This document provides guidance for a daylong workshop exploring computational creativity with Scratch 2.0. The workshop is divided into three parts: Getting Oriented, First Steps, and Going Deeper. In Getting Oriented, participants will access the Scratch website, start projects, and explore the project editor. First Steps involves making introductory projects, including a step-by-step tutorial and remixing other projects. Going Deeper presents puzzles, themes, and advanced features to explore like broadcasting, custom blocks, cloning, variables, and the camera. The goal is to provide numerous opportunities for participants to explore, play, and create with Scratch.
Scratch and pair programming Irena Nančovska Šerbec Jože Rugelj University of Ljubljana Faculty of Education Dep. for math. and comp. This document discusses using the Scratch programming language and pair programming in education. It provides an agenda for teaching Scratch and pair programming to students, including introducing Scratch, demonstrating programming concepts, exploring existing Scratch projects, practicing pair programming, and peer reviewing projects. The document also describes several experiences using Scratch and pair programming with students and findings that pair programming leads to better understanding and testing results for novice programmers.
This document provides an introduction to programming and the Scratch programming environment. It defines programming as writing, testing, and maintaining source code to tell a computer what to do. Learning to program develops logic, problem-solving, and attention to detail skills and can be an enjoyable activity. Scratch allows anyone to create programs without needing knowledge of complex computer language syntax by using a block-based visual programming interface. The homework is to finish the Scratch Getting Started Guide and experiment with the Scratch programming environment.
The document discusses the results of a learning styles inventory test taken by 7th graders. It explains that the test scores indicate a student's major, minor, or non-preferred learning styles in the areas of visual, auditory, social, and kinesthetic learning. A major learning style is how one prefers and learns best, a minor style still works but is not the preference, and a non-preferred style does not work well. It asks students to reflect on their results and how understanding their own learning styles can help them succeed in school.
The document provides instructions for creating several Scratch projects of increasing complexity, starting with a basic project involving repetitions, conditionals, variables, and keyboard interaction. It then introduces adding opponents, divisions of zones, flags, and players to create racing and capture-the-flag style games. Finally, it provides a checklist of skills and encourages documenting project plans and sharing completed projects.
The document introduces variables and conditions in programming. It provides exercises for learners to practice creating variables, using conditional statements, and repeating code through iteration and loops to move a sprite and draw shapes on screen. Errors in sample code are also to be identified.
Scratch Syntax: Part 2 discusses variables, threads, and events in Scratch programming. Variables store values and are represented by uniquely labeled blocks. Threads are like mini-programs that can run simultaneously, started by "when" blocks. Events signal between threads, with "broadcast" blocks signaling and "when" blocks handling events. Simple games use threads and events to create levels, with an example copter game creating one level. The document concludes with homework to complete a simple game project and submit it by the due date.
The document contains instructions for a series of exercises involving coding sprite movement and interactions using Scratch. The exercises include: using arrow keys to move a sprite; saying or thinking something when changing sprite direction; importing images; creating a program with one randomly moving sprite controlled by a keyboard-controlled sprite where touching plays a sound and increments a counter; and making music by mapping keys to notes, changing background graphics in sync with music, using loops to compose a piece.
The document provides instructions for a Reason 3.0 lesson on adding instrument parts in a digital audio workstation. It guides the student to create a bass part using the NN-XT sampler by drawing and copying note patterns. It also instructs the student to configure drum parts and sections in the Redrum drum machine by selecting patterns and lanes. The student is asked to set the composition's start and endpoints before playing it back and exporting an audio file. For homework, the student is assigned to create their own original composition from scratch using the skills learned.
Scratch and pair programming Irena Nančovska Šerbec Jože Rugelj University of Ljubljana Faculty of Education Dep. for math. and comp. This document discusses using the Scratch programming language and pair programming in education. It provides an agenda for teaching Scratch and pair programming to students, including introducing Scratch, demonstrating programming concepts, exploring existing Scratch projects, practicing pair programming, and peer reviewing projects. The document also describes several experiences using Scratch and pair programming with students and findings that pair programming leads to better understanding and testing results for novice programmers.
This document provides an introduction to programming and the Scratch programming environment. It defines programming as writing, testing, and maintaining source code to tell a computer what to do. Learning to program develops logic, problem-solving, and attention to detail skills and can be an enjoyable activity. Scratch allows anyone to create programs without needing knowledge of complex computer language syntax by using a block-based visual programming interface. The homework is to finish the Scratch Getting Started Guide and experiment with the Scratch programming environment.
