes
temptation, indicating awareness of their future behaviour if working
under temptation
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 33 / 59
Adolescent outcomes
Measured 3 years after the program
I Self-control
I School attendance
I ATAR (Australian Tertiary Admission Rank)
I Year 12 graduation rates
I Risky behaviour
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 34 / 59
Adolescent educational outcomes
1. School attendance
I Percentage of the days the adolescent attended school
2. ATAR
I Adolescent’s rank based on their school and HSC exam grades among
all Year 12 students in NSW
3. Year 12 graduation rate
I Whether the adolescent graduated from high school in the expected
graduation year
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 35 / 59
Adolescent outcomes
Measured 3 years after the program
I Self-control
I School attendance
I ATAR (Australian Tertiary Admission Rank)
I Year 12 graduation rates
I Risky behaviour
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 36 / 59
Adolescent risky & antisocial behaviour
Adolescent indicates the number of questions to which the answer is
yes.
Thinking about the last 6 months, did you
1. drive a car while under the influence of alcohol or drugs?
2. have more than 5 alcohol drinks in one sitting (within 2 hours or less)?
3. consume marijuana?
4. gamble more money than you could afford to lose?
5. have unprotected sex (without intending a pregnancy)?
6. get into a physical fight?
7. steal something from a shop or someone?
8. bully others at schools or on social media?
9. run away from home and stayed away overnight or longer?
10. purposely damaged or destroyed others’ property?
I Index of risky & antisocial behaviour takes a value between 0 and 10
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 37 / 59
Week 5 Outline
Context
Outcomes
Dataset
Report
General instructions & Marking criteria
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 38 / 59
Sample
Low SES school High SES school
Received the program 2,116 0
Didn’t receive the program 2,319 2,251
Total 4,435 2,251
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 39 / 59
Variable list
Treatment assignment and school type
treatment takes value 1 (yes) if the adolescent is in a school
that received the program and 0 (no) otherwise
school ses takes value 1 if the adolescent is in a low SES school
and 0 if the adolescent is in a high SES school
Pre-program adolescent outcomes
y8attendance school attendance rate in Year 8
y9selfcontrolsurvey self-control score in self-reported survey in Year 9
Interdisciplinary Impact in Economics Sem 1 2022 Week 5 40 / 59
Variable list
Post-program adolescent outcomes
dropout takes value 1 (yes) if the adolescent dropped out of
high school before Year 12 and 0 (no) otherwise
y12selfcontrolsurvey self-control score in self-reported survey in Year 12
y12selfcontrol commitment takes value 1 (yes) if the adolescent chose commit-
ment in the self-control experimental task and 0 (no)
if (s)he chose temptation

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关键词一 关键词二 关键词三 关键词四 关键词五 和法规和的发更好的风格和 ECON 615 FINC 612 CSC148 COMP 639 ACCT 203 ACCT 211 PSYC 101 MTH2009 COMP52315 PSYCO 432 statistics MATH4063 11 xxx 1 MA1MSP MAST30028 MATH3888 CS341 EEE30002 ES2F5 MCD4160 CC0933 ECON 1101 MCHM3001 CHEM3118 COMMGMT 2511 COMP41280 STAT 631 24T1 IRE379 SENG365 ECON433 FIT3139 MATH4602 LING5621M FINS5516 ECON3208 MN2177 L2 SM EEET1415 Finance DS4023 COMP3004 7CCSMRTS K1S5B6 Stat230 CSCI4211 CSI2132 ECON30130 MAS6100 ENVS222 COM2107 INFO1112 STAT 4004 FIT2100 comp2022 COMP4691 Physics 307 Econ 659 probability CSCI316 fir29 CSCI203 COMP3160 COMP6714 INFO1113 Physics 7B Physics Photonics S203031 STAT2005 COMP90015 CSCI 2110 CSCC46 Information CSC477 COMP4650 Statistical COMP 346 COMP1017 ELEC340 MATH1007 Programming function STAT 244 CS 134 Java cse13s Math 108A FW20 ECON3389 CSE 130 Science 331 COMP9020 engineering COSC 445 CSE 5523 GAME2012 visualization MATH 235 Math 370 CSC343 COGS 108 EE524 COMP10200 STAT 416 3FK4 MSCI 311 ECON6113 ACC40700 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MGMTMFE 