© 2023 Benzinga.com. Benzinga does not provide investment advice. All rights reserved.

Researchers are proposing using artificial intelligence technology to help diagnose autism spectrum disorder.

In a recent article published in Scientific Reports, researchers from Brazil, France and Germany reportedly used magnetic resonance imaging to train a machine learning algorithm. 

The work – in which the "quantitative diagnostic method" is proposed – was based on brain imaging data for 500 people, with more than 240 that had been diagnosed with autism. 

WHAT IS ARTIFICIAL INTELLIGENCE (AI)?

Machine learning techniques were applied to the data.

"We began developing our methodology by collecting functional magnetic resonance imaging [fMRI] and electroencephalogram [EEG] data," Francisco Rodrigues, the last author of the article and a professor at the University of São Paulo’s Institute of Mathematics and Computer Science, explained in a statement. 

AS AI SHOWS UP IN DOCTORS' OFFICES, MOST PATIENTS ARE GIVING PERMISSION AS EXPERTS ADVISE CAUTION

"We compared maps of people with and without ASD and found that diagnosis was possible using this methodology," he added.

The machine learning algorithm was fed with the maps, and the system was able to determine which brain alterations were associated with autism with above 95% mean accuracy. 

While previous research proposes methods for diagnosing autism based on machine learning, the article notes it often uses a single statistical parameter that is not brain network organization. 

CALIFORNIA MAN WITH SEVERE AUTISM BEATS RUBIK'S CUBE WORLD RECORD: 'EXUBERANCE IN OUR HEARTS'

Analyzing the fMRI data showed changes in certain brain regions associated with cognitive, emotional, learning and memory processes, and the cortical networks of autism patients showed more segregation, less distribution of information and less connectivity compared to controls.

"Until a few years ago, little was known about the alterations that lead to the symptoms of ASD. Now, however, brain alterations in ASD patients are known to be associated with certain behaviors, although anatomical research shows that the alterations are hard to see, making diagnosis of mild ASD much harder. Our study is an important step in the development of novel methodologies that can help us obtain a deeper understanding of this neurodivergence," Rodrigues said.

The methodology is under development and will take years to implement, according to the São Paulo Research Foundation, which supported the research.

CLICK HERE TO GET THE FOX NEWS APP

About one in 36 children has been identified with autism spectrum disorder, according to the Centers for Disease Control and Prevention. 

Diagnosing the developmental disability can be difficult because there is no medical test, like a blood test, to do so. 

© 2023 Benzinga.com. Benzinga does not provide investment advice. All rights reserved.

Easier, Faster, Holograms

In two new studies, researchers at UCLA used artificial neural networks to reconstruct a hologram — not just any hologram, though. Not only is the technique an advancement of holographic technology, but the resulting microscopic images could have fascinating medical applications.

In the first study, published in the journal, Light: Science & Applications, researchers used deep learning to create images of biological samples like blood, Pap smears, and other thin tissue samples.

The neural network technique proved to be easier and faster than the usual methods used to make holograms, which often require an abundance of physical measurements and computational input.

In the second study, the team applied their deep learning framework to Boost the resolution and quality of the microscopic images, which could help doctors detect very small abnormalities in a large blood or tissue sample.

As holograms are rendered they can lose information in the process, which can sometimes make "artifacts" appear in the image; something that looks significant (like a dark spot that's really just a shadow but could be interpreted as a cancerous growth). This also happens at times with radiological scans, especially if the patient moves when the scan is being performed.

However, the UCLA team's deep learning AI was successfully able to address the problem: once it was properly trained, the neural network could separate the spatial features of the true image from any interference (often caused by light).

Practical Holograms

Layers of artificial neural networks allow deep learning algorithms to automatically analyze data. The technology has already demonstrated its use for improving real-time speech translation, video captioning, and many other tasks previous left up to humans — who, perhaps, don't accomplish them as speedily or accurately as the algorithms do.

Since machine learning can sort through enormous amounts of information much faster than humans can, one area that the technology has begun to establish a presence is medicine. The algorithms are already finding applications in diagnostic radiology, where they've been used to read x-rays and have even managed to catch cancers that were missed by human physicians on scans.

As we strive to develop tools to help bring these views "to life" holographic image reconstruction will be integral — especially if they're able to repair and recover the images.

