An introduction to cloud programming models and the Skywriting project. Talk originally given at Imperial College, London, on 13th May 2010.
More information about the Skywriting project can be found here: http://www.cl.cam.ac.uk/netos/skywriting/
An introduction to cloud programming models and the Skywriting project. Talk originally given at Imperial College, London, on 13th May 2010.
More information about the Skywriting project can be found here: http://www.cl.cam.ac.uk/netos/skywriting/
The slides I was using when delivering a meetup about the matplotlib library. More info about that meetup can be found at https://www.meetup.com/life-michael/events/271738271/
The basic concept for the data structure.
It covers these topics
System Life Cycle
Algorithm Specification
Data Abstraction
Performance Analysis
Space Complexity
Time Complexity
Asymptotic Notation
Text Book: Fundamentals of Data Structures in C++
E. Horowitz, et al.
The slides I was using when delivering a meetup about the matplotlib library. More info about that meetup can be found at https://www.meetup.com/life-michael/events/271738271/
The basic concept for the data structure.
It covers these topics
System Life Cycle
Algorithm Specification
Data Abstraction
Performance Analysis
Space Complexity
Time Complexity
Asymptotic Notation
Text Book: Fundamentals of Data Structures in C++
E. Horowitz, et al.
It covers- Introduction to R language, Creating, Exploring data with Various Data Structures e.g. Vector, Array, Matrices, and Factors. Using Methods with examples.
Computer Science CS Project Matrix CBSE Class 12th XII .pdfPranavAnil9
The following project is based on Matrices and Determinants. It is a menu based program with data file and SQL Connectivity. The program is capable of performing all the complex functions of matrices and determinants that are mentioned in the Class 12th Math’s book. The ‘Menu’ of the program upon which it executes is as follows:
1: Generate a Random Matrix
2: Addition
3: Subtraction
4: Multiplication by a Scalar
5: Multiplication by a Matrix
6: Calculate Determinant
7: Calculate Minor
8: Calculate Cofactor
9: Calculate Adjoint
10: Transpose
11: Inversion
MATLAB DOCUMENTATION ON SOME OF THE MODULES
A.Generate videos in which a skeleton of a person doing the following Gestures.
1.Tilting his head to right and left
2.Tilting his hand to right and left
3.Walking
in matlab.
B. Write a MATLAB program that converts a decimal number to Roman number and vice versa.
C.Using EZ plot & anonymous functions plot the following:
· Y=Sqrt(X)
· Y= X^2
· Y=e^(-XY)
D.Take your picture and
· Show R, G, B channels along with RGB Image in same figure using sub figure.
· Convert into HSV( Hue, saturation and value) and show the H,S,V channels along with HSV image
E.Record your name pronounced by yourself. Try to display the signal(name) in a plot vs Time, using matlab.
F.Write a script to open a new figure and plot five circles, all centered at the origin and with increasing radii. Set the line width for each circle to something thick (at least 2 points), and use the colors from a 5-color jet colormap (jet).
G. NEWTON RAPHSON AND SECANT METHOD
H.Write any one of the program to do following things using file concept.
1.Create or Open a file
2. Read data from the file and write data to another file
3. Append some text to already existed file
4. Close the file
I.Write a function to perform following set operations
1.Union of A and B
2. Intersection of A and B
3. Complement of A and B
(Assume A= {1, 2, 3, 4, 5, 6}, B= {2, 4, 6})
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.
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!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
1. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 1/9
R - Notebook [LAB EXPERIMENTS DEMONSTRATION] ---------------Prepared by - Asst. Prof.
Ashwini Mathur(CSSP)- Jain University
Following Tasks to Perform:
1. Explore assignment operator.
2. Create vectors using c(), seq(), rep(), colon operator.
3. Create different matrices using matrix() operator and explore its row
s, columns, and diagonals.
4. Perform different basic operation of matrices on above created matric
es.
5. Create single and multidimensional arrays with array() command.
6. Explore length(), dim(), ncol(), nrow() operators on above matrices a
nd arrays.
7. Explore commands for Selecting and extracting elements from above mat
rices and arrays.
8. Explore logical operators from R programming language.
9. Remove elements from selected positions from a considered matrix.
Question -1: Explore Assignments Operators
In [4]:
Question 2. Arithmetic Operators : Addition, Substration, Multiplication and Division
20
30
x = 20 #assigned value to the variable x
x
y = 30 #assigned value to the variable y
y
2. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 2/9
In [5]:
Create vectors using c(), seq(), rep(), colon operator
In [8]:
Create different matrices using matrix() operator and explore its rows, columns, and
diagonals.