405 25579 1ECE 273 M122 COMP4434 1ELEC ELEC5620M STAT0010 BFF2401 MXB361 MATH3811 CS330 CMT307 FIT1033 CptS 583 UP 431 MATH6005 AF5343 CS2435 ECOM30002 ES50061 CS 2506 ECMT6002 CODE 00099F MT4539 ESSAY ICM317 MATH1231 MFIT5010 BMA547 MATH334 CIVL2201 MATH39032 T-04 CIVE97119 EMESTER CAB302 CAB301 59PM STAT802 ISYS3412 RM3 COSC 2123 AcF 311 MATH2022 1FINAL 4CCS1PHC ICM 142 ENVS3023 Math 4023 I1 ACSE8 FIN B385F CS-275 STA 4109-01 A31021 EE140 MT1 EE124 ECO-6004B Inf2-IADS CS126 IS2184 UL18 MATH5092 ECOM009 COMP 6211 ELEC202 MKT3019 IAB230 FIT5046 584-S21 COMP3210 CO250 A29401 MATH 136 MGT6174 ECMT6007 DATA2001 MAT 443 MATH10222 PHDE0071 ELE00123M COSC1295 MAT00045H MATH32032 1004GRC MAS223 COMP10001 DATA3404 CIVL2110 STAT2008 FNCE10002 EEE6431 COM6515 COMP9120 NBS8185 ECTE942 ECON 405 MATH314301 STAT 2011 COMPSCI 350 COMP20007 CMPSC-132 ECON5002 STA 35 MTH6108 FIT5147 MTH6150 100C FINA 5260 DESC9115 ECON4998 NBS8257 GMM ECON 6070 BSA2 ECE599 STATS 102B STA120 INFS601 BFC3241 MATH20602 COMP532 MAS275 COMP5318 COMP4002 FIT5086 MAST20004 FIT3152 FIT5129 CIS2380 CS521 COMP 1005 EECMS CITS5501 ECE 462 ECON 6002 ENG 4051 CSC 648 CMT654 MECHENG 713 PHYS1002 AMME 2000 FP0060 DDES3200 MECHENG 743 BINF90002 FIT2081 ISYS90081 ELECTENG 722 BUS 360 ECOS3010 BUS2810 ETF2100 ENG2048 STAT5002 COMP2017 CEME 2003 MATS3004 COMP9319 PHYS1001 COMP5349 AMME2261 COMP-381 FIT3173 COSC2757 ENG4025 QBUS2820 COMP9414 MATH2021 EOSC118 MFIN6690 PMATH 321 CSE-141L MATH575A COMPSCI5002 COMP1511 management comp2123 FINS3616 COMP 3331 COMS30034 DTSC 71 AcF 702 AcF702 DTSC71 MAT021 ELE8083 ACFI213 EG-127J 127J FIT5163 FIT2001 ELE00113M CMT310 CS 245 ENGL 1101 MTH6115 EE497 CS 325 Math 124A MTH5130 MBA502 MGT 5380 ARCH 1261 F033800 20LLP109 ELE4009 FINANCIAL COMP3331 Computer ECE4179 20T3 COMP9311 COMP9311 UNSW MFIN6210 ACCT 5930 EE590 ENG2029 ECO100 SIT315 ACCT3610 COMP3600 STK2100 FIT2004 COMP30020 ACTL1101 Stat 101B BANA 200 COSC2473 ENGG1400 AI COMP90043 MMF 1914H PHYS 127 CS584 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COMP2013 IB9X60 INVP001 EMATM0051 COMP220 BLAW1002 E20 TCP8001 ECON61001 EART40005 ECONM1022 MATH 365 MATH 367 ELEC6218 COMP 5812M EDUC 5061M ELEC ENG 1101 equation MATH6174 ST334 C4 EC9570 A33648 EBUS603 ECON47815 stata WFMS0001 PEM102 INF6060 ionically ELECTRICAL MATH 375 MMW 12 MKTG860 ECON60401 ALY6010 SOST20131 Introduction COM3524 MME2 GGR305 JNB 538 EECS101 COMM5030 IEOR E4601 2B CSC336 EN2315 LAW 432 CSC263 MATH2001 OLET1143 CSCB63 SIT772 COMM1170 STAT 441 MS930 INFT3050 GLBH0030 Stat 120B MAST10007 MGEC61 Machine GGR 252H1S ECON7030 Financial Marketing MGMT30019 ECON5120 SDSC 8009 CSC165H1S DSCI 551 3081W ACM41000 ECA 5304 MATH 1064 ECSE444 DATA 604 COMP7105 MIE1615 ECON4004 ENV200H1S EC481 MKT 306 EC1B1 MATH08051 ALY6140 CS260C CSE30 MSIN0226 CS4103 CSC3064 AM16 COMP11212 CSE4101 PSTAT 174 Math 380W CNT 5106C STAT 310 FIN2028 CS5014 STAT 425 COMP 4102A ELEC2140 MANF9544 QRM 9 QRM 8 ECON 457 COMPSCI 4091 MATH 523 DNSC-4211 PEAS 6000 MSIN0180 COMP2119 A2A HT 2022 IB93F0 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FN1024 MATH0094 MANG 6554 ECOS3003 ELEC6252 C2511C PHY328 EC1060 ECON32202 COMP4002-E1 MATH3063 EFIMM0124 QBUS2310 ECON4411 FUNDAMENTALS ACCT20001 18YX RPM COMP 2711 QBUS6600 BUSS5221 ST3189 FIT1047 MAT344 EGB375 MATH60013 MATH96011 COMP3557 MAST20029 ECM159 EAE1011 ENSCEN 105 SECTION A STA 141C SOSE 2022 PAM006 COMP0048 M40007 ISOM2500 CMPE 142 A06472 MCC150 ACST 8083 GEOG6087 ECON920 FINM7008 ENVENG 4110 COMPSCI 361 ENGRCEE 21 PHYS 1112 ACF2100 ECMM108 COMPS267F MAT00050M MAST30025 CSIT970 MSCI 224 INT202 PUBL0054 MSDM5004 BMAN 21020 BMAN21020 MGMT1002 MATH11150 LAWS7023 ACTL30002 CIVL3340 MATH1002 ECON 8069 COMPSCI 351 IBUS7302 STAT4528 CHEM1101 STAT3925 BUSN 7008 Comp 3120 ECOS2040 SWEN90010 ENGN6528 ECM158 ECON20022 COMP6452 Calculation CITS1401 S1889112 BUS 351 ACTL30008 FIT2091 ECON6002 IBUS6020 PHI 001 ECON30290 MATH7501 ECON10004 MFIN7017 ISYS90043 LAWS7012 ECON30025 COMP30023 COMM1190 ECOM20001 GSBS6009 STAT 337 EMET8002 ECOM90001 ECOM30001 FINC 2012 BUSINESS ENGCV512 ECO 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