Guided Inquiry Activities for Programming Language Concepts is a collection of activities intended to support the use of POGIL in intermediate-level undergraduate computer science courses on functional programming and the implementation of programming languages.

POGIL is a research-based instruction strategy comprising peer learning, development of process skills, and activities that are designed around the constructivist theory of learning cycles (pogil.org).

Disclaimer: These activities have not yet undergone the peer-review process of The POGIL Project and so cannot be labeled "POGIL activities" ; however, they are designed based on the POGIL approach to designing activities.

Developed for use in Database Systems courses as a result of a Round 13 Affordable Learning Georgia Mini-Grant, this document contains:
--A large collection of exercises, exams, problems, as well as selected solutions,
--A ""hands-on"" guide to install, configure and run various database management systems (MariaDB, MySQL, mongodb)
--A compact guide to the most fundamental definitions and notions of the topic at stake, Organized and up-to-date references."

This course provides students with an introduction to the core technologies used to communicate information on the Web: Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS). These skills enable professionals to troubleshoot minor problems and to intelligently communicate with clients, collaborators, Information Technology staff within a company, or outside contractors in order to maintain, modify, or produce complicated web-based projects.

The purpose of this book is to teach new programmers and scientists about the basics of High Performance Computing. Too many parallel and high performance computing books focus on the architecture, theory and computer science surrounding HPC. This book speaks to the practicing chemistry student, physicist, or biologist who need to write and run their programs as part of their research.

The purpose of this book is to teach new programmers and scientists about the basics of High Performance Computing. Too many parallel and high performance computing books focus on the architecture, theory and computer science surrounding HPC. This book speaks to the practicing chemistry student, physicist, or biologist who need to write and run their programs as part of their research.

Table of Contents
1. Modern Computer Architectures

1.1 Memory
1.2 Floating-Point Numbers
2. Programming and Tuning Software

2.1 What a Compiler Does
2.2 Timing and Profiling
2.3 Eliminating Clutter
2.4 Loop Optimizations
3. Shared-Memory Parallel Processors

3.1 Understanding Parallelism
3.2 Shared-Memory Multiprocessors
3.3 Programming Shared-Memory Multiprocessors
4. Scalable Parallel Processing

4.1 Language Support for Performance
4.2 Message-Passing Environments
5. Appendixes

5.1 Appendix C: High Performance Microprocessors
5.2 Appendix B: Looking at Assembly Language
Index

Attributions

6.976 covers system level issues of high speed communication systems and their impact on circuit requirements, with primary focus being placed on wireless and broadband data link applications. Course topics include: transistor level design techniques for high speed amplifiers, mixers, VCO's, registers and gates, and phase locked loops, and the impact of transmission line effects on circuit designs for narrowband and broadband systems. Finally, behavioral level simulation techniques are presented for phase locked loops and other communication circuits.

This textbook is designed to to meet the needs of History of Applied Science and Technology courses at colleges and universities around the world. Chapters will be organized around the theme of the transformative impact of technological and epistemological changes on worldview and human behavior as they relate to everyday life and global choices. We believe this textbook is the first History of Applied Science and Technology textbook to take a global approach, addressing persistent gaps in coverage in Africa, Asia, and the Americas. This is a collaborative, open access project.

Table of Contents:
I. Chapter 1 - Ancient Mesopotamia and the Fertile Crescent (Prehistory - ca 1750 BCE)
II. Chapter 2 - The Ancient World (before 500 BCE) – Farmers to Pharaohs
III. Chapter 5 - The Medieval Period (500 to 1400 CE) – Europe
IV. Chapter 8 - The Early Modern Period (1500-1600) – Europe – Phase I: Breakthroughs in Scientific Thought & Technological Application
V. Chapter 9 - The Early Modern Period (1600-1750) – Europe – Phase 2: The New Science of the Seventeenth Century & The Enlightenment
VI. Chapter 12 - The New Scientific Revolution - The Long 19th Century
VII. Chapter 14 - Earth Sciences and Revolution in Biology and Genetics – the Long 19th Century
VIII. Editors
IX. Authors
X. Cover & Book Design
XI. Section Editors

Examines the development of computing techniques and technology in the nineteenth and twentieth centuries, particularly critical evaluation of how the very idea of "computer" changes and evolves over time. Emphasis is on technical innovation, industrial development, social context, and the role of government. Topics include Babbage, Hollerith, differential analyzers, control systems, ENIAC, radar, operations research, computers as scientific instruments, the rise of "computer science," artificial intelligence, personal computers, and networks. Includes class visits by members of the MIT community who have made important historical contributions. This course focuses on one particular aspect of the history of computing: the use of the computer as a scientific instrument. The electronic digital computer was invented to do science, and its applications range from physics to mathematics to biology to the humanities. What has been the impact of computing on the practice of science? Is the computer different from other scientific instruments? Is computer simulation a valid form of scientific experiment? Can computer models be viewed as surrogate theories? How does the computer change the way scientists approach the notions of proof, expertise, and discovery? No comprehensive history of scientific computing has yet been written. This seminar examines scientific articles, participants' memoirs, and works by historians, sociologists, and anthropologists of science to provide multiple perspectives on the use of computers in diverse fields of physical, biological, and social sciences and the humanities. We explore how the computer transformed scientific practice, and how the culture of computing was influenced, in turn, by scientific applications.

