Logo Tree Project
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Hal Abelson Education: Princeton AB (Summa Cum Laude)
Hal Abelson Education: Princeton A.B. (summa cum laude) 1969 MIT Ph.D. (Mathematics) 1973 Professional Appointments: 1994–present MIT Class of 1922 Professor MIT 1991–present Full Professor of Computer Sci. and Eng. MIT 1982–1991 Associate Professor of Electrical Eng. and Computer Sci. MIT 1979–1982 Associate Professor, Dept. of EECS and Division for Study and Res. in Education MIT 1977–1979 Assistant Professor, Dept. of EECS and DSRE MIT 1974–1979 Lecturer, Dept. of Mathematics and DSRE MIT 1974–1979 Instructor, Dept. of Mathematics and DSRE MIT Selected publications relevant to this proposal: 1. “Transparent Accountable Data Mining: New Strategies for Privacy Protection,” with T. Berners- Lee, C. Hanson, J, Hendler, L. Kagal, D. McGuinness, G.J. Sussman, K. Waterman, and D. Weitzner. MIT CSAIL Technical Report, 2006-007, January 2006. 2. “Information Accountability,” with Daniel J. Weitzner, Tim Berners-Lee, Joan Feigenbaum, James Hendler, and Gerald Jay Sussman, MIT CSAIL Technical Report, 2007-034, June 2007. Available at http://hdl.handle.net/1721.1/37600. 3. “The Creation of OpenCourseWare at MIT,” J. Science Education and Technology, May, 2007. 4. Structure and Interpretation of Computer Programs, Hal Abelson, Gerald Jay Sussman and Julie Sussman, MIT Press and McGraw-Hill, 1985, (published translations in French, Polish, Chinese, Japanese, Spanish, and German). Second Edition, 1996. 5. “The Risks of Key Recovery, Key Escrow, and Trusted Third-Party Encryption,” with Ross Ander- son, Steven Bellovin, Josh Benaloh, Matt Blaze, Whitfield Diffie, John Gilmore, Peter Neumann, Ronald Rivest, Jeffrey Schiller, and Bruce Schneier, in World Wide Web Journal, vol. 2, no. -
IPS Signature Release Note V9.17.79
SOPHOS IPS Signature Update Release Notes Version : 9.17.79 Release Date : 19th January 2020 IPS Signature Update Release Information Upgrade Applicable on IPS Signature Release Version 9.17.78 CR250i, CR300i, CR500i-4P, CR500i-6P, CR500i-8P, CR500ia, CR500ia-RP, CR500ia1F, CR500ia10F, CR750ia, CR750ia1F, CR750ia10F, CR1000i-11P, CR1000i-12P, CR1000ia, CR1000ia10F, CR1500i-11P, CR1500i-12P, CR1500ia, CR1500ia10F Sophos Appliance Models CR25iNG, CR25iNG-6P, CR35iNG, CR50iNG, CR100iNG, CR200iNG/XP, CR300iNG/XP, CR500iNG- XP, CR750iNG-XP, CR2500iNG, CR25wiNG, CR25wiNG-6P, CR35wiNG, CRiV1C, CRiV2C, CRiV4C, CRiV8C, CRiV12C, XG85 to XG450, SG105 to SG650 Upgrade Information Upgrade type: Automatic Compatibility Annotations: None Introduction The Release Note document for IPS Signature Database Version 9.17.79 includes support for the new signatures. The following sections describe the release in detail. New IPS Signatures The Sophos Intrusion Prevention System shields the network from known attacks by matching the network traffic against the signatures in the IPS Signature Database. These signatures are developed to significantly increase detection performance and reduce the false alarms. Report false positives at [email protected], along with the application details. January 2020 Page 2 of 245 IPS Signature Update This IPS Release includes Two Thousand, Seven Hundred and Sixty Two(2762) signatures to address One Thousand, Nine Hundred and Thirty Eight(1938) vulnerabilities. New signatures are added for the following vulnerabilities: Name CVE–ID -
Design Principles Behind Beauty and Joy of Computing
Paper Session: CS0 SIGCSE ’20, March 11–14, 2020, Portland, OR, USA Design Principles behind Beauty and Joy of Computing Paul Goldenberg June Mark Brian Harvey Al Cuoco Mary Fries EDC EDC UCB EDC EDC Waltham, MA, USA Waltham, MA, USA Berkeley, CA, USA Waltham, MA, USA Waltham, MA, USA [email protected] [email protected] [email protected] [email protected] [email protected] ABSTRACT Technical Symposium on Computer Science Education (SIGCSE’20), March 11–14, 2020, Portland, OR, USA. ACM, NewYork, NY, USA, 7 pages. ACM, This paper shares the design principles of one Advanced Placement New York, NY, USA, 7 pages https://doi.org/10.1145/3328778.3366794 Computer Science Principles (AP