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Lecture Portfolio
UNIVERSITAS BRAWIJAYA
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
DEPARTMENT OF STATISTICS / UNDERGRADUATE STATISTICS STUDY PROGRAMME
Course Name: Financial Mathematics
Course Code:
MAS62331
Laboratory:
Socio-economic Statistics
Semester : Even Lecturer Darmanto, S.Si., M.Si.
Introduction
Financial Mathematics is a new course that is a prerequisite before taking Actuarial Science.
The purpose of this course is that students are able to understand basic concepts, modeling, and application of mathematics in finance. In the first year of this course, there are 6 parallel classes, namely classes A - F with 4 lecturers. During the class, lecturers discuss and coordinate well in delivering lecture material, assessment through assignments, quizzes, and midterm exam. So, with this team teaching, it is expected that each parallel class will have the same learning outcome. The teaching method for the Even Semester of the 2019/2020 Academic Year with the COVID-19 pandemic, are conducted offline and online. The offline implementation takes place from week 1 to week 7, while week 8 or week of midterm exam to the final exam was done online. In addition, according to Rector's policy, the assessment process for the final exam was eliminated and can be replaced with another assessment.
1 Purpose
General Purpose:
This course is taught so that students are able to understand basic concepts, modeling, and application of mathematics in finance as a prerequisite to take the advanced course, Actuarial Science.
This course is taught to support the following Intended Learning Outcomes (ILO):
- ILO 1: The students are able to master basic scientific concepts and statistical analysis methods applied on computing, social science, humanities, economics, industry and life science.
- ILO 3: The students are able to manage, analyze, and complete the real case using statistical method on computing, social humanities, economics, industry and life science that helped by software, then present and communicate the results.
- ILO 5: The students are able to apply logical, critical, systematic, and innovative thinking independently when applied to science and technology that contain humanities values, based on scientific principles, procedures and ethics with excellent and measurable results.
- ILO 8: The students are able to apply and internalize the spirit of independence, struggle, entrepreneurship based on values, norms, and academic ethics of Pancasila in all aspects of life.
Special Purposes:
- Students are able to understand the concept of interest (simple and compound),
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the interest rate, cash value (present value) and final value (accumulation) of the interest rate, and apply it to the corresponding real cases.
- Students are able to understand the concept of cash flow, cash flow assessment, and generalization of cash flow.
- Students are able to understand the concept of a definite annuity: cash value and accumulation are paid on time, delayed, and paid p-times and are able to prove analytically the relationship between them and are able to communicate the relationship verbally.
- Students are able to apply the concept of annuity to the real case of amortization (debt payment scheduling) and depreciation with the effect of inflation or without the influence of inflation.
2 Teaching Strategy
The learning strategy during the COVID-19 pandemic for Financial Mathematics Class A is divided into 2, offline and online learning strategies. Offline learning starts from week 1 to week 7, while online learning starts from the midterm exam until the end of the semester.
1. Offline Teaching Strategy
- At the beginning of the class, students are given a comprehensive introduction to the scope, essence, and material of the course, as well as the relationship between this course and other courses in the following semester.
- Emphasize the continuity of this course material, so that the continuity of learning and understanding of each sub-chapter of the material is very important.
Why? Because if the students miss understanding of one sub-chapter, it will have an impact on understanding other material. Therefore, it requires a steady learning attitude from students.
- Lectures are conducted using a lecturer-centered method, however, Lecturer still provides opportunities for students to discuss the material and its application.
Lecturer provides a module in the first week of the lecture so that it is hoped that students will have initial provisions in each meeting.
- The media is a whiteboard and slide material with an LCD.
To determine the learning outcomes, Lecturer provides evaluation and assessment for each material in the form of assignments and can summarize one to two materials for each assignment. Another form of evaluation and assessment is a quiz, which is held in class with a certain duration and place rules, and this quiz summarizes 1 to 4 materials.
2. Online Teaching Strategy
- Lecturer creates online classrooms by using Google Classroom as a space for distributing lecture materials and discussions outside the class. The online link for the Google Classroom of Financial Mathematics Class A is https://classroom.google.com/u/0/c/NjUyODU5NjgxMDFa
- Online lectures are conducted by combining direct explanations through the ZOOM.us application and chat stream discussions in Google Classroom.