The document discusses the results of a learning styles inventory test taken by 7th graders. It explains that the test scores indicate a student's major, minor, or non-preferred learning styles in the areas of visual, auditory, social, and kinesthetic learning. A major learning style is how one prefers and learns best, a minor style still works but is not the preference, and a non-preferred style does not work well. It asks students to reflect on their results and how understanding their own learning styles can help them succeed in school.
The document provides instructions for creating several Scratch projects of increasing complexity, starting with a basic project involving repetitions, conditionals, variables, and keyboard interaction. It then introduces adding opponents, divisions of zones, flags, and players to create racing and capture-the-flag style games. Finally, it provides a checklist of skills and encourages documenting project plans and sharing completed projects.
The document introduces variables and conditions in programming. It provides exercises for learners to practice creating variables, using conditional statements, and repeating code through iteration and loops to move a sprite and draw shapes on screen. Errors in sample code are also to be identified.
Scratch Syntax: Part 2 discusses variables, threads, and events in Scratch programming. Variables store values and are represented by uniquely labeled blocks. Threads are like mini-programs that can run simultaneously, started by "when" blocks. Events signal between threads, with "broadcast" blocks signaling and "when" blocks handling events. Simple games use threads and events to create levels, with an example copter game creating one level. The document concludes with homework to complete a simple game project and submit it by the due date.
The document contains instructions for a series of exercises involving coding sprite movement and interactions using Scratch. The exercises include: using arrow keys to move a sprite; saying or thinking something when changing sprite direction; importing images; creating a program with one randomly moving sprite controlled by a keyboard-controlled sprite where touching plays a sound and increments a counter; and making music by mapping keys to notes, changing background graphics in sync with music, using loops to compose a piece.
The document provides instructions for a Reason 3.0 lesson on adding instrument parts in a digital audio workstation. It guides the student to create a bass part using the NN-XT sampler by drawing and copying note patterns. It also instructs the student to configure drum parts and sections in the Redrum drum machine by selecting patterns and lanes. The student is asked to set the composition's start and endpoints before playing it back and exporting an audio file. For homework, the student is assigned to create their own original composition from scratch using the skills learned.
The document provides instructions for using drum samples and programming drum patterns in Reason 3.0 software. It explains how to open Reason and select drum samples for different channels from the factory soundbank. The reader is instructed to experiment with drum programming by selecting steps for each channel and adjusting sample parameters. Finally, it provides examples of drum patterns to program for patterns A1 and A2, with different steps highlighted for the snare, hi-hat, and bass drum, and instructs the reader to save their work.
The document provides instructions for using the Paint Editor in Scratch to create sprites for a drum and drumsticks. It outlines how to open Scratch, create a new project, and delete the default cat sprite. It then guides the user to use various drawing tools like lines, ellipses, stamps, and fill to draw a snare drum and drumsticks. The user is also instructed to use the eye dropper tool to pick a color and ensure the drumsticks point upwards.
The document provides instructions for adding interactivity and animation to a Scratch project. It describes how to:
1) Create additional costumes for a drum stick sprite by copying and erasing parts of the original costume to simulate different positions as part of an animation sequence.
2) Write scripts using event and control blocks to trigger the costume changes and create an animation that plays when the left and right arrow keys are pressed.
3) Add a sound to the stage that plays when the left and right arrow keys are pressed to accompany the animation.
4) The assignment is to create an original animated Scratch project using at least four costumes per movement for the animation.
This document introduces programming concepts like algorithms, variables, conditions, and repetition using the Scratch programming environment. It includes examples of pseudocode to demonstrate algorithms and provides exercises for learners to practice programming basics in Scratch, such as using variables, conditional statements, motion blocks, pen blocks, and repetition blocks to draw shapes and control sprite movement. The goal is to teach learners the core components of programming like logic, variables, and loops through a visual programming language.
This Scratch lesson teaches students how to move sprites using keyboard controls. It introduces X and Y coordinates and shows how they position sprites on the screen. Students will create a pen game to practice writing their name by moving a sprite with arrow keys. They will also make a bat game where a bat sprite changes costumes and moves as directed by arrow keys. The lesson aims to help students understand sprite movement and game design.
This document provides instructions for a Scratch lesson where students will:
1) Create a variable that tracks the score of a game and increases when a sprite is clicked.
2) Make games with two sprites where touching increases the score and moves the sprites.