Beyond the remarkable potential deep learning has to advance hologram technologies, Aydogan Ozca, who led the research, believes it could open up new possibilities in imaging. In a UCLA press release, Ozca said the technology could even lead to the creation of entirely new, coherent imaging systems. Future imaging systems could even use UCLA's findings to incorporate other parts of the electromagnetic spectrum into the tech, like X-rays and visible wavelengths.

If the future is anything like we've seen in science fiction for the last 40 to 50 years, holograms will play a major role, but UCLA's research doesn't just support the fantastic future of holograms; it offers realistic applications for the incredible technology.

When is the best time of year to buy appliances?

May: Memorial Day

July: Independence Day

September: Labor Day

October-December: Black Friday

November: Veterans Day

Another good time to buy appliances: After a new release

3 appliance-buying tips

1. Buy on your own terms

2. Compare prices

3. Have funds ready

Introduction to Technical Communication (WI-GE) (General Education)

This course introduces students to current best practices in written and visual technical communication including writing effective email, short and long technical reports and presentations, developing instructional material, and learning the principles and practices of ethical technical communication. Course activities focus on engineering and scientific technical documents. Lecture 3 (Fall, Spring).

Information Assurance and Security

Computer-based information processing is a foundation of contemporary society. As such, the protection of digital information, and the protection of systems that process this information has become a strategic priority for both the public and private sectors. This course provides an overview of information assurance and security concepts, practices, and trends. Topics include computing and networking infrastructures, risk, threats and vulnerabilities, legal and industry requirements for protecting information, access control models, encryption, critical national infrastructure, industrial espionage, enterprise backup, recovery, and business continuity, personal system security, and current trends and futures. Lecture 3 (Fall, Spring).

Software Development and Problem Solving I (General Education)

A first course introducing students to the fundamentals of computational problem solving. Students will learn a systematic approach to problem solving, including how to frame a problem in computational terms, how to decompose larger problems into smaller components, how to implement innovative software solutions using a contemporary programming language, how to critically debug their solutions, and how to assess the adequacy of the software solution. Additional Topics include an introduction to object-oriented programming and data structures such as arrays and stacks. Students will complete both in-class and out-of-class assignments. Lab 6 (Fall, Spring).

Software Development and Problem Solving II (General Education)

A second course that delves further into computational problem solving, now with a focus on an object-oriented perspective. There is a continued emphasis on basic software design, testing & verification, and incremental development. Key Topics include theoretical abstractions such as classes, objects, encapsulation, inheritance, interfaces, polymorphism, software design comprising multiple classes with UML, data structures (e.g. lists, trees, sets, maps, and graphs), exception/error handling, I/O including files and networking, concurrency, and graphical user interfaces. Additional Topics include basic software design principles (coupling, cohesion, information expert, open-closed principle, etc.), test driven development, design patterns, data integrity, and data security. (Prerequisite: C- or better in SWEN-123 or CSEC-123 or GCIS-123 or equivalent course.) Lab 6 (Fall, Spring, Summer).

Discrete Mathematics (General Education – Mathematical Perspective A)

This course is an introduction to the Topics of discrete mathematics, including number systems, sets and logic, relations, combinatorial methods, graph theory, regular sets, vectors, and matrices. (Prerequisites: MATH-101, MATH-111, NMTH-260, NMTH-272 or NMTH-275 or a Math Placement exam score of at least 35.) Lecture 4 (Fall, Spring).

Applied Calculus (General Education – Mathematical Perspective B)

This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement exam score greater than or equal to 45.) Lecture 4 (Fall, Spring).

Computer System Concepts

This course teaches the student the essential technologies needed by NSSA majors, focused on PC and mainframe hardware topics. They include how those platforms operate, how they are configured, and the operation of their major internal components. Also covered are the basic operating system interactions with those platforms, physical security of assets, and computing-centric mathematical concepts. Lab 2, Lecture 4 (Fall, Spring).

RIT 365: RIT Connections

RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring).