- Assignments are given to students through classwork in Google Classroom with time-limited, which is automatically determined in the Google Classroom. If someone submits the assignment outside the predetermined period, it is assumed that the student does not do it.
- Quizzes, midterm exam, and assessment as final exam replacement are given to students through classwork in Google Classroom with a limited time, which is
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automatically determined in the Google Classroom. The assessment is in the form of multiple choices compiled in a Google Form.
3 Lecture Management
This course is a 3 credit point course. The scheduled meetings are once a week (3 times 50 minutes) for 14 weeks. Midterm Exam is scheduled after 7 meetings, while the Final Exam is scheduled after the 14th meeting.
Lecture:
a. Schedule: Meetings are scheduled every Monday, 07.30 – 10.15 WIB. At each meeting, the lecturer provides the opportunity to discuss difficulties with the previous material, then the lecturer presents new material in the form of theory accompanied by case examples and the solution in the first 2 credits. Whereas in the next 1 credit, students are asked to apply the concepts that have been described in different cases and are given several assignments to do at home.
b. Each meeting has specific learning outcomes according to the material presented.
To measure its outcome, assignments have been designed. The results of the student assignments are used as evaluation, to repeat the parts deemed necessary at the next meeting. As designed in RPS and SAP, students do the following as a form of assessment:
- Assignment 1: for the material on the concept of simple and compound interest, the theory of the interest rate, and the accumulation factor and the amount factor.
- Assignment 2: for material on the force of interest, present value, and discrete and continuous cash flow assessment.
- Quiz 1: evaluation of meetings 1 to 4, namely the concept of interest (simple and compound), interest rate, cash value (present value) and final value (accumulation) of interest rates, and applies to the corresponding real cases.
- Midterm exam: for regular annuities, advance and deferred annuities, for each present value and future value.
- Assignment 3: for material on growing annuities, increasing and decreasing variable annuities and perpetuities.
- Assignment 4: for material on amortization and depreciation (straight-line method, declining balance, double-declining method, year number method, and production unit method).
- Quiz 2: for bonds, interest-free bonds, bond prices between two interest payment dates. The material of non-dividend stocks, fixed dividend stocks, and patternless dividend stocks.
- Quiz 3: for Yield and Return (arithmetic and geometric returns, stock price index), Margin (Return and Margin risk, short selling, and Margin call short selling).
All forms of assessment above must be done independently by students.
4 Course Material
- The concept of interest: Accumulation function and quantity function, Interest rate theory, Nominal interest rate
- Force of interest, present value - present value for discrete and continuous cash flows
- Annuity: Regular, Future value, Advance and deferred annuity
- Growing annuities and perpetuities and variable annuities (increasing and decreasing)
- Amortization and Sinking Fund (straight-line, declining balance, double-
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declining, year number, and production unit method)
- Bonds: Calculation of fair price, bonds redeemed, amortization of premium and discount on bonds, bonds without interest, the price of bonds between two interest payment dates.
- Stocks: Non-dividend stocks, fixed dividend stocks, and patternless dividend stocks, fixed growth stocks, supernormal growing stocks, multiple price method - Yield and Return: Yield in the money market, returns based on money and time,
Arithmetic and geometric returns, Stock price index
- Margin: Debt ratio, equity ratio, investor's balance sheet, Margin call, withdrawal of funds, return and risk margin, short selling, and Margin call short selling
The suitability between the course material designed in the curriculum and its practice can be seen in Appendix 1.
5 Lecture Participants
This course is a compulsory course which was attended by students of the Undergraduate Statistics Study Program of FMIPA UB class 2019. For Financial Mathematics, class A was attended by 48 students.
6 Attendance Percentage
Lecturer attendance is 100% while the average of student attendance is 97.92%.
7 System Evaluation
- Weekly evaluation was carried out through 4 assignments to explore students' understanding of the material that has been explained in each week/meeting. In doing assignments, students can still open resumes because they are done at home. The results of the assignment were used by the lecturer to discuss the material that they felt were lacking in understanding the following week.
- Evaluation through quizzes was conducted 3 times to measure the students' understanding from 3 or 4 meetings. Types of questions resemble assignments with cases and more complex. In conducting the quiz, students were not allowed to open notes (close resume).