3) Add a time limit to games by using a countdown variable that stops the game after 60 seconds.
This document provides instructions for a Scratch lesson where students will make a character dance. Students will change the background, import a sprite with multiple costumes, and add a script to alternate between costumes using a forever loop and wait command. More advanced students will move the sprite using keyboard controls. The lesson teaches skills like changing backgrounds, importing costumes, using loops and waits to create an animation, and moving sprites with keyboard controls.
The document provides instructions for a Scratch coding lesson. It teaches students how to:
1) Write scripts that run when a sprite touches a particular color or another sprite using "If" and "Touching" blocks.
2) Have one sprite chase the mouse pointer around the screen and another bounce off edges.
3) Rename sprites and have one change color when touching the other, making the game more complex by adding sprites and effects.
This document provides instructions for a Scratch lesson that teaches students how to control sprites using scripts. The lesson objectives are to make a sprite follow the mouse pointer and use the pen tool to draw shapes. Students will practice using forever loops and scripts to move a sprite towards the mouse pointer while leaving a trail. The lesson also includes a maze game where students write scripts to guide a monster through a maze.
This document provides instructions for a Scratch lesson that teaches students how to code the movement of sprites. The objective is for students to write code to move a sprite by changing its look, making it move, and adding additional sprites with varying movement speeds. Students will create a computer game and test each other's games. They will learn to add and delete sprites, make sprites move at different speeds and in response to different keyboard buttons, and use loops and conditions to control sprite movement and stopping.
The document summarizes the agenda and goals of a Scratch programming workshop. The workshop aims to introduce participants to Scratch through hands-on experience creating animations and games. Key activities include designing original animations, completing a collaborative "Reach the Beach" challenge, and working in teams to design sprites for a collaborative game. The document emphasizes developing computational thinking skills through creative exploration and sharing of Scratch projects.
This document provides an introduction to programming and the Scratch programming language for 6th grade students. It explains that programming languages allow users to tell computers what to do through coded instructions. It then outlines some basic Scratch programming elements like sprites, costumes, statements, Boolean expressions, conditions, loops, variables, threads and events. The goal of the lesson is for students to understand why programming languages are used, identify Scratch elements, and use Scratch to create a holiday greeting card.
This document discusses the development of digital citizenship programs in schools. It explores how concerns about new technologies used by youth have historically mirrored each other over generations. The document then examines frameworks for digital citizenship education, comparing approaches from Ribble and Bailey and from MICDS. It outlines components of Simple K12's PS21 program and lessons on effectively teaching digital citizenship.
Etude de l'association La Rigole menée par Julien Chapeau sur les relations entre la permaculture et l'agriculture avec des entretiens avec les acteurs majeurs de la permaculture en France.
This document provides project ideas and guidance for creating projects in Scratch. It includes ideas for interactive stories, games, art projects and more. Each project idea includes steps and relevant blocks to use. It also has sections highlighting blocks for specific types of projects like stories, games, arts projects and more. The goal is to provide inspiration and guidance for creating a variety of projects in Scratch.
This document introduces Scratch, a programming language from MIT that allows users to create interactive stories, games, music and art. It provides links to download and install Scratch, learn about its development environment, get support, and view example projects. It also explains how to create an account and share projects on the Scratch website community.
This document outlines the stages for completing a Scratch project. It includes 6 stages: 1) deciding on an idea, 2) planning, 3) development, 4) testing, 5) evaluating, and 6) feedback. Some examples of past student projects include a virtual aquarium, house made of shapes, and car maze game. The goals are to understand programming is done in stages, and to analyze, design, create, test, and evaluate a Scratch project.
This document provides instructions for creating animations and games using the Scratch programming environment. It includes 17 lessons that guide the reader from basic animation and sprite creation to more advanced concepts like scrolling games and storytelling animations. The first few lessons explain how to use the Scratch interface and tools to create sprites with different costumes and make them dance or move to music. Later lessons demonstrate how to incorporate sound effects, create scrolling backgrounds, and program basic game mechanics. The document aims to teach Scratch concepts progressively from simple to more complex projects.
The document provides instructions for using drum samples and programming drum patterns in Reason 3.0 software. It explains how to open Reason and select drum samples for different channels from the factory soundbank. The reader is instructed to experiment with drum programming by selecting steps for each channel and adjusting sample parameters. Finally, it provides examples of drum patterns to program for patterns A1 and A2, with different steps highlighted for the snare, hi-hat, and bass drum, and instructs the reader to save their work.
