The document discusses flow charts and provides examples of flow charts for simple algorithms. Some key points:
- A flow chart represents an algorithm using a diagram to show the logic and flow of a program.
- An example flow chart is provided that takes two numbers as input, adds them, and prints the output.
- Basic flow chart symbols are described like start/stop, processing, input/output, and conditional decision blocks.
- An exercise asks the reader to create a flow chart that takes three numbers as input and finds the maximum value.
- Looping structures are discussed and an example flow chart is given to print even numbers from a list.
This presentation is a part of the COP2271C college level course taught at the Florida Polytechnic University located in Lakeland Florida. The purpose of this course is to introduce Freshmen students to both the process of software development and to the Python language.
The course is one semester in length and meets for 2 hours twice a week. The Instructor is Dr. Jim Anderson.
A video of Dr. Anderson using these slides is available on YouTube at:
http://youtu.be/6R8pZ5c82Uw
http://youtu.be/a2YtKMBfVgg
This presentation is a part of the COP2271C college level course taught at the Florida Polytechnic University located in Lakeland Florida. The purpose of this course is to introduce Freshmen students to both the process of software development and to the Python language.
The course is one semester in length and meets for 2 hours twice a week. The Instructor is Dr. Jim Anderson.
A video of Dr. Anderson using these slides is available on YouTube at:
http://youtu.be/6R8pZ5c82Uw
http://youtu.be/a2YtKMBfVgg
The Array is the most commonly used Data Structure.
An array is a collection of data elements that are of the same type (e.g., a collection of integers, collection of characters, collection of doubles).
OR
Array is a data structure that represents a collection of the same types of data.
The values held in an array are called array elements
An array stores multiple values of the same type – the element type
The element type can be a primitive type or an object reference
Therefore, we can create an array of integers, an array of characters, an array of String objects, an array of Coin objects, etc.
The Array is the most commonly used Data Structure.
An array is a collection of data elements that are of the same type (e.g., a collection of integers, collection of characters, collection of doubles).
OR
Array is a data structure that represents a collection of the same types of data.
The values held in an array are called array elements
An array stores multiple values of the same type – the element type
The element type can be a primitive type or an object reference
Therefore, we can create an array of integers, an array of characters, an array of String objects, an array of Coin objects, etc.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
4. Example – Add two numbers given by a user
Start
Accept first
input: num1
5. Example – Add two numbers given by a user
Start
Accept first
input: num1
Accept second
input: num2
6. Example – Add two numbers given by a user
Start
Accept first
input: num1
Accept second
input: num2
Sum = num1 + num2
7. Example – Add two numbers given by a user
Start
Accept first
input: num1
Accept second
input: num2
Add = num1 + num2
Print Add
Stop
8. Example – Add two numbers given by a user
Start
Accept first
input: num1
Accept first
input: num2
Add = num1 + num2
Print Add
Stop
9. Example – Add two numbers given by a user
Start
Accept first
input: num1
Accept first
input: num2
Add = num1 + num2
Print Add
Stop
10. Basic flow chart symbols
Symbol Purpose Description
Flow line Indicated the flow from one block
to another
Start/Stop Represents the start and end of the
flow chart
Processing Arithmetic operations
Input/Output Input and output operations
Conditional Decision making block
11. Example – Print the maximum between two
numbers Start
Accept first
number: num1
Accept second
number: num2
as input
Print num1
Stop
If
num1>
num2
Print num2
True False
12. Example – Print the maximum between two
numbers Start
Accept first
number: num1
Accept second
number: num2
as input
Print num1
Stop
If
num1>
num2
Print num2
True False
Verify that the flow chart
works correctly for a few
examples
num1 = 10, num2 = 20
num1 = 15, num2 = 5
13. Exercise: Create a flow chart for this problem
• Given 3 numbers, a, b, c, find the maximum value
14. Exercise: Create a flow chart for this problem
• Given 3 numbers, a, b, c, find the maximum value
• Verify that what your flow chart works correctly
• Examples:
• a = 10, b = 20, c = 30
• a = 15, b = 30, c = 5
• a = 40, b =80, c = 120
15. Exercise: Create code
Start
Declare 3
numbers: a, b, c
If a > b
Print b
FalseTrue
If a > c
Print a
If b > cPrint c
Stop
True True
False False
16. Loops in flow chart
• Given a list list_sample = [4, 3, 2, 5, 8], print all the even numbers
17. Loops in flow chart
Start
Declare list_sample [4, 3, 2, 5, 8]
Declare a variable len_list that stored the length of the list
18. Loops in flow chart
Start
Declare list_sample [4, 3, 2, 5, 8]
Declare a variable len_list that stored the length of the list
19. Loops in flow chart
Start
Declare list_sample [4, 3, 2, 5, 8]
Declare a number a=0
Declare a variable len_list that stores the length of the list
If a >
len_list
Stop a = a+1
value =
list_sample[a]
If value is
a even
number
Print value
True False
False True
20. Loops in flow chart
• Given a list list_sample = [4, 3, 2, 5, 8], print all the even numbers
21. Loops in flow chart - while
• Given a list list_sample = [4, 3, 2, 5, 8], print all the even numbers
22. Loops in flow chart - while
• Given a list list_sample = [4, 3, 2, 5, 8], print all the even numbers
Declare a number a=0
If a >
len_list
Stop a = a+1
value =
list_sample[a]
If value is
a even
number
Print value
True False
False True
23. Exercise: Design a chat bot - flowchart
• list_happy_words = [“joyful”, “happy”, “amazing”, “beautiful”]
• list_sad_words = [“sad”, “tears”, “crying”, “depressed”]
• list_games = [“tetris”, “flappy bird”, “snake”]
• Ask the user to enter a word that describes their feeling
• If the feeling they enter is one of the list_happy_words, print “Glad you are
happy” and exit.
• If the feeling they enter is one of the list_sad_words, ask the user to play
one of the games from the list list_games.
• Ask the user again how they are feeling and continue till the list of games is
exhausted.
• If you already suggested all the games and the user is still unhappy, exit.
24. Exercise: Design a chat bot - code
Start
Declare the 3 lists
Ask the user to input a word describing their feeling, save the string
Check if
word is a
part of
happy list
Check if
word is a
part of
sad list
True
Stop
Print
sentence
False
False True
Print
sentence
Print
game
25. Exercise: Design a chat bot - code
Start
Declare the 3 lists
Ask the user to input a word describing their feeling, save the string
Check if
word is a
part of
happy list
Check if
word is a
part of
sad list
True
Stop
Print
sentence
False
False True
Print
sentence
Print
game
Check if
your
games
list is
over
False
