An overview of Creating elements from scratch
Learn how to use jQuery to create elements from scratch and then insert them at different places in your webpage.
This archive contains a series of lessons on cryptography suitable for use in a CS0 course. The only requirement is familiarity with Python, particularly dictionaries, lists, and file IO. It is also assumed that students know how to create stand-alone Python programs and interact with them through the terminal. Most of the work is done in Jupyter notebooks.
The material found in the notebooks is a combination of reading material, exercises, activities and assignments. Below are descriptions of each lesson or assignment and links to notebooks on Cocalc. The same files are available for batch download in this archive.
The framework was developed by the Kapor Center to bring a focus to equity in Computer Science Education, specifically around teacher preparation, professional development, curriculum development, and policy-making.
Students gain experience with the software/system design process, closely related to the engineering design process, to solve a problem. First, they learn about the Mars Curiosity rover and its mission, including the difficulties that engineers must consider and overcome to operate a rover remotely. Students observe a simulation of a robot being controlled remotely. These experiences guide discussion on how the design process is applied in these scenarios. The lesson culminates in a hands-on experience with the design process as students simulate the remote control of a rover. In the associated activity, students gain further experience with the design process by creating an Android application using App Inventor to control one aspect of a remotely controlled vehicle. (Note: The lesson requires a LEGO® MINDSTORMS® Education NXT base set.)
Curso de Programação Orientada a Objetos criado na ferramenta Moodle, aplicado em alunos de 2 universidades brasileiras, como parte do experimentos realizados na dissertação de mestrado, entitulada "O Uso de Recursos Educacionais Abertos para ensinar Orientação a Objetos na transição do Paradigma Procedimental".
Objective-oriented Programming Course created in the master's dissertation entitled "The Use of Open Educational Resources for Mentoring in Achieving a Goal on the Paradigm of the Procedure".
CurvedLand is an applet for showing what the world would look like with different geometry. It is named CurvedLand in tribute to the science fiction novel, Flatland, by Edwin Abbott, which describes the adventures of a two-dimensional being who is visited by a stranger from the third dimension.
One of the central ideas of Einstein's theory of relativity is that space and time curve in response to the matter and energy within them. A curved space is one that doesn't obey the usual laws of Euclidean geometry: the angles of a triangle don't generally add up to 180 degrees, the circumference of a circle isn't pi times the diameter, parallel lines can either converge towards each other or move apart, and so on.
Since the geometry we observe is very close to Euclidean, however, it is hard for most of us to picture what this difference would mean physically. If you draw a circle and a diameter, how could the ratio be anything other than pi? To answer this question, imagine that as you move around in space the shapes of objects appear to distort. This is what happens in curved space. If you draw a circle around yourself and then start walking around it to pace out the circumference, it will look to you like you are walking along a constantly changing ellipse.
CurvedLand illustrates this distortion as it would appear in a two-dimensional curved space. The structure is similar to a mapping program. You can place objects of different shapes in different places in the world and then move around the space to see what they look like from different perspectives.
This economics course provides an introduction to the field of cybersecurity through the lens of economic principles. Delivered by four leading research teams, it will provide you with the economic concepts, measurement approaches and data analytics to make better security and IT decisions, as well as understand the forces that shape the security decisions of other actors in the ecosystem of information goods and services.
Systems often fail because the organizations that defend them do not bear the full costs of failure. In order to solve the problems of growing vulnerability to computer hackers and increasing crime, solutions must coherently allocate responsibilities and liabilities so that the parties in a position to fix problems have an incentive to do so. This requires a technical comprehension of security threats combined with an economic perspective to uncover the strategies employed by cyber hackers, attackers and defenders.
CYBER BULLYING
Cyber bullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyber bullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyber bullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyber bullying crosses the line into unlawful or criminal behavior.
The most common places where cyber bullying occurs are:
Social Media, such as Facebook, Instagram, Snapchat, and Twitter
SMS (Short Message Service) also known as Text Message sent through devices
Instant Message (via devices, email provider services, apps, and social media messaging features)
Email.
WHERE IS CYBERBULLYING OCCURING ?
Manuals to educate the public, teachers and parents summarize, "Cyberbullying is being cruel to others by sending or posting harmful material using a cell phone or the internet." Research, legislation and education in the field are ongoing. Research has identified basic definitions and guidelines to help recognize and cope with what is regarded as abuse of electronic communications.
Cyberbullying involves repeated behavior with intent to harm.