CSP) course, Beauty and Joy of Computing (BJC), both for schools considering curriculum, and for 1 Introduction developers in this still-new field. BJC students not only learn about The National Science Foundation (NSF) and College Board (CB) in- CS, but do some and analyze its social implications; we feel that the troduced the Advanced Placement Computer Science Principles (AP job of enticing students into the field isn’t complete until students CSP) course to broaden participation in CS by appealing to high find programming, itself, something they enjoy and know they can school students who didn’t see CS as an inviting option—especially do, and its key ideas accessible. Students must feel invited to use female, black, and Latinx students who have been typically un- their own creativity and logic, and enjoy the power of their logic derrepresented in computing. The AP CSP course was the center- and the beauty and elegance of the code by which they express it. -
Apuntes De Logo
APUNTES DE LOGO Eugenio Roanes Lozano 1 y Eugenio Roanes Macías 2 Unidad Docente de Álgebra 3 Facultad de Educación Universidad Complutense de Madrid 26 Diciembre 2015 1 [email protected] 2 [email protected] 3 www.ucm.es/info/secdealg/ 1 DESCARGA DE LOGO: Una breve resumen de la historia de Logo (y sus dialectos) y la posibilidad de descargar MSWLogo 6.3 (funciona hasta Windows XP, no compatible con Windows 7 y posteriores): http://roble.pntic.mec.es/~apantoja/familias.htm Descarga de MSWLogo 6.5a (compatible con Windows modernos) (el más recomendable 4) http://neoparaiso.com/logo/versiones-logo.html Descarga de FMSLogo 6.34.0 (compatible con Windows modernos) 5: http://neoparaiso.com/logo/versiones-logo.html ALGUNAS OBSERVACIONES Ambos dialectos derivan de UCBLogo, diseñado por Brian Harvey, de la Universidad de Berkeley. Los tres volúmenes de su libro “Computer Science Logo Style”, publicado en 1997 por el MIT e información sobre Logo puede encontrarse en: http://www.cs.berkeley.edu/~bh/ El libro pionero y enciclopédico sobre las posibilidades de la geometría de la tortuga es: • Abelson, H. & di Sessa, A. (1986). Geometría de tortuga: el ordenador como medio de exploración de las Matemáticas. Madrid, España: Anaya. Un libro de esa época en que se desarrollan diferentes aplicaciones educativas para antiguos dialectos de Logo es: • Roanes Macías, E. & Roanes Lozano, E. (1988). MACO. Matemáticas con ordenador. Madrid, España: Síntesis. Es de destacar que hay localizados más de 300 dialectos de Logo. Véase: http://www.elica.net/download/papers/LogoTreeProject.pdf INSTALACIÓN: Sólo hay que ejecutar el correspondiente archivo .EXE. -
Libreoffice Na Prefeitura De Paraíba Do Sul 05
EDITORES Eliane Domingos de Sousa Vera Cavalcante EDITORIAL REDATORES Festa diante do caos Alessandro Feitoza Clayton Eduardo Dausacker A abertura dos jogos olímpicos foi uma lição para o mundo. Danilo Martinez Praxedes Como um país que está em um momento turbulento na economia e na política David Jourdain Douglas Vigliazzi consegue passar por cima de tudo isso e fazer uma festa maravilhosa Gilvan Vilarim !emos um jeito tão brasileiro de separar as coisas. "ostramos ao mundo que Jon Maddog Hall Johnny Furusato podemos fazer festa# mesmo diante do caos. $ dizer o que precisa ser dito para o José Rojo Camacho mundo. %obre como somos os responsáveis pelo que acontece ao planeta. %omos Luiz Fernando Rezende Coutinho a causa da doença# mas tamb&m podemos ser a cura. Algu&m tem uma ideia que# Marco Giannini Nélio Gonçalves Godoi com certeza# & um sonho individual que compartilhado# & colocado em prática. Um Rômulo Souza indivíduo tem que ser o primeiro a colocar a mão na massa. $ pode fazer a Sedenir Marco de Paris diferença no mundo. (epois a massa assume a ideia e a mudança. A lição que Sthefany Soares tiramos disso & que# cada um de n)s pode plantar uma ideia. *u uma árvore. $ o TRADUÇÃO mundo será# no futuro# melhor para os que aqui estiverem. David Jourdain +amos aproveitar esse momento e tomá-lo como apoio para todas as nossas Vera Cavalcante aç-es futuras. Boas ideias e trabalho são as aç-es que podem fazer a diferença. REVISÃO 'm e/emplo disso foi o trabalho realizado na 0refeitura de 0araíba do %ul. -