General Education – First Year Writing (WI)

General Education – Ethical Perspective

General Education – Global Perspective

School of Information Second Year Seminar

This course helps students prepare for cooperative employment by developing job search approaches and material. Students will explore current and emerging aspects of IST fields to help focus their skill development strategies. Students are introduced to the Office of Career Services and Cooperative Education, and learn about their professional and ethical responsibilities for their co-op and subsequent professional experiences. Students will work collaboratively to build résumés, cover letters, and prepare for interviewing. (Prerequisites: This class is restricted to HCC-BS or CMIT-BS or WMC-BS or COMPEX-UND Major students with at least 2nd year standing.) Lecture 1 (Fall, Spring).

Web & Mobile I

This course provides students with an introduction to internet and web technologies, and to development on Macintosh/UNIX computer platforms. Topics include HTML and CSS, CSS3 features, digital images, web page design and website publishing. Emphasis is placed on fundamentals, concepts and standards. Additional Topics include the user experience, mobile design issues, and copyright/intellectual property considerations. Exercises and projects are required. Lec/Lab 3 (Fall, Spring).

Introduction to Database and Data Modeling (General Education)

A presentation of the fundamental concepts and theories used in organizing and structuring data. Coverage includes the data modeling process, basic relational model, normalization theory, relational algebra, and mapping a data model into a database schema. Structured Query Language is used to illustrate the translation of a data model to physical data organization. Modeling and programming assignments will be required. Note: students should have one course in object-oriented programming. (Prerequisites: ISTE-120 or ISTE-200 or IGME-101 or IGME-105 or CSCI-140 or CSCI-142 or NACA-161 or NMAD-180 or BIOL-135 or GCIS-123 or equivalent course.) Lec/Lab 3 (Fall, Spring).

Web & Mobile II

This course builds on the basics of web page development that are presented in Web and Mobile I and extends that knowledge to focus on theories, issues, and technologies related to the design and development of web sites. An overview of web design concepts, including usability, accessibility, information architecture, and graphic design in the context of the web will be covered. Introduction to web site technologies, including HTTP, web client and server programming, and dynamic page generation from a database also will be explored. Development exercises are required. (Prerequisites: (ISTE-120 or CSCI-140 or CSCI-141 or NACA-161 or IGME-105 or IGME-101 or NMAD-180 or GCIS-123) and (ISTE-140 or NACA-172 or IGME-230 or IGME-235) or equivalent course.) Lec/Lab 3 (Fall, Spring).

Undergraduate Co-op (summer)

Students perform paid, professional work related to their program of study. Students work full-time during the term they are registered for co-op. Students must complete a student co-op work report for each term they are registered; students also are evaluated each term by their employer. A satisfactory grade is given for co-op when both a completed student co-op report and a corresponding employer report that indicates satisfactory student performance are received. (Enrollment in this course requires permission from the department offering the course.) CO OP (Fall, Spring, Summer).

Task Automation Using Interpretive Languages

An introduction to the Linux operating system and scripting in high-level and shell languages. The course will cover basic user-level commands to the Linux operating system, followed by basic control structures, and data structures in both high-level and shell languages of choice. Examples will include interfacing with the underlying operating system and processing structured data. Students will need one year of programming in an object-oriented language. (Prerequisite: GCIS-124 or ISTE-121 or ISTE -200 or CSCI-142 or CSCI-140 or CSCI-242 or equivalent course.) Lec/Lab 3 (Fall, Spring).

System Administration I

This course is designed to deliver students an understanding of the role of the system administrator in large organizations. This will be accomplished through a discussion of many of the tasks and tools of system administration. Students will participate in both a lecture section and a separate lab section. The technologies discussed in this class include: operating systems, system security, and service deployment strategies. (Prerequisites: NSSA-241 and (NSSA-220 or CSCI-141 or GCIS-123) or equivalent courses.) Lab 2, Lecture 4 (Fall, Spring).

Introduction to Routing and Switching

This course provides an introduction to wired network infrastructures, topologies, technologies, and the protocols required for effective end-to-end communication. Basic security concepts for TCP/IP based technologies are introduced. Networking layers 1, 2, and 3 are examined in-depth using the International Standards Organization’s Open Systems Interconnection and TCP/IP models as reference. Course Topics focus on the TCP/IP protocol suite, the Ethernet LAN protocol, switching technology, and routed and routing protocols common in TCP/IP networks. The lab assignments mirror the lecture content , providing an experiential learning component for each syllabu covered. (Prerequisites: NSSA-102 or CSEC-101 or CSEC-140 or NACT-151 or CSCI-250 or equivalent courses.) Lab 2, Lecture 3 (Fall, Spring).

