This document outlines the syllabus for the course CS5229 Advanced Computer Networks at the National University of Singapore. The course covers fundamental principles and techniques in computer networking through reading classic and influential research papers. Students will complete three assignments involving surveying, measuring, and simulating computer networks, as well as midterm and final exams. Background knowledge in undergraduate-level networking concepts is assumed.
Behaviour Driven Development and some of the benefits it offers for developers, customers and testers.
Originally presented at Skills Matter:
http://skillsmatter.com/event/agile-testing/bdd-whats-in-it-for-me
Computer networks have experienced an explosive growth over the past few years and with
that growth have come severe congestion problems. For example, it is now common to see
internet gateways drop 10% of the incoming packets because of local buffer overflows.
Our investigation of some of these problems has shown that much of the cause lies in
transport protocol implementations (
not
in the protocols themselves): The ‘obvious’ ways
to implement a window-based transport protocol can result in exactly the wrong behavior
in response to network congestion. We give examples of ‘wrong’ behavior and describe
some simple algorithms that can be used to make right things happen. The algorithms are
rooted in the idea of achieving network stability by forcing the transport connection to obey
a ‘packet conservation’ principle. We show how the algorithms derive from this principle
and what effect they have on traffic over congested networks.
In October of ’86, the Internet had the first of what became a series of ‘congestion col-
lapses’. During this period, the data throughput from LBL to UC Berkeley (sites separated
by 400 yards and two IMP hops) dropped from 32 Kbps to 40 bps. We were fascinated by
this sudden factor-of-thousand drop in bandwidth and embarked on an investigation of why
things had gotten so bad. In particular, we wondered if the 4.3
BSD
(Berkeley U
NIX
)
TCP
was mis-behaving or if it could be tuned to work better under abysmal network conditions.
The answer to both of these questions was “yes”.
Behaviour Driven Development and some of the benefits it offers for developers, customers and testers.
Originally presented at Skills Matter:
http://skillsmatter.com/event/agile-testing/bdd-whats-in-it-for-me
Computer networks have experienced an explosive growth over the past few years and with
that growth have come severe congestion problems. For example, it is now common to see
internet gateways drop 10% of the incoming packets because of local buffer overflows.
Our investigation of some of these problems has shown that much of the cause lies in
transport protocol implementations (
not
in the protocols themselves): The ‘obvious’ ways
to implement a window-based transport protocol can result in exactly the wrong behavior
in response to network congestion. We give examples of ‘wrong’ behavior and describe
some simple algorithms that can be used to make right things happen. The algorithms are
rooted in the idea of achieving network stability by forcing the transport connection to obey
a ‘packet conservation’ principle. We show how the algorithms derive from this principle
and what effect they have on traffic over congested networks.
In October of ’86, the Internet had the first of what became a series of ‘congestion col-
lapses’. During this period, the data throughput from LBL to UC Berkeley (sites separated
by 400 yards and two IMP hops) dropped from 32 Kbps to 40 bps. We were fascinated by
this sudden factor-of-thousand drop in bandwidth and embarked on an investigation of why
things had gotten so bad. In particular, we wondered if the 4.3
BSD
(Berkeley U
NIX
)
TCP
was mis-behaving or if it could be tuned to work better under abysmal network conditions.
The answer to both of these questions was “yes”.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter 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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
11. Assignment"
To be done in a group of 2 (3?) !
14 August 2009! CS5229 Semester 1, 2009/10! 11!
12. Other Related Courses!
CS4222: Wireless Computing and Sensor Networks "
CS4274: Mobile and Multimedia Networking"
CS4344: Networked and Mobile Gaming"
CS5321: Network Security and Management"
CS5428: Systems Support for Continuous Media "
CS6204: Advanced Topics in Networking "
EE5913, 6302, 6401, 6902 etc. !
14 August 2009! CS5229 Semester 1, 2009/10! 12!
13. You won’t see much..!
wireless networks"
sensor networks"
mobile networks"
network security !
