The document describes the evolution of programming languages from machine languages to high-level languages, and how a program written in a high-level language is translated into machine language. It discusses four main programming paradigms - procedural, object-oriented, functional, and declarative - and provides details on the procedural paradigm. Key aspects of the procedural paradigm include programs made up of procedures that manipulate passive data items, and common procedural languages like FORTRAN, COBOL, Pascal, C, and Ada.
Course: Programming Languages and Paradigms:
A brief introduction to imperative programming principles: history, von neumann, BNF, variables (r-values, l-values), modifiable data structures, order of evaluation, static and dynamic scopes, referencing environments, call by value, control flow (sequencing, selection, iteration), ...
Course: Programming Languages and Paradigms:
A brief introduction to imperative programming principles: history, von neumann, BNF, variables (r-values, l-values), modifiable data structures, order of evaluation, static and dynamic scopes, referencing environments, call by value, control flow (sequencing, selection, iteration), ...
Programming languages and concepts by vivek pariharVivek Parihar
This presentation is concerned with the study of programming language paradigms, that is the various systems of ideas that have been used to guide the design of programming languages. These paradigms are realized to a greater or lesser extent in various computer languages, although the design of a given language may reflect the influence of more than one paradigm.
Course: Programming Languages and Paradigms:
This introduces concepts related to programming languate design: abstraction, a bit of history, the syntax, semantics and pragmatics of programming languages, languages as abstraction, thought shaper, simplifier and law enforcer.program verification, denotational and operational semantics
Programming languages and concepts by vivek pariharVivek Parihar
This presentation is concerned with the study of programming language paradigms, that is the various systems of ideas that have been used to guide the design of programming languages. These paradigms are realized to a greater or lesser extent in various computer languages, although the design of a given language may reflect the influence of more than one paradigm.
Course: Programming Languages and Paradigms:
This introduces concepts related to programming languate design: abstraction, a bit of history, the syntax, semantics and pragmatics of programming languages, languages as abstraction, thought shaper, simplifier and law enforcer.program verification, denotational and operational semantics
Basic principles and advantages of functional programming and why it's getting more and more traction - including for building web-scale / reactive apps
Introduction to Programming Concepts By Aamir Saleem AnsariTech
Get the free powerpoint slide of introduction to programming concepts from Techora. Learn programming and other things from using our slides. For more visit : www.techora.net
This introductory slide program teaches you the foundational skills all programmers use, whether they program mobile apps, create web pages, or analyze data.
Computer programs are collections of instructions that tell a computer how to interact with the user, interact with the computer hardware and process data. The first programmable computers required the programmers to write explicit instructions to directly manipulate the hardware of the computer. This “machine language” was very tedious to write by hand since even simple tasks such as printing some output on the screen require 10 or 20 machine language commands. Machine language is often referred to as a “low level language” since the code directly manipulates the hardware of the computer.
By contrast, higher level languages such as “C”, C++, Pascal, Cobol, Fortran, ADA and Java are called “compiled languages”. In a compiled language, the programmer writes more general instructions and a compiler (a special piece of software) automatically translates these high level instructions into machine language. The machine language is then executed by the computer. A large portion of software in use today is programmed in this fashion.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
Home assignment II on Spectroscopy 2024 Answers.pdf
Introduction to programing languages part 1
1. 1
Programming Languages &Programming Languages &
StructureStructure
University of Education Okara Campus
UniversityofEducationOkara
Campus
Part 1
2. 2
Describe the evolution of programming languages from machineDescribe the evolution of programming languages from machine
language to high-level languages. Understand how a program inlanguage to high-level languages. Understand how a program in
a high-level language is translated into machine language.a high-level language is translated into machine language.
Distinguish between four computer language paradigms.Distinguish between four computer language paradigms.
Understand the procedural paradigm and the interaction betweenUnderstand the procedural paradigm and the interaction between
a program unit and data items in the paradigm. Understand thea program unit and data items in the paradigm. Understand the
object-oriented paradigm and the interaction between a programobject-oriented paradigm and the interaction between a program
unit and objects in this paradigm. Define functional paradigmunit and objects in this paradigm. Define functional paradigm
and understand its applications. Define a declaration paradigmand understand its applications. Define a declaration paradigm
and understand its applications. Define common concepts inand understand its applications. Define common concepts in
procedural and object-oriented languages.procedural and object-oriented languages.
ObjectivesObjectives
After studying this chapter, the student should be able to:After studying this chapter, the student should be able to:
UniversityofEducationOkara
Campus
3. 3
9-1 EVOLUTION9-1 EVOLUTION
To write a program for a computer, we must use aTo write a program for a computer, we must use a
computer language. A computer language is a set ofcomputer language. A computer language is a set of
predefined words that are combined into a programpredefined words that are combined into a program
according to predefined rules (according to predefined rules (syntax). Over the years,). Over the years,
computer languages have evolved fromcomputer languages have evolved from machine
language toto high-level languages..