Introduction to Statistics I (General Education)

This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer).

General Education – Artistic Perspective

General Education – Natural Science Inquiry Perspective

General Education – Elective

Designing the User Experience

The user experience is an important design element in the development of interactive systems. This course presents the foundations of user-centered design principles within the context of human-computer interaction (HCI). Students will explore and practice HCI methods that span the development lifecycle from requirements analysis and creating the product/service vision through system prototyping and usability testing. Leading edge interface technologies are examined. Group-based exercises and design projects are required. (Prerequisite: ISTE-140 or IGME-230 or NACA-172 or equivalent course.) Lec/Lab 3 (Fall, Spring).

Information Requirements Modeling

Students will survey and apply contemporary techniques used in analyzing and modeling information requirements. Requirements will be elicited in a variety of domains and abstracted at conceptual, logical, and physical levels of detail. Process, data, and state modeling will be applied in projects that follow a systems development lifecycle. Object-oriented modeling will be explored and contrasted with data and process oriented modeling. Individual and team modeling assignments will be required. (Prerequisites: ISTE-230 or CSCI-320 or equivalent course.) Lecture 3 (Fall, Spring).

0

Undergraduate Creative, Innovative or Research Experience (summer)

Students may substitute the second block of traditional co-op experience with creative, innovative or research (iSchool CIR) activities as long as it is directly related to the applicant’s degree. Examples include contributing to research projects, supervised participation in entrepreneurial activities, and cross-disciplinary innovation projects not otherwise eligible for co-op. Students will follow a structured application process prior to registering for the course. They will submit a plan of work that outlines the proposed activities, defines tangible goals and deliverables, and identifies a person (faculty member, business contact, etc.) who will provide oversight throughout the term. At the conclusion of the term, students will follow an assessment process similar to that used for traditional co-op as well as (submission of evaluation of responsible oversight party, their daily time and activity logs, the students report and an announced presentation – see iSchool CIR Experience Guidelines on the web at https://ischool.rit.edu/ > Student Resources > Co-op Enrollment for further information). (Prerequisites: ISTE-499 or equivalent course.) CO OP (Fa/sp/su).

Undergraduate Co-op (summer)

Students perform paid, professional work related to their program of study. Students work full-time during the term they are registered for co-op. Students must complete a student co-op work report for each term they are registered; students also are evaluated each term by their employer. A satisfactory grade is given for co-op when both a completed student co-op report and a corresponding employer report that indicates satisfactory student performance are received. (Enrollment in this course requires permission from the department offering the course.) CO OP (Fall, Spring, Summer).

CIT Concentration Courses

General Education – Social Perspective

General Education – Scientific Principles Perspective

General Education – Immersion 1

Open Electives

Senior Development Project I

The first course in a two-course, senior level, system development capstone project. Students form project teams and work with sponsors to define system requirements. Teams then create architectures and designs, and depending on the project, also may begin software development. Requirements elicitation and development practices introduced in prior coursework are reviewed, and additional methods and processes are introduced. Student teams are given considerable latitude in how they organize and conduct project work. (This course is restricted to WMC-BS, HCC-BS, CMIT-BS, and 2 ISTE-499 completed or (1 ISTE-498 completed and 1 ISTE-499 completed).) Lecture 3 (Fall, Spring).

Senior Development Project II (WI-PR)

The second course in a two-course, senior level, system development capstone project. Student teams complete development of their system project and package the software and documentation for deployment. Usability testing practices introduced in prior course work are reviewed, and additional methods and processes are introduced. Teams present their developed system and discuss lessons learned at the completion of the course. (Prerequisites: ISTE-500 or equivalent course.) Lecture 3 (Fall, Spring).

CIT Concentration Courses

General Education – Immersion 2, 3

Open Electives

126

Storing clean energy is as vital as harvesting it. Unfortunately, the vast majority of rechargeable batteries currently rely on rare earth metals like lithium, the mining of which is fraught with environmental and ethical issues. According to researchers, however, a promising alternative can be found simply by combining two of civilization’s oldest and most commonplace materials: cement, and the charcoal-like mixture known as carbon black.