14 August 2009! CS5229 Semester 1, 2009/10! 13!
14. Reading Materials!
No textbook for this class. Materials
comes from research papers online. !
14 August 2009! CS5229 Semester 1, 2009/10! 14!
16. Every Lecture "
I introduce 2-3 papers."
You are expected read the papers "
for the details after the lectures. !
14 August 2009! CS5229 Semester 1, 2009/10! 16!
18. Assumed Background!
Undergraduate-level Networking"
(CS2105/CS3103 or equivalent)!
14 August 2009! CS5229 Semester 1, 2009/10! 18!
19. Internet Architecture!
You know what the following
terms mean: router, switches,
ISP, AS. "
You know how Internet is
different from a Telephony
network. !
14 August 2009! CS5229 Semester 1, 2009/10! 19!
20. Naming/Addressing!
You know what is a domain
name, what is an IP address,
and how to map between the
two."
You know how DHCP assigns a
dynamic IP address to you host.!
14 August 2009! CS5229 Semester 1, 2009/10! 20!
21. Protocol Layers!
You know the functionalities of 5
layers of the Internet protocol
stack."
14 August 2009! CS5229 Semester 1, 2009/10! 21!
22. Application Protocol!
You roughly know how HTTP
and FTP works.!
14 August 2009! CS5229 Semester 1, 2009/10! 22!
23. Transport Protocol!
You know what is a port and
socket"
You can tell the differences
between TCP and UDP. You
know in what situation you
should use which.!
14 August 2009! CS5229 Semester 1, 2009/10! 23!
24. TCP!
You know why congestion
control and flow control are
needed. You roughly know how
TCP’s congestion control works. !
14 August 2009! CS5229 Semester 1, 2009/10! 24!
25. Network Layer!
You know that almost
everything runs on IP. You
know how packets are routed
on the Internet, at least within an
AS.!
14 August 2009! CS5229 Semester 1, 2009/10! 25!
26. Network Layer!
You know what’s a private IP
address and why NAT makes
P2P file sharing difficult.!
14 August 2009! CS5229 Semester 1, 2009/10! 26!
27. Ethernet!
You know why Ethernet is a
random access protocol. You
know what collision and backoff
mean in this context. !
14 August 2009! CS5229 Semester 1, 2009/10! 27!
28. Ethernet!
You know why MAC address is
needed despite having an IP
address. "
You know how mapping
between MAC and IP addresses
is done.!
14 August 2009! CS5229 Semester 1, 2009/10! 28!
29. Tools!
You have used ping or
traceroute. Or at least heard
about them and know what they
are for. !
14 August 2009! CS5229 Semester 1, 2009/10! 29!
30. Basic Probability!
You know what is expected value,
variance, random variable, and
cumulative distribution function."
You know how to compute
conditional probability and
probability of two events. !
14 August 2009! CS5229 Semester 1, 2009/10! 30!
31. Programming!
You know how to program in C
or C++, and is comfortable in
picking up new languages.!
14 August 2009! CS5229 Semester 1, 2009/10! 31!
32. Philosophy!
Students are expected to be: Mature,
Independent, Resourceful!
What you learned is more important
than your grade.!
14 August 2009! CS5229 Semester 1, 2009/10! 32!
33. Please don’t ask..!
“Should I memory this equation?”!
“Do I have to memorize this header
format?”!
“Post model answer to X”!
14 August 2009! CS5229 Semester 1, 2009/10! 33!
34. Academic Honesty!
No copying among students!
No copying from published work!
ZERO tolerance to plagiarism."
14 August 2009! CS5229 Semester 1, 2009/10! 34!
35. Please do ask ..!
“What is the effect of changing k in
the equation?”!
“Why did the designer added this bit
in the header?”!
14 August 2009! CS5229 Semester 1, 2009/10! 35!
36. Discussion?!
Strongly encouraged (when permitted)!
But .. !
must acknowledge all contributions!
write up solution independently!
14 August 2009! CS5229 Semester 1, 2009/10! 36!