A laboratory-based exploration of the principles, techniques, and applications of holography as a 3-D imaging communication medium. Begins with interference and diffraction, and proceeds through laser off-axis holography to white-light "rainbow" and reflection holography. Term project required, with oral presentation and written report. MAS.450 is a laboratory course about holography and holographic imaging. This course teaches holography from a scientific and analytical point of view, moving from interference and diffraction to imaging of single points to the display of three-dimensional images. Using a "hands-on" approach, students explore the underlying physical phenomena that make holograms work, as well as designing laboratory setups to make their own images. The course also teaches mathematical techniques that allow the behavior of holography to be understood, predicted, and harnessed. Holography today brings together the fields of optics, chemistry, computer science, electrical engineering, visualization, three-dimensional display, and human perception in a unique and comprehensive way. As such, MAS.450 offers interesting and useful exposure to a wide range of principles and ideas. As a course satisfying the Institute Laboratory Requirement, MAS.450 teaches about science, scientific research, and the scientific method through observation and exploration, hinting at the excitement that inventors feel before they put their final equations to paper.

The single most important skill for a computer scientist is problem solving. The goal of this book is to teach you to think like a computer scientist.

The goal of this book is to teach you to think like a computer scientist. I like the way computer scientists think because they combine some of the best features of Mathematics, Engineering, and Natural Science. Like mathematicians, computer scientists use formal languages to denote ideas (specifically computations). Like engineers, they design things, assembling components into systems and evaluating trade offs among alternatives. Like scientists, they observe the behavior of complex systems, form hypotheses, and test predictions.The single most important skill for a computer scientist is problem-solving. By that I mean the ability to formulate problems, think creatively about solutions, and express a solution clearly and accurately. As it turns out, the process of learning to program is an excellent opportunity to practice problem-solving skills. That’s why this chapter is called “The way of the program.”

Table of Contents
Chapter 1: The way of the program

1.1 What is a programming language?
1.2 What is a program?
1.3 What is debugging?
1.4 Formal and natural language
1.5 The first program
1.6 Glossary
1.7 Exercises
Chapter 2: Variables and types

2.1 More output
2.2 Values
2.3 Variables
2.4 Assignment
2.5 Outputting variables
2.6 Keywords
2.7 Operators
2.8 Order of operations
2.9 Operators for characters
2.10 Composition
2.11 Glossary
2.12 Exercises
Chapter 3: Function

3.1 Floating-point
3.2 Constants
3.3 Converting from double to int
3.4 Math functions
3.5 Composition
3.6 Adding new functions
3.7 Definitions and uses
3.8 Programs with multiple functions
3.9 Parameters and arguments
3.10 Parameters and variables are local
3.11 Functions with multiple parameters
3.12 Functions with results
3.13 Glossary
3.14 Exercises
Chapter 4: Conditionals and recursion

4.1 Conditional execution
4.2 The modulus operator
4.3 Alternative execution
4.4 Chained conditionals
4.5 Nested conditionals
4.6 The return statement
4.7 Recursion
4.8 Infinite recursion
4.9 Stack diagrams for recursive functions
4.10 Glossary
4.11 Exercises
Chapter 5: Fruitful functions

5.1 Return values
5.2 Program development
5.3 Composition
5.4 Boolean values
5.5 Boolean varaiables
5.6 Logical operators
5.7 Bool functions
5.8 Returning from main()
5.9 Glossary
5.10 Exercises
Chapter 6: Iteration

6.1 Multiple assignment
6.2 Iteration
6.3 The while statement
6.4 Tables
6.5 Two-dimensional tables
6.6 Encapsulation and generalization
6.7 Functions
6.8 More encapsulation
6.9 Local varaiables
6.10 More generalization
6.11 Glossary
6.12 Exercises
Chapter 7: Arrays

7.1 Increment and decrement operators
7.2 Accessing elements
7.3 Copying arrays
7.4 for loops
7.5 Array length
7.6 Random numbers
7.7 Statistics
7.8 Array of random numbers
7.9 Passing an array to a function
7.10 Counting
7.11 Checking the other values
7.12 A histogram
7.13 A single-pass solution
7.14 Random seeds
7.15 Glossary
7.16 Exercises
Chapter 8: Strings and things

8.1 Containers for strings
8.2 String variables
8.3 Extracting characters from a string
8.4 Length
8.5 Traversal
8.6 Finding a character in a string
8.7 Pointers and Addresses
8.8 String concatenation
8.9 Assigning new values to string variables
8.10 strings are not comparable
8.11 Character classification
8.12 Getting user input
8.13 Glossary
8.14 Exercises
Chapter 9: Structures