As detailed in a new study published on July 31 in the Proceedings of the National Academy of Sciences, engineers working together from MIT and the Wyss Institute recently discovered that properly mixing the two ingredients in electrolyte-infused water creates a powerful, low-cost supercapacitor capable of storing electricity for later usage. With some further fine-tuning and experimentation, the team believes their enriched cement material could one day compose portions of buildings’ foundations, or even create wireless charging.

[Related: This rechargeable battery is meant to be eaten.]

Much like batteries, supercapacitors store and direct large reserves of electrical power. To do this, designers soak two conductive plates in an electrolyte solution before inserting a membrane between them. Once charged, the barrier then prevents ions from traveling between the positive and negative plates, thus storing the potential power for later usage.

In the case of researchers’ new cement-based material, however, its relatively high internal surface area is key to its supercapacitor potential. After combining highly conductive carbon black, cement powder, and water, researchers wait for their resultant mixture to cure. During this time, the water naturally creates tiny openings which are subsequently filed by the carbon to ostensibly create an internal, fractal-like network of wiring. Position two plates of this material atop one another and separate them by an insulating layer, and you have a novel supercapacitor at your disposal.

According to researchers such as paper co-author Admir Masic, the new material is as promising as it is poignant—cement usage dates as far back as 6,500 BCE, while carbon black was the ink authors employed to pen the Dead Sea Scrolls.

“You have these at least two-millennia-old materials that, when you combine them in a specific manner, you come up with a conductive nanocomposite, and that’s when things get really interesting,” Masic said in a statement.

The team envisions projects such as stretches of roadways imbued with the concrete supercapacitator material wired to nearby solar panel arrays. Similar to experimental projects already underwayin Europe, the streets themselves could then be harnessed to wireless charge vehicles as they ride atop the surface. But before they get to such a potentially revolutionary civic engineering project, researchers have to start small.

[Related: Get ready for the world’s first permanent EV-charging road.]

To initially test their new material, Masic and their colleagues first created a trio of tiny, 1 volt supercapacitator prototypes, each roughly 1cm in diameter and 1mm-thick. When wired together, the three conductors easily powered a 3-volt LED. Going forward, the team hopes to scale up their prototypes to a 12-volt example comparable to an EV battery, then a 45-cubic-meter supercapacitator capable of hypothetically powering an entire home.

Financial Accounting

An introduction to the way in which corporations report their financial performance to interested stakeholders such as investors and creditors. Coverage of the accounting cycle, generally accepted accounting principles, and analytical tools help students become informed users of financial statements. (This course is available to RIT degree-seeking undergraduate students.) Lecture 3 (Fall, Spring, Summer).

Management Accounting

Introduction to the use of accounting information by managers within a business. Explores the value of accounting information for the planning and controlling of operations, assessing the cost of a product/service, evaluating the performance of managers, and strategic decision making. (Prerequisites: ACCT-110 or NACC-205 or equivalent course.) Lecture 3 (Fall, Spring, Summer).

Principles of Microeconomics (General Education – Global Perspective)

Microeconomics studies the workings of individual markets. That is, it examines the interaction of the demanders of goods and services with the suppliers of those goods and services. It explores how the behavior of consumers (demanders), the behavior of producers (suppliers), and the level of market competition influence market outcomes. Lecture 3 (Fall, Spring).

Principles of Macroeconomics (General Education – Elective)

Macroeconomics studies aggregate economic behavior. The course begins by presenting the production possibilities model. This is followed by a discussion of basic macroeconomic concepts including inflation, unemployment, and economic growth and fluctuations. The next syllabu is national income accounting, which is the measurement of macroeconomic variables. The latter part of the course focuses on the development of one or more macroeconomic models, a discussion of the role of money in the macroeconomy, the aggregate supply-aggregate demand framework, and other Topics the individual instructor may choose. (Prerequisites: ECON-101 or completion of one (1) 400 or 500 level ECON course.) Lecture 3 (Fall, Spring, Summer).