The document provides instructions for using the Paint Editor in Scratch to create sprites for a drum and drumsticks. It outlines how to open Scratch, create a new project, and delete the default cat sprite. It then guides the user to use various drawing tools like lines, ellipses, stamps, and fill to draw a snare drum and drumsticks. The user is also instructed to use the eye dropper tool to pick a color and ensure the drumsticks point upwards.
The document provides instructions for adding interactivity and animation to a Scratch project. It describes how to:
1) Create additional costumes for a drum stick sprite by copying and erasing parts of the original costume to simulate different positions as part of an animation sequence.
2) Write scripts using event and control blocks to trigger the costume changes and create an animation that plays when the left and right arrow keys are pressed.
3) Add a sound to the stage that plays when the left and right arrow keys are pressed to accompany the animation.
4) The assignment is to create an original animated Scratch project using at least four costumes per movement for the animation.
This document introduces programming concepts like algorithms, variables, conditions, and repetition using the Scratch programming environment. It includes examples of pseudocode to demonstrate algorithms and provides exercises for learners to practice programming basics in Scratch, such as using variables, conditional statements, motion blocks, pen blocks, and repetition blocks to draw shapes and control sprite movement. The goal is to teach learners the core components of programming like logic, variables, and loops through a visual programming language.
This Scratch lesson teaches students how to move sprites using keyboard controls. It introduces X and Y coordinates and shows how they position sprites on the screen. Students will create a pen game to practice writing their name by moving a sprite with arrow keys. They will also make a bat game where a bat sprite changes costumes and moves as directed by arrow keys. The lesson aims to help students understand sprite movement and game design.
This document provides instructions for a Scratch lesson where students will:
1) Create a variable that tracks the score of a game and increases when a sprite is clicked.
2) Make games with two sprites where touching increases the score and moves the sprites.
3) Add a time limit to games by using a countdown variable that stops the game after 60 seconds.
This document provides instructions for a Scratch lesson where students will make a character dance. Students will change the background, import a sprite with multiple costumes, and add a script to alternate between costumes using a forever loop and wait command. More advanced students will move the sprite using keyboard controls. The lesson teaches skills like changing backgrounds, importing costumes, using loops and waits to create an animation, and moving sprites with keyboard controls.
The document provides instructions for a Scratch coding lesson. It teaches students how to:
1) Write scripts that run when a sprite touches a particular color or another sprite using "If" and "Touching" blocks.
2) Have one sprite chase the mouse pointer around the screen and another bounce off edges.
3) Rename sprites and have one change color when touching the other, making the game more complex by adding sprites and effects.
This document provides instructions for a Scratch lesson that teaches students how to control sprites using scripts. The lesson objectives are to make a sprite follow the mouse pointer and use the pen tool to draw shapes. Students will practice using forever loops and scripts to move a sprite towards the mouse pointer while leaving a trail. The lesson also includes a maze game where students write scripts to guide a monster through a maze.
This document provides instructions for a Scratch lesson that teaches students how to code the movement of sprites. The objective is for students to write code to move a sprite by changing its look, making it move, and adding additional sprites with varying movement speeds. Students will create a computer game and test each other's games. They will learn to add and delete sprites, make sprites move at different speeds and in response to different keyboard buttons, and use loops and conditions to control sprite movement and stopping.
The document summarizes the agenda and goals of a Scratch programming workshop. The workshop aims to introduce participants to Scratch through hands-on experience creating animations and games. Key activities include designing original animations, completing a collaborative "Reach the Beach" challenge, and working in teams to design sprites for a collaborative game. The document emphasizes developing computational thinking skills through creative exploration and sharing of Scratch projects.
This document provides an introduction to programming and the Scratch programming language for 6th grade students. It explains that programming languages allow users to tell computers what to do through coded instructions. It then outlines some basic Scratch programming elements like sprites, costumes, statements, Boolean expressions, conditions, loops, variables, threads and events. The goal of the lesson is for students to understand why programming languages are used, identify Scratch elements, and use Scratch to create a holiday greeting card.
This document discusses the development of digital citizenship programs in schools. It explores how concerns about new technologies used by youth have historically mirrored each other over generations. The document then examines frameworks for digital citizenship education, comparing approaches from Ribble and Bailey and from MICDS. It outlines components of Simple K12's PS21 program and lessons on effectively teaching digital citizenship.
Etude de l'association La Rigole menée par Julien Chapeau sur les relations entre la permaculture et l'agriculture avec des entretiens avec les acteurs majeurs de la permaculture en France.