- Material evaluation up to mid-semester is carried out through the midterm exam, which is held on a scheduled basis. There are 20 multiple choice questions with 14 questions of mathematical calculations and 6 questions of theory. The implementation of the midterm exam is sent via a google form so that after completing the midterm exam according to the set time, students immediately know their score.
- In midterm and final exam weeks, all lecture activities are closed so that students concentrate on midterm/final exam.
Questions for all types of evaluation are standardized / the same for parallel classes, which is the result of discussion from the teaching team. Material evaluation for each assessment and its weight can be seen in Table 1.
Table 1. Measured assessment, weighting, and material
Assessment
Weight to Final Score (%)
Students are able to understand the concept of interest
(simple and compound), the interest rate, cash
Students are able to understand the concept of cash flow, cash flow assessment, and generalization of
Students are able to understand the
concept of a definite annuity:
cash value and accumulation are
Students are able to apply the
concept of annuity to the
real case of amortization
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value (present value) and final
value (accumulation) of
the interest rate, and apply it to the corresponding real
cases
cash flow paid on time, delayed, and paid
p-times and are able to prove analytically the
relationship between them and
are able to communicate the
relationship verbally
(debt payment scheduling) and
depreciation with the effect of inflation or without the influence of inflation
ABS1 7.5 Include in all meetings
T1 5
the concept of simple interest and compound interest, interest rate theory, accumulation factor, and quantity factor
T2 5
force of interest, present value, discrete and continuous cash flow assessment
Q1 12.5
the concept of simple interest and compound interest, interest rate, present value
accumulation of interest rate, and apply it in corresponding real case
UTS 35
regular annuity, advance annuity, and deferred annuity, for each present value and future value
T3 5
growing annuity, increasing and decreasing of variable and perpetuity annuity
T4 5
amortization and Sinking Fund (straight- line, declining balance, double- declining, year number, and production unit method)
Q2 12.5
Bonds, bonds without interest, the price of bonds between two interest payment dates.
Non-dividend
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stocks, fixed dividend stocks, and patternless dividend stocks
Q3 12.5
Yield and Return
(Arithmetic and geometric returns, Stock price index), Margin (return and risk of margin, short selling and Margin call short selling)
8 Class Observation
During the class, students actively participated in the learning process both by asking questions, discussing, and being willing to solve case questions on the whiteboard.
Every student who is active will get activeness points. These points will then be used to add to the score in ABS1 assessment. Attitudes assessment not only adds points, but there are also several things that can reduce attitude points such as not being willing to solve questions when appointed by the lecturer, cheating on the attendance list, being rude, and being cheating during classes.
9 Learning Outcomes
Below are the learning outcomes of Financial Mathematics class A.
Descriptive statistical analysis of student learning outcomes in terms of attitudes, assignments, quizzes, and midterm exam is presented in Table 1. In Assignment 1 (T1), it can be seen that the minimum score is 47.5. The low score is due to the students' indifference in writing mathematical operations, for example there is no "=" in the calculation. However, overall the average score of assignments can be said to be good.
The assessment in the form of a quiz includes some material from 3 to 4 meetings. The types of questions were like assignments, but add 1 difficulty level with the specified place and time limit. Quiz 1 was carried out offline by an essay model with the lowest score of 0, the highest was only 77.5 and the average was only 28.9. The low student learning outcomes can be caused by two possibilities, including an exam atmosphere that makes students nervous and students still do not understand the material. In the next meeting, the answers to quiz 1 were discussed, and indeed new students understood the usefulness of each formula and the relationship between the formulas. The midterm exam up to Quiz 3 was done online using Google Form with a multiple-choice model.
Based on Table 2, the midterm exam and Quiz 2 scores are relatively the same for the minimum and the maximum. The low learning outcomes in some students were possible because the students do not understand the theory, concepts, and calculations of the material. As for Quiz 3, the value of 0 is the lowest score because there is 1 student who did not take quiz 3 so that by default the value is stated as 0. On average, the score on quiz 3 is very good, which is 96.67.