Global Business Environment (General Education – Elective)

Being an informed global citizen requires an understanding of the global business environment. Organizations critical to the development of the global business environment include for-profit businesses, non-profits, governmental, non-governmental, and supranational agencies. This course introduces students to the interdependent relationships between organizations and the global business environment. A holistic approach is used to examine the diverse economic, political, legal, cultural, and financial systems that influence both organizations and the global business environment. (This course is available to RIT degree-seeking undergraduate students.) Lecture 3 (Fall, Spring).

Applied Calculus (General Education – Elective)

This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement exam score greater than or equal to 45.) Lecture 4 (Fall, Spring).

Information Systems & Technology

To be successful in our globally-networked business environment, contemporary management professionals must have a strong grounding in the principles of information and information technology. This course provides an introduction to the field of management information systems (MIS), including the tools and techniques for managing information and information technologies within organizations. We place a particular emphasis on the nature of systems, the role of information in business processes, the management of data, and the planning of MIS design projects. Lecture 3 (Fall, Spring).

Business 1: Introduction to Business Communication, Planning & Analysis

This is the first of a two-course sequence, 4 credit year long experience, comprising the freshman-integrated experience. In Business 1, students will be introduced to the key functional areas of business, discuss current factors, events, and trends that impact business, build professional, personal leadership, communication, and teamwork skills, and evaluate business decisions, and the business plan process. By understanding the key functions of business and analyzing business decisions in Business 1, students will be able to then develop their own business ideas in Business 2. Lecture 3 (Fall).

Business 2: Business Planning and Professional Development

This course, the second in the First-year Business 4 Credit Experience, applies business and technology tools to create a modified business plan. Supported by guest speakers on a variety of professional development topics, along with student and professional mentors, students in this project-centered course use the Business Model Canvas innovation tool and learn to identify and communicate the nine key elements of a business model. Students will complete a team project that outlines the business case for a new product or service to address a selected challenge or opportunity. Student teams present a business case in both a one-page document and a 10-minute presentation pitch. (Prerequisites: MGMT-101 or MGMT-150 or equivalent course.) Lecture 1 (Fall, Spring).

Introduction to Statistics I (General Education – Mathematical Perspective A)

This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer).

RIT 365: RIT Connections

RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring).

General Education – First Year Writing (WI)

Accounting Profession

This course consists of a series of workshops designed to introduce accounting students to the skills needed to be successful in job and co-op searches and the transition into professional life and careers. Students will establish their career goals, create relevant documents such as resumes and cover letters, and develop skills needed to succeed in pursuing accounting positions or graduate school. Students will be expected to interact with business professionals, study materials related to current and emerging trends in accounting and business, and develop professional deportment. Active class participation is required. Note: Matriculated in Saunders undergraduate accounting program. (Prerequisites: This class is restricted to students with at least 2nd year standing in ACCT-BS program. Co-requisite: ACCT-360 or equivalent course.) Lecture 1 (Fall).

Intermediate Financial Accounting I

Extensive exposure to the accounting cycle with full integration of the data flow in an accounting information system. Accounting theory developed by accounting standard-setting bodies is covered in-depth. Generally accepted accounting principles are discussed as they apply to the preparation of financial statements and the recognition and measurement of financial statement elements, primarily assets. International Financial Reporting Standards are introduced as they relate to course subject matter. (Prerequisites: ACCT-210 or NACC-206 or equivalent course.) Lecture 3 (Fall).

Intermediate Financial Accounting II

In-depth consideration of generally accepted accounting principles and theory as they apply to the recognition and measurement of common liabilities and stockholders’ equity, as well as income taxes, pensions and leases. Issues related to dilutive securities, earnings per share, accounting changes, revenue recognition, and the statement of cash flows are also addressed. International Financial Reporting Standards are introduced as they relate to course subject matter. (Prerequisites: ACCT-360 or 0101-408 or equivalent course.) Lecture 3 (Fall, Spring).

Law, Business, and Society (General Education – Elective)

This course provides an introductory survey of significant aspects of how select laws in the U.S. affect and are affected by society and commercial enterprises. The focus is on legal principles and societal considerations. Ethical issues in certain contexts will be discussed as well. Students will be introduced to basic legal research. Lecture 3 (Fall, Spring).