Compiler Error Messages Considered Unhelpful: the Landscape of Text-Based Programming Error Message Research
Working Group Report ITiCSE-WGR ’19, July 15–17, 2019, Aberdeen, Scotland Uk Compiler Error Messages Considered Unhelpful: The Landscape of Text-Based Programming Error Message Research Brett A. Becker∗ Paul Denny∗ Raymond Pettit∗ University College Dublin University of Auckland University of Virginia Dublin, Ireland Auckland, New Zealand Charlottesville, Virginia, USA [email protected] [email protected] [email protected] Durell Bouchard Dennis J. Bouvier Brian Harrington Roanoke College Southern Illinois University Edwardsville University of Toronto Scarborough Roanoke, Virgina, USA Edwardsville, Illinois, USA Scarborough, Ontario, Canada [email protected] [email protected] [email protected] Amir Kamil Amey Karkare Chris McDonald University of Michigan Indian Institute of Technology Kanpur University of Western Australia Ann Arbor, Michigan, USA Kanpur, India Perth, Australia [email protected] [email protected] [email protected] Peter-Michael Osera Janice L. Pearce James Prather Grinnell College Berea College Abilene Christian University Grinnell, Iowa, USA Berea, Kentucky, USA Abilene, Texas, USA [email protected] [email protected] [email protected] ABSTRACT of evidence supporting each one (historical, anecdotal, and empiri- Diagnostic messages generated by compilers and interpreters such cal). This work can serve as a starting point for those who wish to as syntax error messages have been researched for over half of a conduct research on compiler error messages, runtime errors, and century. Unfortunately, these messages which include error, warn- warnings. We also make the bibtex file of our 300+ reference corpus ing, and run-time messages, present substantial difficulty and could publicly available. -
BERKELEY LOGO 6.1 Berkeley Logo User Manual
BERKELEY LOGO 6.1 Berkeley Logo User Manual Brian Harvey i Short Contents 1 Introduction :::::::::::::::::::::::::::::::::::::::::: 1 2 Data Structure Primitives::::::::::::::::::::::::::::::: 9 3 Communication :::::::::::::::::::::::::::::::::::::: 19 4 Arithmetic :::::::::::::::::::::::::::::::::::::::::: 29 5 Logical Operations ::::::::::::::::::::::::::::::::::: 35 6 Graphics:::::::::::::::::::::::::::::::::::::::::::: 37 7 Workspace Management ::::::::::::::::::::::::::::::: 49 8 Control Structures :::::::::::::::::::::::::::::::::::: 67 9 Macros ::::::::::::::::::::::::::::::::::::::::::::: 83 10 Error Processing ::::::::::::::::::::::::::::::::::::: 87 11 Special Variables ::::::::::::::::::::::::::::::::::::: 89 12 Internationalization ::::::::::::::::::::::::::::::::::: 93 INDEX :::::::::::::::::::::::::::::::::::::::::::::::: 97 iii Table of Contents 1 Introduction ::::::::::::::::::::::::::::::::::::: 1 1.1 Overview ::::::::::::::::::::::::::::::::::::::::::::::::::::::: 1 1.2 Getter/Setter Variable Syntax :::::::::::::::::::::::::::::::::: 2 1.3 Entering and Leaving Logo ::::::::::::::::::::::::::::::::::::: 5 1.4 Tokenization:::::::::::::::::::::::::::::::::::::::::::::::::::: 6 2 Data Structure Primitives :::::::::::::::::::::: 9 2.1 Constructors ::::::::::::::::::::::::::::::::::::::::::::::::::: 9 word ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 list ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 sentence :::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 fput :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: -
Fostering Learning in the Networked World: the Cyberlearning Opportunity and Challenge
