The document describes two encryption/decryption case studies. The first case study involves encrypting and decrypting 4-digit numbers by replacing each digit with its sum plus 7 modulus 10 and swapping the first and third digits and second and fourth digits. The second case study involves taking a text message and applying 14 rules to encrypt it by changing letters, removing vowels, and substituting letters and numbers for other letters and numbers. The encrypted text is then decrypted by applying the reverse rules.
Maximum CPU utilization obtained with multiprogramming
CPU–I/O Burst Cycle – Process execution consists of a cycle of CPU execution and I/O wait
CPU burst followed by I/O burst
CPU burst distribution is of main concern
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Maximum CPU utilization obtained with multiprogramming
CPU–I/O Burst Cycle – Process execution consists of a cycle of CPU execution and I/O wait
CPU burst followed by I/O burst
CPU burst distribution is of main concern
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Case study
1. Grand Assignment
Case Study-1
Encryption/Decryption
A company wants to transmit data over the telephone, but is concerned that its phones can be tapped. All
the data are transmitted as four digit integers. The company has asked you to write a pro- gram that
encrypts that data so that it can be transmitted more securely. Your program should read a four
digit integer and encrypt it as follows: Replace each digit by (the sum of that digit plus 7)
modulus 10. Then, swap the 1st
digit with the 3rd
, swap the 2nd
digit with 4th
and print the
encrypted integer.
Write a separate program that inputs an encrypted four digit integer and decrypts it to form the original
number?
Case study-2
Encryption A Text Message
The user will input a regular message or text. Your program will convert it into text message with
the following
rules:
Case 1
If the word contains `ee 'consecutively, change to `i '
Example:- meet into mit
Case 2
If the word starts with `qu 'or `c ', convert it to `kw 'or `k 'respectively
Example:- quit into kwit , cast into kast
Case 3
If the word end with `y ', change to `i '
Example:- jury into juri
Case 4
If the word contains vowel followed by a consonant, eliminate the vowel
Example:- text into txt
Case 5
If word contains with `ate ', change it to`8 '; and contains with `ite ', change `i ' to `y 'and eliminate `e '.
Example:- mates into m8, category into k8gori , site into syt , liter into lytr
Case 6
If the word contains same letter consecutively, eliminate one of it; if word contains `eas 'change to `I '
eliminate the next letter if vowel.
Example :- mass into mas , mirror into mirror , lease into lis , pleasant into plisnt , measure into misr
Case 7
If the word contains `ote ', change it to `ow 'and eliminate `e '; if word contains `at ', `ot 'or `ut 'change to
`@'
Example :- emote into emowt , hotshot into h@sh@
Case 8
If the word contains `ck', change to `k'; if word contains `sh' change to `sy'; if word contains `ou' change
to `aw'; if word contains `ks', `cts'change to `x.'
Example :- quick into kwik , checker into chekr , shoot into syut , loud into lawd , licks into lix , insects
into nsex
Case 9
If the word contains `oo ', change to `u '; if word contains `ex' or `ix ', change to `x '; if word contains `el
'or `il ', change to `l 'if not in front of the word.
Example:- book into buk , expert into xprt , gel into gl , illness into ilnes
2. Grand Assignment
Case 10
If the word contains `the ',`tha ', `da ', `de 'or `di ', change to `d'; if word contains `if 'or `ef 'change to `f 'if
not in front of the word and will not follow by `e ', otherwise change to `y ' and eliminate `e '
Example:- delimiter into dlimitr , there into dr , radar into radr , radix into radx , eects into efex ,
lift into lft , life into lyf
Case 11
If the word contains `ove ', change `o 'to `u 'and eliminate `e '; if word contains `ar ', `ur ', or `er 'change to
`r '; if word contains `to ', `too 'or `tu 'change to `2 '; if contains `wan ', `won 'change to `1 '; if `tre ', tree
'change to `3 '; if `for ', `fore ', `fur 'change to `4 '
Example :- love into luv , discover into dskuvr
Case 12
If the word contains `is 'or `es ', change to `s'; if contains `be', `bee'or `bi', change to `b'if the letter after it
is consonant, otherwise, change it to `by '; if contains `ti ', `te 'or `ty 'change to `t 'if the word is not
ends on it, otherwise, change to `ti '; if contains `yo 'or `yu ', change to `u '; if contains `ey 'or
`ay ', change to `i '; if contains `inâ?• or `en ', change to `n '.
Example :-beautiful into byutful , beauty into byuti , miss or mess into ms , message into msg ,
binary into bnari , bending into bndng , your into ur ,mbru into embryo
Case 13
If word contains numbers change to digit.
Example :- times three to tyms
Case 14
Eliminate all the vowels in the word if not in the above rule if not one syllable word.
Example :- eliminate into elmn8 , make into make
Example
Input: the quick brown fox jumps over the lazy dog
Output: d kwikbrwnfxjmpsovr d lzy dog
Input: life is so beautiful
Output: lyf s so butful
Input: I love you
Output: I luv u
Input: one moment please
Output: 1 mmntplis
Input: Later than the sunset, later than the rain.
Output: L8r dn d snst, l8r dn d rain
Instructor
Sunawar Khan
Deadline: - Dec 21, 2017
Code never lies, comments sometimes do.