Pseudocode is a way to describe the steps of an algorithm using plain English instead of a programming language. It allows describing logical steps in a structured format without specifics of syntax. The document provides examples of pseudocode and flowcharts for simple tasks like adding numbers and calculating age. It also explains common symbols used in flowcharts like START/END, INPUT/OUTPUT, PROCESS, and DECISION.
To understand algorithm and flowchart, it is better to refer this Slideshare that I have created. I have thoroughly presented the key points that make easy in remembering what algorithm and flowchart is. The slide is really simple and wonderful to use it for a quick reference.
It gives you the basic difference between among different types of loop...So here its my Presentation that help to clear all the confusions you faced while studying the LOOPS.
It includes various types of programming errors: Syntax, Semantic, Logical, Runtime Error with the help of C++ programs. Also, discussed how to fix these errors.
For better understanding, subscribe following YouTube channel:
https://youtu.be/PIOCmaYdSCg
Learn Programming with Livecoding.tv http://goo.gl/tIgO1Ilivecoding.tv
If you want to learn programming, Livecoding.tv is a perfect platform to learn with the help of live-streams. Interact with expert coder on live chat and enrich your skills.
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To understand algorithm and flowchart, it is better to refer this Slideshare that I have created. I have thoroughly presented the key points that make easy in remembering what algorithm and flowchart is. The slide is really simple and wonderful to use it for a quick reference.
It gives you the basic difference between among different types of loop...So here its my Presentation that help to clear all the confusions you faced while studying the LOOPS.
It includes various types of programming errors: Syntax, Semantic, Logical, Runtime Error with the help of C++ programs. Also, discussed how to fix these errors.
For better understanding, subscribe following YouTube channel:
https://youtu.be/PIOCmaYdSCg
Learn Programming with Livecoding.tv http://goo.gl/tIgO1Ilivecoding.tv
If you want to learn programming, Livecoding.tv is a perfect platform to learn with the help of live-streams. Interact with expert coder on live chat and enrich your skills.
Come and join us
to see our streamers schedule please click on this link, http://goo.gl/tIgO1I
For most programming/scripting languages the concepts are all the same. The only thing that changes is the syntax in which it is written. Some languages may be easier to remember than others, but if you follow the basic guide line, it will make learning any programming language easier. This is in no way supposed to teach you everything about programming, just a general knowledge so when you do program you will understand what you are doing a little bit better.
This week's topic is Conditional Logic. The exercises presented will help you to understand and applyconditional operators to the development of solutions and algorithms.
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
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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2. What is pseudocode?
List of steps written in English
Like the instructions for a recipe
Must be in the right sequence
Imagine saying “bake the cake” and then “mix it up”
3. Sample Pseudocode
Task: add two numbers
Pseudocode:
Start
Get two numbers
Get first number
Get second number
Add them
Print the answer
End
4. Invitation to Computer Science,
Java Version, Third Edition 4
Pseudocode
English language constructs modeled to look like
statements available in most programming
languages
Steps presented in a structured manner
(numbered, indented, and so on)
No fixed syntax for most operations is required
5. Invitation to Computer Science,
Java Version, Third Edition 5
Pseudocode (continued)
Less ambiguous and more readable than natural
language
Emphasis is on process, not notation
Well-understood forms allow logical reasoning
about algorithm behavior
Can be easily translated into a programming
language
6. Sample Pseudocode
Task: add two numbers
Pseudocode:
Start
Get two numbers
Get first number
Get second number
Add them
Print the answer
End
7. What does a flowchart look like?
The pseudocode from the previous slide would look
like this as a flowchart:
Start
Get 2 numbers
Add them
Print answer
End
8. What are those funny symbols?
START/END
INPUT/OUTPUT
PROCESS
DECISION
9. What are those funny symbols?
START/END
Used at the beginning
and end of each
flowchart.
10. INPUT/OUTPUT
Shows when
information/data comes
into a program or is
printed out.
What are those funny symbols?
11. What are those funny symbols?
PROCESS
Used to show
calculations, storing of
data in variables, and
other “processes” that
take place within a
program.
What are those funny symbols?
12. What are those funny symbols?
DECISION
Used to show that the
program must decide
whether something
(usually a comparison
between numbers) is
true or false. YES and
NO (or T/F) branches
are usually shown.
What are those funny symbols?
Y
N
X>7?
13. Another Sample:
Calculating Age
Pseudocode:
Start
Get year DOB
Calculate age = (sysdate-DOB)
Print age
If age > 50 print OLD
End
14. Another Sample:
Calculating Age
Flowchart
Start
Get year born
Calculate age
Print age
If age > 50 print OLD
End
Get yr
Calc age
Print age
Age>50?OLD Y
N
Start
End
15. Self-Check
Look at the flowchart section below. If the variable X is
5, what will print (K or 1st)?
X > 5?
YN
Print “1st”Print “K”
16. Self-Check
Look at the flowchart section below. If the variable X is
5, what will print (K or 1st)?
X > 5?
YN
Print “1st”Print “K”
K will be printed. The answer to the question “Is X greater than 5?”
is NO, since X is equal to (not greater than) 5.
17. Self-Check
Choose the correct
flowchart symbol for each
of these statements.
AGE>65?
Calc. Tax
START
Print NAME
18. Self-Check
Choose the correct
flowchart symbol for each
of these statements.
AGE>65?
Calc. Tax
START
Print NAME
19. Challenge
Try to write pseudocode and create a flowchart for a
program that calculates the average of three grades
and prints the average.
The word GOOD should be printed only if the average
is more than 80.
20. Challenge
Possible pseudocode
Start
Get three grades
Average them (add all of them / number of grads taken)
Print Average
Average>80?
If Yes, print GOOD
End
21. Challenge
Possible flowchart
Start
Get three grades
Average them
Print Average
Average>80?
If Yes, print GOOD
End
START
END
Get 3 grades
Calc avg
Print avg
Avg>80?GOOD
Y
N
22. Challenge
Try to write pseudocode and create a flowchart for a
program that calculates the average of three grades
and prints the average.
The word GOOD should be printed only if the average
is more than 80.
24. Challenge
Possible flowchart
Start
Get three grades
Average them
Print Average
Average>80?
If Yes, print GOOD
End
START
END
Get 3 grades
Calc avg
Print avg
Avg>80?GOOD
Y
N