Inquiries or comments on this report may be directed to the National Science Foundation by email to: [email protected] “Any opinions, findings, conclusions and recommendations expressed in this report are those of the Task Force and do not necessarily reflect or represent the views of the National Science Foundation.” Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge A 21st Century Agenda for the National Science Foundation1 Report of the NSF Task Force on Cyberlearning June 24, 2008 Christine L. Borgman (Chair), Hal Abelson, Lee Dirks, Roberta Johnson, Kenneth R. Koedinger, Marcia C. Linn, Clifford A. Lynch, Diana G. Oblinger, Roy D. Pea, Katie Salen, Marshall S. Smith, Alex Szalay 1 We would like to acknowledge and give special thanks for the continued support and advice from National Science Foundation staff Daniel Atkins, Cora Marrett, Diana Rhoten, Barbara Olds, and Jim Colby. Andrew Lau of the University of California at Los Angeles provided exceptional help and great spirit in making the distributed work of our Task Force possible. Katherine Lawrence encapsulated the Task Force’s work in a carefully crafted Executive Summary. Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge A 21st Century Agenda for the National Science Foundation Science Foundation the National for A 21st Century Agenda Report of the NSF Task Force on Cyberlearning Table of Contents Executive Summary...............................................................................................................................................................................................................................5 -
Atari 8-Bit Family
Atari 8-bit Family Last Updated on October 2, 2021 Title Publisher Qty Box Man Comments 221B Baker Street Datasoft 3D Tic-Tac-Toe Atari 747 Landing Simulator: Disk Version APX 747 Landing Simulator: Tape Version APX Abracadabra TG Software Abuse Softsmith Software Ace of Aces: Cartridge Version Atari Ace of Aces: Disk Version Accolade Acey-Deucey L&S Computerware Action Quest JV Software Action!: Large Label OSS Activision Decathlon, The Activision Adventure Creator Spinnaker Software Adventure II XE: Charcoal AtariAge Adventure II XE: Light Gray AtariAge Adventure!: Disk Version Creative Computing Adventure!: Tape Version Creative Computing AE Broderbund Airball Atari Alf in the Color Caves Spinnaker Software Ali Baba and the Forty Thieves Quality Software Alien Ambush: Cartridge Version DANA Alien Ambush: Disk Version Micro Distributors Alien Egg APX Alien Garden Epyx Alien Hell: Disk Version Syncro Alien Hell: Tape Version Syncro Alley Cat: Disk Version Synapse Software Alley Cat: Tape Version Synapse Software Alpha Shield Sirius Software Alphabet Zoo Spinnaker Software Alternate Reality: The City Datasoft Alternate Reality: The Dungeon Datasoft Ankh Datamost Anteater Romox Apple Panic Broderbund Archon: Cartridge Version Atari Archon: Disk Version Electronic Arts Archon II - Adept Electronic Arts Armor Assault Epyx Assault Force 3-D MPP Assembler Editor Atari Asteroids Atari Astro Chase Parker Brothers Astro Chase: First Star Rerelease First Star Software Astro Chase: Disk Version First Star Software Astro Chase: Tape Version First Star Software Astro-Grover CBS Games Astro-Grover: Disk Version Hi-Tech Expressions Astronomy I Main Street Publishing Asylum ScreenPlay Atari LOGO Atari Atari Music I Atari Atari Music II Atari This checklist is generated using RF Generation's Database This checklist is updated daily, and it's completeness is dependent on the completeness of the database. -
The Comparability Between Modular and Non-Modular
THE COMPARABILITY BETWEEN MODULAR AND NON-MODULAR EXAMINATIONS AT GCE ADVANCED LEVEL Elizabeth A Gray PhD INSTITUTE OF EDUCATION UNIVERSITY OF LONDON 1 ABSTRACT The prime concern of this thesis is the comparability of two types of assessment now prevalent in Advanced level GeE examinations. The more conventional linear scheme assesses all candidates terminally, and the only way to improve the grade awarded is to re-take the whole examination. In contrast, the relatively new modular schemes of assessment include testing opportunities throughout the course of study. This not only has formative effects but allows quantifiable improvements in syllabus results through the medium of the resit option. There are obvious differences between the two schemes, but this does not necessarily imply that they are not comparable in their grading standards. It is this standard which the thesis attempts to address by considering the different variabilities of each of the schemes, and how these might impinge upon the outcomes of the grading process as evidenced in the final grade distributions. A key issue is