9.1 Compound values
9.2 Point objects
9.3 Accessing member variables
9.4 Operations on structures
9.5 Structures as parameters
9.6 Call by value
9.7 Call by reference
9.8 Rectangles
9.9 Structures as return types
9.10 Passing other types by reference
9.11 Glossary
9.12 Exercises

The goal of this book is to teach you to think like a computer scientist. I like the way computer scientists think because they combine some of the best features of Mathematics, Engineering, and Natural Science. Like mathematicians, computer scientists use formal languages to denote ideas (specifically computations). Like engineers, they design things, assembling components into systems and evaluating trade offs among alternatives. Like scientists, they observe the behavior of complex systems, form hypotheses, and test predictions.The single most important skill for a computer scientist is problem-solving. By that I mean the ability to formulate problems, think creatively about solutions, and express a solution clearly and accurately. As it turns out, the process of learning to program is an excellent opportunity to practice problem-solving skills. That’s why this chapter is called “The way of the program.”

The single most important skill for a computer scientist is problem solving. The goal of this book is to teach you to think like a computer scientist.

Python is a fun and extremely easy-to-use programming language that has steadily gained in popularity over the last few years. Developed over ten years ago by Guido van Rossum, Python's simple syntax and overall feel is largely derived from ABC, a teaching language that was developed in the 1980's. However, Python was also created to solve real problems and it borrows a wide variety of features from programming languages such as C++, Java, Modula-3, and Scheme. Because of this, one of Python's most remarkable features is its broad appeal to professional software developers, scientists, researchers, artists, and educators. 278 page pdf file.

Python is a fun and extremely easy-to-use programming language that has steadily gained in popularity over the last few years. Developed over ten years ago by Guido van Rossum, Python's simple syntax and overall feel is largely derived from ABC, a teaching language that was developed in the 1980's. However, Python was also created to solve real problems and it borrows a wide variety of features from programming languages such as C++, Java, Modula-3, and Scheme. Because of this, one of Python's most remarkable features is its broad appeal to professional software developers, scientists, researchers, artists, and educators. 278 page pdf file.

Human-Computer Interaction (HCI) is the study of the principles and methods with which one builds effective interfaces for users. HCI is a field of study that evolves to changes in the technological landscape. During the past decade, the emergence of personal mobile devices, agent-based technologies, and pervasive and ubiquitous computing is motivated by the technique of human computer interaction which has profoundly changed the way people use technology for work and leisure. This course introduces the student to the theory and practice of developing user interfaces. Practical hands-on will be balanced by discussion of relevant literature of computer science e.g. graphics, user interface design, multimedia and visual design of HCI, cognitive psychology, and scientific information design.

Principles of supervisory control and telerobotics. Different levels of automation are discussed, as well as the allocation of roles and authority between humans and machines. Human-vehicle interface design in highly automated systems. Decision aiding. Tradeoffs between human control and human monitoring. Automated alerting systems and human intervention in automatic operation. Enhanced human interface technologies such as virtual presence. Performance, optimization, and social implications of the human-automation system. Examples from aerospace, ground, and undersea vehicles, robotics, and industrial systems. Human Supervisory Control of Automated Systems discusses elements of the interactions between humans and machines. These elements include: assignment of roles and authority; tradeoffs between human control and human monitoring; and human intervention in automatic processes. Further topics comprise: performance, optimization and social implications of the system; enhanced human interfaces; decision aiding; and automated alterting systems. Topics refer to applications in aerospace, industrial and transportation systems.

The project is presented as a series of notebooks, a collection of Python 3 recipes for common problems and issues associated with preparing data for text analysis and natural language processing. The target audience is students or intermediate programmers who have begun to learn their way around Python but who need a little help pulling the pieces together to get something done. The goal is twofold:

Present codeblocks for common problems.
Contextualize those blocks with humanists in mind.

Table of Contents:
First Steps
Set up

Working with the file structure
Getting Data
Working with Plain Text Files
Getting data from websites
Working with TEI

Preparing Data
Stopwords
Dividing your text
Preparing a corpus pipeline

The process of integrating ICT in education is rarely a simple and linear one - overlaps are often noted, with some elements operating in parallel, in partnership and cyclically. The sequence of steps varies from one activity or situation to the next and must take context into account in order to be effective. The process is thus necessarily incremental and relies on clearly defined objectives to succeed in improving the efficiency of ICT use in education. This document presents major themes to assist educators in better integrating ICT with their teaching, and particularly allowing them to offer higher quality distance education programs to Mathematics, Biology, Chemistry and Physics students. An introduction to the theories and principles of ICT integration is presented within six themes, and further developed into seven specific learning objectives, which can be adapted according to the specific subject of the program.

This course introduces learners to the application of ICT for development programmes. It will introduce learners to the debates and practices surrounding the uses of Information and Communication Technologies (ICT) in both the Global South and Global North. The module covers several issues about the potential and practical use of ICT for solving societal / countries challenges. It gives an account of the impact ICT can have in the base of the pyramid population. It is more specifically designed to equip learners the necessary skills that would enable them to harness the potential benefits of ICT on governance, education, agriculture and healthcare.