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Table 2. Descriptive Statistics of Assignment Score of Financial Statistics class A ABS1 T1 T2 T3 T4
QUIZ 1
MIDTERM
EXAM QUIZ2
QUIZ 3
MAX 85 100 84,5 100 100 77,5 100 100 100
MIN 85 47.5 62 100 100 0 35 40 0
MEAN 85 74.63 70,53 100 100 28,49 78,13 79,06 96,67
10 Obstacle
- This course is a new course, as one of the results of the 2019 curriculum reconstruction. This is a challenge for lecturers who are still having trouble finding the right reference books. Therefore, there are still inequalities in students' perceptions of the mathematical symbols used in various references.
This becomes one of the obstacles for students in understanding the material.
- The implementation of online classes since the middle of the semester requires students to study extra to learn the material independently. The teaching lecturers also experience difficulties in explaining some material of mathematical theory. In addition, the lecturer also had difficulty in measuring students' understanding.
11 Grade Distribution
Based on the assessment component that has been given and the module handbook that has been determined, the weighting of the final score is
Table 3. Weight of Each Assessment Component ABS
1 T1 T2 T3 T4
QUIZ 1
MIDTERM EXAM
QUIZ 2
QUIZ 3
Weight (%) 7.5 5 5 5 5 12.5 35 12.5 12.5
In Table 4, it is known that the average of the final score is at a satisfactory level, 76.5.
This score when converted into letter grade will be equivalent to B+. According to Table 4, there are students who only achieve 50% of the course outcomes. Even though they passed, this score was far from what was expected.
Table 4. Descriptive Statistics of Final Score of Financial Mathematics 2019/2020
Mean 76.50
Minimum 51.94
Maximum 90.06
After being converted into letter grades under the assessment conversion standards, the distribution of letter grades can be seen in Figure 1. The figure shows that there are 17 or 46% students who got A and only 5% students who got C+ and D+. Thus, it can be concluded that generally, student learning outcomes of Financial Mathematics course for class A is good.
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Figure 3. Grade Distribution of Financial Mathematics 2019/2020 12 Conclusion
- The final score still reflects that the learning strategies and methods are well accepted by most students.
- References given by the lecturer should be set at the beginning of the class so that students can understand the overall consistency of the mathematical symbols in this course.
- Students ask for a learning roadmap at the beginning before class starts, so students can understand the direction and purpose of the course.
13 Recommendation
- It is necessary to give guest lectures from professional actuaries, so students are increasingly interested in taking this course, and indirectly increase their interest in actuarial.
- The materials are well prepared and are expected to be consistent in determining lecture material references.
- The use of learning references that are still inconsistent causes students to experience difficulties in equating the mathematical notation. It is hoped that in the next lecture, lecture materials can be determined consistently.
0 2 4 6 8 10 12 14 16 18
A B+ B C+ C D+ D E
Series1 17 15 10 1 0 1 0 0
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Appendix 1 (Plan and Implementation)
Week Plan
Implementation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
1
1. The concept of interest A. Introduction
B. Accumulation function and quantity function
C. Simple interest (linear accumulation function)
D. Compound interest and general kasum
2
2. Interest rate theory A. Interest rate B. Nominal interest rate C. Accumulation factor
3
D. Force of interest E. Present value
F. Present value for discrete and continue cash-flow
4
G. Cash-flow assessment H. Generalization of cash-flow I. Interest income
5 Quiz 1
6
3. Basic compound interest functions
A. Basic compound interest functions
B. Equation of value and yield of a transaction