that of legitimate and illegitimate variabilities - the former perhaps allowing an improvement in performance while maintaining grading standards; the latter possibly affecting the grading standard because its effect was not fully taken into account in the awarding process. By looking at a linear and modular syllabus in mathematics, the differences between the two are investigated, and although not fully generalisable, it is clear that many of the worries which were advanced when modular schemes were first introduced are groundless. Most candidates are seen to use the testing flexibility to their advantage, but there is little evidence of over-testing. -
Using Computer Programming As an Effective Complement To
Using Computer Programming as an Effective Complement to Mathematics Education: Experimenting with the Standards for Mathematics Practice in a Multidisciplinary Environment for Teaching and Learning with Technology in the 21st Century By Pavel Solin1 and Eugenio Roanes-Lozano2 1University of Nevada, Reno, 1664 N Virginia St, Reno, NV 89557, USA. Founder and Director of NCLab (http://nclab.com). 2Instituto de Matemática Interdisciplinar & Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas, Facultad de Educación, Universidad Complutense de Madrid, c/ Rector Royo Villanova s/n, 28040 – Madrid, Spain. [email protected], [email protected] Received: 30 September 2018 Revised: 12 February 2019 DOI: 10.1564/tme_v27.3.03 Many mathematics educators are not aware of a strong 2. KAREL THE ROBOT connection that exists between the education of computer programming and mathematics. The reason may be that they Karel the Robot is a widely used educational have not been exposed to computer programming. This programming language which was introduced by Richard E. connection is worth exploring, given the current trends of Pattis in his 1981 textbook Karel the Robot: A Gentle automation and Industry 4.0. Therefore, in this paper we Introduction to the Art of Computer Programming (Pattis, take a closer look at the Common Core's eight Mathematical 1995). Let us note that Karel the Robot constitutes an Practice Standards. We show how each one of them can be environment related to Turtle Geometry (Abbelson and reinforced through computer programming. The following diSessa, 1981), but is not yet another implementation, as will discussion is virtually independent of the choice of a be detailed below. -
Technology: Window to the Future
DOCUMENT RESUME ED 316 193 IR 014 181 AUTHOR Bright, George W., Ed.; Origassy, Mary Louise, Ed. TITLE Technology: Window to the Future. Proceedings of the Annual State Conference of the Texas Computer Education Association (9th, Houston, Texas, March 5-7, 1989). INSTITUTION Texas Computer Education Association, Lubbock. PUB DATE Mar 89 NOTE 244p.; For the proceedings of the 1988 conference, see ED 315 044. Variable type fonts throughout. PUB TYPE Collected Works - Conference Proceedings (021) -- Reports - Descriptive (141) -- Reports - Research /Technical (143) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Administration; Computer Literacy; Computer Science Education; *Computer Software; *Computer Uses in Education; Desktop Publishing; Elementary School Curriculum; Elementary Secondary Education; Higher Education; *Language Arts; *Mathematics Instruction; *Microcomputers; Science Education; Social Studies; Special Education IDENTIFIERS *Texas Computer Education Association ABSTRACT This proceedings crpilation presents papers on administration, computer literacy, computer science, desktop publishing, elementary education, hardware and software, language arts, mathematics, media, music and art, science, social studies, and special education. The 130 papers are arranged alphabetically by author's name and a subject index listing by author is provided. (GL) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as 'cowed from the person or organization originating it O Minor changes have been made toimprove reproduction Quality Points of view or opinions staled in thisdocu mint do not necessarily representofficial OERI position or policy 1,A 1111 a L. Of; rt k t I "61' ,, A 1-7 '04 Y.