UniversityofEducationOkara
Campus
4. 4
Machine languages
UniversityofEducationOkara
Campus
In the earliest days of computers, the only programming
languages available were machine languages. Each
computer had its own machine language, which was made of
streams of 0s and 1s. We need to use eleven lines of code to read
two integers, add them and print the result. These lines of code,
when written in machine language, make eleven lines of binary
code, each of 16 bits, as shown in Table 9.1.
The only language understood by a computer is machine language.The only language understood by a computer is machine language.
6. 6
Assembly languages
The next evolution in programming came with the idea of
replacing binary code for instruction and addresses with symbols
or mnemonics. Because they used symbols, these languages were
first known as symbolic languages. The set of these mnemonic
languages were later referred to as assembly languages. The
assembly language for our hypothetical computer to replace the
machine language in Table 9.2 is shown in Program 9.1.
UniversityofEducationOkara
Campus
7. 7
High-level languages
Although assembly languages greatly improved programming
efficiency, they still required programmers to concentrate on the
hardware they were using. Working with symbolic languages was
also very tedious, because each machine instruction had to be
individually coded. The desire to improve programmer efficiency
and to change the focus from the computer to the problem being
solved led to the development of high-level languages.
Over the years, various languages, most notably BASIC,
COBOL, Pascal, Ada, C, C++ and Java, were developed.
Program 9.1 shows the code for adding two integers as it would
appear in the C++ language.
UniversityofEducationOkara
Campus
9. 9
9-2 TRANSLATION9-2 TRANSLATION
Programs today are normally written in one of thePrograms today are normally written in one of the
high-level languages. To run the program on ahigh-level languages. To run the program on a
computer, the program needs to be translated into thecomputer, the program needs to be translated into the
machine language of the computer on which it will run.machine language of the computer on which it will run.
The program in a high-level language is called theThe program in a high-level language is called the
source program. The translated program in machinesource program. The translated program in machine
language is called the object program. Two methodslanguage is called the object program. Two methods
are used for translation:are used for translation: compilation andand
interpretation..
UniversityofEducationOkara
Campus
10. 10
Compilation
A compiler normally translates the whole source
program into the object program.
Interpretation
Some computer languages use an interpreter to translate
the source program into the object program.
Interpretation refers to the process of translating each
line of the source program into the corresponding line of
the object program and executing the line. However, we
need to be aware of two trends in interpretation: that is
used by some languages before Java and the
interpretation used by Java.
UniversityofEducationOkara
Campus
11. 11
Translation process
Compilation and interpretation differ in that the first
translates the whole source code before executing it,
while the second translates and executes the source code a
line at a time. Both methods, however, follow the same
translation process shown in Figure 9.1.
Figure 1 Source code translation process
UniversityofEducationOkara
Campus
12. 12
9-3 PROGRAMMING PARADIGMS9-3 PROGRAMMING PARADIGMS
Today, computer languages are categorized according toToday, computer languages are categorized according to
the approach they use to solve a problem. Athe approach they use to solve a problem. A
paradigm, therefore, is a way in which a computer, therefore, is a way in which a computer
language looks at the problem to be solved. We dividelanguage looks at the problem to be solved. We divide
computer languages into four paradigms:computer languages into four paradigms: proceduralprocedural,,
object-orientedobject-oriented,, functionalfunctional andand declarativedeclarative. Figure 9.2. Figure 9.2
summarizes these.summarizes these.
UniversityofEducationOkara
Campus
14. 14
The Procedural Language
A program in a procedural paradigm is an active agentA program in a procedural paradigm is an active agent
that uses passive objects that we refer to as data or datathat uses passive objects that we refer to as data or data
items. To manipulate a piece of data, the active agentitems. To manipulate a piece of data, the active agent
(program) issues an action, referred to as a procedure.(program) issues an action, referred to as a procedure.
For example, think of a program that prints the contentsFor example, think of a program that prints the contents
of a file. The file is a passive object. To print the file, theof a file. The file is a passive object. To print the file, the
program uses a procedure, which we call print.program uses a procedure, which we call print.
Derived from Structured Programming.Derived from Structured Programming.
UniversityofEducationOkara
Campus
Procedural Object-oriented
procedure method
record object
module class
procedure call message
15. 15
Figure 3 The concept of the procedural paradigm
UniversityofEducationOkara
Campus
16. 16
A program in this paradigm is made up of three parts: a
part for object creation, a set of procedure calls and a
set of code for each procedure. Some procedures have
already been defined in the language itself. By
combining this code, the programmer can create new
procedures.
Figure 4 The components of a procedural program
UniversityofEducationOkara
Campus
17. 17
Some procedural languages
FORTRAN (FORmula TRANslation)
COBOL (COmmon Business-Oriented Language)
Pascal
C
Ada
UniversityofEducationOkara
Campus