C. Fixed annuity - present and accumulated value
Regular annuity 7 D. Definite annuity – deferred
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Week Plan
Implementation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
annuity
E. Continuous annuity
8 Midterm exam (materials in week 1-7)
9
F. Annuities vary Growth
and variable annuities G. Annuity varies continuously
H. Scheduling of general debt
10
4. Annuity Nominal Interest Rate Paid p-times
Amortiszat ion and Singking
fund A. Interest is paid p-times
B. Equivalent payment
C. Annuities paid p-times: present and accumulated value
11
D. Annuities paid when r>1
Bonds E. Scheduling of debt for annuity
paid p-times
12
5. Discounted cash flow A. Discounted cash flows
B. Net present value and yields Quiz 2
13
C. Profitability
D. Comparison of two investment projects
Stocks, yields,
and return E. The difference in interest rates
14 Quiz 2 Margin
trading
15
F. Discount payback period
G. Special dpp cases Evalua
tion / Quiz 3
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Week Plan
Implementation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
H. Impact of inflation
16 Final exam (materials in week 9- 15)
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Appendix 2. Students’ Grade
NO STUDENT ID NAME ATTITUDE T1 T2 T3 T4 QUIZ 1
MIDTERM
EXAM QUIZ 2 QUIZ 3
FINAL SCORE
LETTER GRADE
1 '165090501111019 Amalia Dheani 85 97.5 70 100 100 31.5 70 60 100 73.187 B
2 '165090501111035 Tobias Surya Chrismanata 85 62.5 75 100 100 7.5 35 50 100 55.187 C
3 '165090507111017 Faiqotun Nadiansyah 85 62.5 75 100 100 35 50 60 100 65.125 C+
4 '165090507111037 Ella Zulfiana Gindy 85 62.5 75 100 100 0 35 40 100 53 D+
5 '195090500111005 Dea Saraswati Pramaningrum 85 100 74.5 100 100 35 85 70 100 80.475 A
6 '195090500111007 Agustina Nurindra Saputri 85 62.5 75 100 100 0 85 65 100 73.625 B
7 '195090500111013 Nila Kandi 85 97.5 70 100 100 25 80 85 100 79 B+
8 '195090500111024 Dinda Ayu Safira 85 80 64.5 100 100 40 80 80 100 79.1 B+
9 '195090500111029 Muhammad Fahrezi 85 77.5 70 100 100 7.5 75 70 100 72.187 B
10 '195090500111040 Zakiyyah Isnaini 85 97.5 80 100 100 70 85 80 100 86.25 A
11 '195090500111041 Wahana Mulyaning Galih 85 77.5 70 100 100 62.5 100 100 88 90.062 A
12 '195090500111053 Muhammad Sultan Anfisako 85 47.5 77.5 100 100 25 75 70 93 72.375 B
13 '195090500111056 Alifio Putra Abiyuda 85 47.5 77.5 100 100 13 60 65 93 65 C+
14 '195090500111058 Tiara Diva Adiputri Wilantari 85 79 65 100 100 35 70 85 100 75.575 B+
15 '195090500111064 Matius Albert Anggaraksa 85 77.5 70 100 100 7.5 75 95 100 75.312 B+
16 '195090500111068 Friska Nirmala Pramistyasiwi 85 52.5 69.5 100 100 55 80 85 100 80.475 A
17 '195090500111071 Matthew Addrian 85 63 62 100 100 0 75 100 100 73.875 B
18 '195090501111005 Faiz Ilman Huda 85 63 62 100 100 0 75 100 93 73 B
19 '195090501111008 Najla Amala Mulkita 85 52.5 69.5 100 100 5 80 80 100 73.6 B
20 '195090501111010 Vika Rosalia Ningtias 85 52.5 62 100 100 36.5 90 80 100 80.662 A
21 '195090501111015 Vina Khoirina Awaliya 85 65 65 100 100 77.5 85 75 87 82.562 A
22 '195090501111019 Laila Fathiyaturrahmi 85 65 65 100 100 72.5 90 80 100 85.937 A
23 '195090501111023 Amellia Megadita Pratiwi 85 100 74.5 100 100 52.5 90 65 100 83.787 A
24 '195090501111024 Rike Ratnari 85 100 74.5 100 100 42.5 80 60 93 77.537 B+
25 '195090501111026 Nuraini 85 65 65 100 100 20 80 75 100 75.25 B+
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26 '195090501111042 Sefia Dini Sabrina 85 97.5 80 100 100 22.5 75 100 100 79.312 B+
27 '195090501111043 Nurita Azka Fitriana 85 90 69.5 100 100 40 80 85 100 80.475 A
28 '195090501111045 Raihanah Nada Ayu Dzakirah 85 67 64.5 100 100 24 95 100 100 84.2 A
29 '195090501111048 Tasya Erli Febrianti 85 52.5 69.5 100 100 45 80 65 100 76.725 B+
30 '195090501111051 Yayuk Lestari 85 52.5 62 100 100 20 90 75 100 77.975 B+
31 '195090507111001 Ahza Fikri Indrastata 85 100 84.5 100 100 72.5 85 55 100 83.787 A
32 '195090507111002 Muhammad Afif Hilmy 85 47.5 77.5 100 100 10 75 70 100 71.375 B
33 '195090507111004 Salsabila Pertiwi Wibowo 85 80 64.5 100 100 35 85 85 100 80.85 A