Cyberbullying is perpetrated through harassment, cyberstalking, denigration (sending or posting cruel rumors and falsehoods to damage reputation and friendships), impersonation, and exclusion (intentionally and cruelly excluding someone from an online group)
Cyberbullying can be as simple as continuing to send emails or text messages harassing someone who has said they want no further contact with the sender. It may also include public actions such as repeated threats, sexual remarks, pejorative labels (i.e., hate speech) or defamatory false accusations, ganging up on a victim by making the person the subject of ridicule in online forums, hacking into or vandalizing sites about a person, and posting false statements as fact aimed a discrediting or humiliating a targeted person. Cyberbullying could be limited to posting rumors about a person on the internet with the intention of bringing about hatred in others' minds or convincing others to dislike or participate in online denigration of a target. It may go to the extent of personally identifying victims of crime and publishing materials severely defaming or humiliating them.
Cyberbullies may disclose victims' personal data (e.g. real name, home address, or workplace/schools) at websites or forums or may use impersonation, creating fake accounts, comments or sites posing as their target for the purpose of publishing material in their name that defames, discredits or ridicules them. This can leave the cyberbully anonymous which can make it difficult for the offender to be caught or punished for their behavior, although not all cyberbullies maintain their anonymity. Text or instant messages and emails between friends can also constitute cyber bullying if what is said or displayed is hurtful to the participants.
The recent use of mobile applications and rise of smartphones have yielded to a more accessible form of . It is expected that cyber bullying via these platforms will be associated with bullying via mobile phones to a greater extent than exclusively through other more stationary internet platforms. In addition, the combination of cameras and Internet access and the instant availability of these modern smartphone technologies yield themselves to specific types of cyber bullying not found in other platforms. It is likely that those cyber bullied via mobile devices will experience a wider range of cyber bullying types than those exclusively bullied elsewhere.
This lecture presents information about cybercrime, which has become the most ubiquitous crime world-wide and affects individuals, companies and government. The lecture indicates that 95% of all cybercrime is preventable and describes a myriad of cyber security techniques that are available to prevent hacking. Legislation to combat cybercrime is presented as well as the places where cybercrime should be reported.
The lecture presents information about how the Internet works so students studying cyber security can better understand how cybercriminals commit their crimes. The lecture provides elemental concepts so students of all disciplines, from computer engineering to criminal justice and law can obtain a basic foundation.
Google Security Princess Parisa Tabriz and Jenny Martin from Symantec introduce the most common types of cybercrime, including viruses, malware, DDOS attacks and phishing scams.
DASHlink is a virtual laboratory for scientists and engineers to disseminate results and collaborate on research problems in health management technologies for aeronautics systems. Managed by the Integrated Vehicle Health Management project within NASA's Aviation Safety program, the Web site is designed to be a resource for anyone interested in data mining, IVHM, aeronautics and NASA.
Abstract
Training materials. The DATUM for Health training programme covers both generic and discipline-specific issues, focusing on the management of qualitative, unstructured data, and is suitable for students at any stage of their PhD. It aims to provide students with the knowledge to manage their research data at every stage in the data lifecycle, from creation to final storage or destruction. They learn how to use their data more effectively and efficiently, how to store and destroy it securely, and how to make it available to a wider audience to increase its use, value and impact.
The DOM (Document Object Model)
Now we add a damper to our spring.
Python is a general purpose programming language that is useful for writing scripts to work effectively and reproducibly with data. This is an introduction to Python designed for participants with no programming experience. These lessons can be taught in one and a half days (~ 10 hours). They start with some basic information about Python syntax, the Jupyter notebook interface, and move through how to import CSV files, using the pandas package to work with data frames, how to calculate summary information from a data frame, and a brief introduction to plotting. The last lesson demonstrates how to work with databases directly from Python.
Data Carpentry lesson from Ecology curriculum to learn how to analyse and visualise ecological data in R. Data Carpentry’s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. The lessons below were designed for those interested in working with ecology data in R. This is an introduction to R designed for participants with no programming experience. These lessons can be taught in a day (~ 6 hours). They start with some basic information about R syntax, the RStudio interface, and move through how to import CSV files, the structure of data frames, how to deal with factors, how to add/remove rows and columns, how to calculate summary statistics from a data frame, and a brief introduction to plotting. The last lesson demonstrates how to work with databases directly from R.
Python is a general purpose programming language that is useful for writing scripts to work effectively and reproducibly with data. This is an introduction to Python designed for participants with no programming experience. These lessons can be taught in a day (~ 6 hours). They start with some basic information about Python syntax, the Jupyter notebook interface, and move through how to import CSV files, using the pandas package to work with data frames, how to calculate summary information from a data frame, and a brief introduction to plotting. The last lesson demonstrates how to work with databases directly from Python.
Data Carpentry's aim is to teach researchers basic concepts, skills, and tools for working more effectively with data. The lessons below were designed for those interested in working with Genomics data in R.