This document provides project ideas and guidance for creating projects in Scratch. It includes ideas for interactive stories, games, art projects and more. Each project idea includes steps and relevant blocks to use. It also has sections highlighting blocks for specific types of projects like stories, games, arts projects and more. The goal is to provide inspiration and guidance for creating a variety of projects in Scratch.
This document introduces Scratch, a programming language from MIT that allows users to create interactive stories, games, music and art. It provides links to download and install Scratch, learn about its development environment, get support, and view example projects. It also explains how to create an account and share projects on the Scratch website community.
This document outlines the stages for completing a Scratch project. It includes 6 stages: 1) deciding on an idea, 2) planning, 3) development, 4) testing, 5) evaluating, and 6) feedback. Some examples of past student projects include a virtual aquarium, house made of shapes, and car maze game. The goals are to understand programming is done in stages, and to analyze, design, create, test, and evaluate a Scratch project.
This document provides instructions for creating animations and games using the Scratch programming environment. It includes 17 lessons that guide the reader from basic animation and sprite creation to more advanced concepts like scrolling games and storytelling animations. The first few lessons explain how to use the Scratch interface and tools to create sprites with different costumes and make them dance or move to music. Later lessons demonstrate how to incorporate sound effects, create scrolling backgrounds, and program basic game mechanics. The document aims to teach Scratch concepts progressively from simple to more complex projects.
This document provides an introduction to using Scratch, a visual programming environment, on the Raspberry Pi. It discusses the basics of Scratch including moving sprites, animation with loops, using a maths cat sprite for calculations, programming artificial intelligence, and creating games. The guide is designed for beginners aged 8 and up and provides files and examples on the SD card to help with the exercises. It aims to teach basic computer science concepts through interactive projects while having fun exploring programming.
Here are the steps to draw your own background in Scratch:
1. Click on the stage in the Sprite List (bottom-right of the screen).
2. Click on the Backgrounds tab for the stage and click on the Edit button.
3. The Paint Editor will open. Draw a stage for your sprite using the various drawing tools.
4. When finished, click OK.
5. You can edit the background further by clicking Edit again in the future.
Alternatively, you can import a ready-made background by:
1. Selecting Stage then Backgrounds.
2. Click on the Import button.
3. Browse through the available backgrounds and
This document provides a tutorial for using Scratch 3.0, an online visual programming language. Section 1 introduces Scratch and demonstrates how to create basic scripts using blocks to control sprites. It shows how to add inputs, variables, conditional statements, and delays. Section 2 will cover creating a game with multiple sprites, movement logic, and sound effects. Section 3 discusses extension exercises, additional resources, and opportunities for student assessment related to the Australian curriculum standards.
Scratch is a free, online programming language developed by MIT that allows users to create interactive stories, games, music and animations. Users can download the Scratch software to create programs using block-based coding, then upload and share their projects online for feedback from other users. The document provides an overview of how to sign up for an account, add projects to the hosting site, and resources for learning how to use Scratch, including sample programs created by students.
This document provides information about a Scratch programming course, including lesson plans, objectives, and instructions. It summarizes that students should maintain a notebook for the Scratch course with dates, topics, standards and objectives for each lesson. It also describes creating accounts on the Scratch website to work on projects and share them in the classroom. The first chapter covers differentiating between programs and programming, and using blocks like motion to make a sprite move on the screen.
The document discusses using Google Sketch-Up in classrooms. It includes an agenda for a presentation that involves a KWL chart about Sketch-Up, a video tutorial, showing student work, and a discussion on using Sketch-Up. Students are given a task to create a 3D swimming pool in Sketch-Up. Additional features like textures and steps are suggested. Student work is displayed and ways to engage higher-order thinking through design tasks are discussed. Teachers are asked to plan a design task for their class using Sketch-Up.
Scratch To Flex Your Creativity WorkshopKaren VItek
This document provides an agenda for a 3-hour Scratch coding workshop. The agenda includes introductions, an explanation of why coding is important, basics of the Scratch programming language like sprites and blocks, tutorials and projects to complete, and opportunities to share work. Participants will learn programming concepts like debugging and animation through Scratch coding cards and projects, and will have a chance to discuss resources for continuing their coding education.