Communication (General Education – Elective)

An introduction to communication contexts and processes emphasizing both conceptual and practical dimensions. Participants engage in public speaking, small group problem solving and leadership, and writing exercises while acquiring theoretical background appropriate to understanding these skills. Lecture 3 (Fall, Spring).

Financial Management

Basic course in financial management. Covers business organization, time value of money, valuation of securities, capital budgeting decision rules, risk-return relation, Capital Asset Pricing Model, financial ratios, global finance, and working capital management. (Prerequisites: (ECON-101 or ECON-201) and ACCT-110 and (STAT-145 or STAT-251 or CQAS-251 or MATH-251 or MATH-252 or STAT-205) or equivalent courses.) Lecture 3 (Fall, Spring, Summer).

Organizational Behavior

As an introductory course in managing and leading organizations, this course provides an overview of human behavior in organizations at the individual, group, and organizational level with an emphasis on enhancing organizational effectiveness. Topics include: individual differences, work teams, motivation, communication, leadership, conflict resolution, organizational culture, and organizational change. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring, Summer).

Principles of Marketing

An introduction to the field of marketing, stressing its role in the organization and society. Emphasis is on determining customer needs and wants and how the marketer can satisfy those needs through the controllable marketing variables of product, price, promotion and distribution. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring, Summer).

Introduction to Statistics II (General Education – Mathematical Perspective B)

This course is an elementary introduction to the Topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer).

Accounting Elective

General Education – Artistic Perspective

Personal and Small Business Taxation

A basic introductory course in federal income taxation. Emphasis is on taxation of individuals and sole proprietorships. Topics include income measurement and deductibility of personal and business expenses. Lecture 3 (Fall, Spring).

Cost Accounting (WI-PR)

Intermediate-level coverage of operational budgeting and performance evaluation. Development and use of cost data for external reporting and internal planning and control. Topics include operational budgeting, performance evaluation, job costing, process costing, joint product, and by-product costing, service department cost allocation, standard costing, activity-based costing, back-flush costing, and transfer pricing. Development of relevant cost information for special purposes is also considered. (Prerequisites: ACCT-210 or NACC-206 or equivalent course.) Lecture 3 (Spring).

Data Literacy, Analytics, and Decision Making

This course serves as an introduction to the uses (and potential misuses) of data in a wide variety of social settings, including the exploration of contemporary techniques to analyze such data. Data acquisition, cleansing, management, analysis, and visualization will be addressed through hands-on projects. Project work will include contemporary social problems addressed using a dynamic set of resources and technologies. An emphasis will be placed on how insights gleaned from data analysis can be used to guide individual and group decision-making scenarios. Lecture 3 (Fall, Spring).

Operations Management

A survey of operations and supply chain management that relates to both service- and goods- producing organizations. Topics include operations and supply chain strategies; ethical behavior; forecasting; product and service design, including innovation and sustainability; capacity and inventory management; lean operations; managing projects; quality assurance; global supply chains; and the impacts of technology. (Prerequisites: STAT-145 or MATH-251 or equivalent courses.) Lecture 3 (Fall, Spring, Summer).

Business Ethics and Corporate Social Responsibility (General Education – Ethical Perspective)

This course applies concepts of ethics to business at the macro level and at the micro level. At the macro level the course examines competing business ideologies exploring the ethical concerns of capitalism as well as the role of business in society. At the micro level the course examines the role of the manager in establishing an ethical climate with an emphasis on the development of ethical leadership in business organizations. The following Topics are typically discussed: the stakeholder theory of the firm, corporate governance, marketing and advertising ethics, the rights and responsibilities of employees, product safety, ethical reasoning, business's responsibility to the environment, moving from a culture of compliance to a culture of integrity, and ethical leadership. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring).

General Education – Natural Science Inquiry Perspective†

General Education – Scientific Principles Perspective

General Education – Immersion 1, 2

Open Elective

Auditing

A study of the legal, ethical, and technical environment in which the auditor works. Current auditing theory, standards, procedures, and techniques are studied. The audit process is studied to ascertain how it leads to the development of an audit opinion. The Sarbanes-Oxley Act and internal control issues are examined. Students are also introduced to accountants’ professional responsibility. (Prerequisites: ACCT-365 or equivalent course.) Lecture 3 (Fall, Spring).