34 '195090507111005 Muhammad Rizky Zaidan 85 62.5 75 100 100 2.5 80 95 100 75.937 B+
35 '195090507111007 Galih Rafi Astagina 85 63 62 100 100 0 80 95 100 75 B
36 '195090507111008 Restu Satrio Pinanggih 85 100 84.5 100 100 60 80 70 100 82.35 A
37 '195090507111019 Pedro Putrananda Lende 85 97.5 70 100 100 25 70 90 100 76.125 B+
38 '195090507111024 Kamila Muazzaroh Savitri 85 52.5 62 100 100 22.5 90 85 100 79.537 B+
39 '195090507111032 Firdiana Kartika Sari 85 90 69.5 100 100 37.5 70 80 100 76.037 B+
40 '195090507111036 Asmaul Husna 85 90 69.5 100 100 7.5 80 80 100 75.787 B+
41 '195090507111037 Nadine Gita Cahyani 85 67 64.5 100 100 45 95 100 100 86.825 A
42 '195090507111038 Nizar Darmawan 85 100 84.5 100 100 30 75 90 100 79.35 B+
43 '195090507111039 Deta Salsabila 85 67 64.5 100 100 27.5 95 100 100 84.637 A
44 '195090507111040 Alifya Salza Khairanisa 85 79 65 100 100 12.5 70 95 100 74.012 B
45 '195090507111041 Abi Wildan Ghilmanul Faqih 85 79 65 100 100 0 75 75 93 70.825 B
46 '195090507111046 Ni Ketut Suryastini 85 97.5 80 100 100 57.5 80 95 100 84.812 A
47 '195090507111049 Nur Izzah Lailatul Qomariyah 85 62.5 75 100 100 7.5 65 40 0 51.937 D+
48 '195090507111052 Inayah Wijaya Adnan 85 80 64.5 100 100 7.5 95 95 100 82.162 A
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Appendix 3. Questionnaire
No Lecture Suggestions from Students
1 The lecturer explained it well, but the module had to be revised a lot 2 Thank you, ma'am.
3 Mrs. Lutfa was good enough to teach her students, was patient.
4 The way you were teaching is very good, ma'am. Keep maintaining the way of teaching, ma'am. Hopefully, you are always healthy and next semester we can meet again.
5 I wish you good health and keep the spirit of teaching, the way you are teaching is good.
6
In my opinion, most of the material explanations are too textbook, sometimes we need real examples to be able to understand the material, maybe it is better to give the explanation of uses, and tell the position and purpose of a symbol (for example force interest) in the real world, this will really help ma'am, considering this course is new to us and very difficult.
7 Thank you, ma'am, for the knowledge given so far
8 Online lectures are better at using Google meet than Google classroom 9 Nothing
10 Lectures have been very good ma'am. I want to ask about my quiz score, but I got a corona rush
11 Thank you very much for your guidance, Ma'am
12 Mrs. Luthfa's teaching method was very good, but I didn't understand it because the material was difficult.
13 Revise the answer key.
14 The delivery of material and examples is clear so that students are able to understand the material, and Mrs. Lutfah is able to create a classroom atmosphere that supports lectures 15 Giving a sudden post-test begs to be reduced
16 For now, there are no suggestions. Lecturers in teaching were good 17 Lecture activities are already going well. Thank you, Ma'am.
18 Thank you for guiding me, very helpful in studying, hopefully, taught again next semester 19 The delivery of the material is very good and easy to understand so that in the future the
teaching system is maintained.
20 Keep spirit.
21 I hope the knowledge provided can be useful, thank you
22 Thank you very much for the knowledge that has been given. Hopefully, in the future, it can be done even better. Thank you very much, ma'am.
23 The lecture system is already running well 24 providing more examples of cases
25 The teaching is good
26 how to teach and provide evaluation is sufficient to make students understand 27 you should not focus too much on just a few students
28 Thank you ma'am for explaining well.
29 It is better if you teach more slowly 30 It's fine ma'am, thank you
31 In my opinion, the method of teaching is correct 32 Stay excited and keep growing
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34 The teaching is good 35 Very good
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Appendix 4. Uploading the Materials
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