50
-10
600
0.666666666666667
100 200 300 400 500
1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10
10 11 12 13 14 15 16 17 18 19 20
50 50 50 50 50 50 50 50 50 50
a = x+y # addition operator
a
b = x-y # substraction operator
b
c = x*y # Multiplication operator
c
d = x/y # Division operator
d
x = c(100,200,300,400,500) #creation of Vector
x #Print x
y = seq(1,10, by=0.5)
y #print y
z = 10:20
z #Print z
q = rep(50,10) #repeat(10 number 10 times)
q #
3. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 3/9
In [9]:
In [13]:
In [14]:
Perform different basic operation of matrices on above created matrices
A matrix: 4 × 4
of type int
1 5 9 13
2 6 10 14
3 7 11 15
4 8 12 16
A matrix:
3 × 3 of
type int
1 2 3
4 5 6
7 8 9
A matrix:
3 × 3 of
type int
1 4 7
2 5 8
3 6 9
x = matrix(1:16, nrow = 4, ncol = 4) # Create a matrix of dimension 3X3
x
y = matrix(1:9, nrow=3, byrow=TRUE) # fill matrix row-wise
y
z = matrix(1:9, nrow=3, byrow=FALSE) # fill matrix column-wise
z
4. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 4/9
In [16]:
In [17]:
Create single and multidimensional arrays with array() command
In [18]:
A
matrix:
3 × 2
of type
dbl
1 4
2 5
3 6
3 2
A matrix:
2 × 3 of
type dbl
1 2 3
4 5 6
2 3
2 9 3
10 16 17 13 11 15
x = cbind(c(1,2,3),c(4,5,6))
x
dim(x)
y = rbind(c(1,2,3),c(4,5,6))
y
dim(y)
# Create two vectors of different lengths.
vector1 <- c(2,9,3)
vector2 <- c(10,16,17,13,11,15)
vector1 #print
vector2
5. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 5/9
In [25]:
In [ ]:
Explore length(), dim(), ncol(), nrow() operators on above matrices and arrays.
, , 1
[,1] [,2] [,3]
[1,] 2 10 13
[2,] 9 16 11
[3,] 3 17 15
, , 2
[,1] [,2] [,3]
[1,] 2 10 13
[2,] 9 16 11
[3,] 3 17 15
# Take these vectors as input to the array.
result <- array(c(vector1,vector2),dim = c(3,3,2)) #Multi-dimension
print(result)
result <- array(c(vector1,vector2),dim = c(3)) #Single dimension
print(result)
6. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 6/9
In [19]:
In [ ]:
Explore commands for Selecting and extracting elements from above matrices and arrays.
In [21]:
A matrix: 10 × 10 of type int
1 11 21 31 41 51 61 71 81 91
2 12 22 32 42 52 62 72 82 92
3 13 23 33 43 53 63 73 83 93
4 14 24 34 44 54 64 74 84 94
5 15 25 35 45 55 65 75 85 95
6 16 26 36 46 56 66 76 86 96
7 17 27 37 47 57 67 77 87 97
8 18 28 38 48 58 68 78 88 98
9 19 29 39 49 59 69 79 89 99
10 20 30 40 50 60 70 80 90 100
100
10 10
A matrix:
3 × 3 of
type int
1 4 7
2 5 8
3 6 9
4
x = matrix(1:100, nrow = 10, ncol = 10)
x
length(x) #Length of the Matrix
dim(x) #Dimension of the given matrix
ncol(x) #Total number of columns in given matrix
nrow(x) #Total Number of Rows in Given Matrix
x = matrix(1:9, nrow = 3, ncol = 3)
x
x[1,2] #Selecting the element of First row and second column
7. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 7/9
In [22]:
In [30]:
In [23]:
In [32]:
Explore logical operators from R programming language.
In [33]:
In [34]:
In [35]:
In [36]:
9
1 2 3
2 5 8
13
10
FALSE TRUE TRUE FALSE
FALSE FALSE FALSE TRUE
FALSE
TRUE TRUE FALSE TRUE
x[3,3] #Selecting the element of third row and third column
x[,1] #Selection the 1st column
x[2,] #Selecting the 3rd row
y <- c(10,16,17,13,11,15)
y[4] #Selecting 4th element
y[1] #selecting the first element
x <- c(TRUE,FALSE,0,6)
y <- c(FALSE,TRUE,FALSE,TRUE)
!x #(Complement of x) Logical NOT
x&y #Element-wise logical AND
x&&y #Logical AND
x|y # Element Wise Logical OR
8. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 8/9
In [37]:
Remove elements from selected positions from a considered matrix.
In [38]:
In [39]:
TRUE
A matrix:
3 × 3 of
type int
1 4 7
2 5 8
3 6 9
A
matrix:
3 × 2
of type
int
1 4
2 5
3 6
A matrix:
3 × 3 of
type int
1 4 7
2 5 8
3 6 9
x||y #Logical OR
x = matrix(1:9, nrow = 3, ncol = 3)
x
x[,-3] #Remove 3rd Column
9. 4/16/2020 R Programming Lab - 1 - Jupyter Notebook
https://hub.gke.mybinder.org/user/binder-examples-r-kagj2wsh/notebooks/R Programming Lab - 1.ipynb 9/9
In [40]:
A matrix:
2 × 3 of
type int
1 4 7
2 5 8
x[-3,] #Remove 3rd Row