Accounting Information and Analytics

The objective for this course is helping students develop a data mindset which prepare them to interact with data scientists from an accountant perspective. This course enables students to develop analytics skills to conduct descriptive, diagnostic, predictive, and prescriptive analysis for accounting information. This course focuses on such Topics as data modeling, relational databases, blockchain, visualization, unstructured data, web scraping, and data extraction. (Prerequisites: ACCT-110 or ACCT-603 or equivalent course.) Lecture 3 (Fall, Summer).

Strategic Management

A capstone course drawing upon major business functions—accounting, finance, marketing, operations management, and organizational theory and how strategic managers integrate functional theories and concepts to create competitive advantage. The course provides an integrated perspective of business organizations toward the achievement of enhanced profitability and a sustainable competitive advantage. Topics include the analysis of business environments, industry attractiveness, and competitive dynamics. Students learn how to formulate and implement effective business-level, corporate-level, and global strategies using theories, cases and a simulation. (Prerequisites: MGMT-215 and MKTG-230 and FINC-220 and DECS-310 or equivalent courses.) Lecture 3 (Fall, Spring, Summer).

General Education – Electives

General Education - Immersion 3

General Education - Social Perspective

Open Electives

Tax Analysis and Strategy

A continuation of Basic Taxation. Emphasis is on taxation of business entities, as well as estate and gift taxation and planning. Students use technology to prepare complex returns and to research tax issues. Tax analysis and planning are integrated throughout. Lecture 3 (Fall).

Information Systems Auditing and Assurance Services

An examination of the unique risks, controls, and assurance services resulting from and related to auditing financial information systems with an emphasis on enterprise resource systems. (Prerequisites: ACCT-705 or equivalent course.) Lecture 3 (Spring).

Comparative Financial Statement Analysis

This course is designed to prepare students to interpret and analyze financial statements effectively. Explores in greater depth some of the financial reporting Topics introduced in the core accounting course and includes a discussion of International Financial Reporting Standards. (Prerequisites: ACCT-603 or equivalent course.) Lecture 3 (Fall).

Accounting Information and Analytics

The objective for this course is helping students develop a data mindset which prepare them to interact with data scientists from an accountant perspective. This course enables students to develop analytics skills to conduct descriptive, diagnostic, predictive, and prescriptive analysis for accounting information. This course focuses on such Topics as data modeling, relational databases, blockchain, visualization, unstructured data, web scraping, and data extraction. (Prerequisites: ACCT-110 or ACCT-603 or equivalent course.) Lecture 3 (Fall, Summer).

Accounting Capstone Experience

The principal focus of this course is students completing several projects provided by members of CPA firms and industry employers. Employers provide assignments, which may include data or require students to gather relevant data, and students use defined technology, which may include a variety of applications common in technological accounting practice, to complete projects in teams. Students also write comprehensive individual reports and analyses related to the projects. Peripheral work in the course includes examination of theoretical concepts, definitions, and models espoused in the accounting literature and relevant to analyzing various contemporary issues in financial accounting and reporting. The historical development of accounting standards and contemporary issues in financial reporting are integrated. The course requires writing and student presentations. Subject to approval by the Program Director, an individual student internship/coop followed by an in-depth report may obtain equivalent credit. Lecture 3 (Spring).

Financial Analytics

This course provides a survey of financial analytics applications in contexts such as investment analysis, portfolio construction, risk management, and security valuation. Students are introduced to financial models used in these applications and their implementation using popular languages such as R, Matlab, and Python, and packages such as Quantlib. A variety of data sources are used: financial websites such as www.finance.yahoo.com, government sites such as www.sec.gov, finance research databases such as WRDS, and especially Bloomberg terminals. Students will complete projects using real-world data and make effective use of visualization methods in reporting results. There are no pre or co-requisites; however, instructor permission is required – student aptitude for quantitative work will be assessed; waived for students enrolled in quantitative programs such as the MS-Computational Finance which have pre-requisites in the areas of calculus, linear algebra, and programming. Lecture 3 (Fall).

Introduction to Data Analytics and Business Intelligence

This course serves as an introduction to data analysis including both descriptive and inferential statistical techniques. Contemporary data analytics and business intelligence tools will be explored through realistic problem assignments. Lecture 3 (Fall).

Graduate Electives

151