This document provides guidance for startups preparing a pitch deck for a demo day event in order to raise investment. It recommends developing interesting company content before creating the deck, establishing a clear objective and messages, and telling a compelling story through 5-10 simple, visual slides that each convey their key point within 5 seconds. It also stresses the importance of practicing the delivery to successfully convey the pitch within the 2-5 minute time limit on stage. SketchDeck offers a service to help design effective demo day decks.
This lesson teaches students how to design their own project using the Scratch programming environment. It provides criteria for the project to include multiple sprites, backgrounds, user interaction, variables, costumes for sprites, and imported images. Students are instructed to explore existing Scratch projects for inspiration, then design their sprites, backgrounds and variables. They are asked to justify their design choices and create a storyboard before beginning programming the scripts.
The document describes the process of a Design Sprint, which is a 5-day process for validating new product ideas. It involves gathering user insights, generating ideas, building prototypes, and testing with users. The document then shares an example of running a Design Sprint at Trend Micro to explore solutions for 4 predefined challenges within the constraints of being a mobile solution and having limited development resources and experts' time. It outlines the activities for each day, including defining challenges, brainstorming solutions, prototyping the top idea, and testing with users.
Understanding ScratchX Extensions with JavaScriptDarren Adkinson
First of a two part slideshow that starts you off on the road towards building your own software extension blocks for the Scratch programming environment.
Notes: .
- Contains 39 slides.
- Aimed at experienced Scratch users/teachers with the motivation to learn more.
- Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu
- Please check back for occasional updates/errata.
This document provides an introduction and overview of coding and computational thinking using Scratch 2.0. It discusses why coding is important, provides basics on Scratch including an overview video and tutorials, and presents sample projects and challenges for students including debugging exercises. Resources on Scratch and coding are also listed, along with a quote about seeing coding as a new form of expression and learning.
The document discusses providing a better initial experience for Drupal 8. It suggests targeting new users, collaborators, and developers. Examples include a portfolio site for showcasing work, a simple site for a collaboration, and guidance for developers. The key is connecting users to achievable goals through an easy onramp and examples while keeping the system powerful under the hood. Further exploration of examples and use cases is needed in the research phase.
This document provides a table of contents and instructions for 18 Scratch programming worksheets. The worksheets cover topics such as setting up a Scratch account, exploring the Scratch interface, adding projects to online studios, creating projects using specific blocks or sprites, making sprites interactive, adding sound, and more. Students are guided to experiment with Scratch features and share their projects with others.
This document provides instructions for getting started with Scratch 2.0, an online programming language for creating interactive stories, games, and animations. It explains how to create a new project, add sprites, backdrops and sounds, make sprites move and repeat actions. It also describes how to save and share projects with others online and find additional tips for using Scratch.
This document provides instructions for getting started with Scratch 2.0, an online programming language for creating interactive stories, games, and animations. It explains how to create a new project, add sprites, backdrops and sounds, make sprites move and repeat actions. It also describes how to save and share projects with others online and find additional tips for using Scratch.
This document provides instructions for getting started with Scratch 2.0, an online programming language for creating interactive stories, games, and animations. It explains how to create a new project, add sprites, backdrops and sounds, make sprites move and repeat actions. It also describes how to save and share projects with others online and find additional tips for using Scratch.
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data LakeWalaa Eldin Moustafa
Dynamic policy enforcement is becoming an increasingly important topic in today’s world where data privacy and compliance is a top priority for companies, individuals, and regulators alike. In these slides, we discuss how LinkedIn implements a powerful dynamic policy enforcement engine, called ViewShift, and integrates it within its data lake. We show the query engine architecture and how catalog implementations can automatically route table resolutions to compliance-enforcing SQL views. Such views have a set of very interesting properties: (1) They are auto-generated from declarative data annotations. (2) They respect user-level consent and preferences (3) They are context-aware, encoding a different set of transformations for different use cases (4) They are portable; while the SQL logic is only implemented in one SQL dialect, it is accessible in all engines.
#SQL #Views #Privacy #Compliance #DataLake
End-to-end pipeline agility - Berlin Buzzwords 2024Lars Albertsson
We describe how we achieve high change agility in data engineering by eliminating the fear of breaking downstream data pipelines through end-to-end pipeline testing, and by using schema metaprogramming to safely eliminate boilerplate involved in changes that affect whole pipelines.
A quick poll on agility in changing pipelines from end to end indicated a huge span in capabilities. For the question "How long time does it take for all downstream pipelines to be adapted to an upstream change," the median response was 6 months, but some respondents could do it in less than a day. When quantitative data engineering differences between the best and worst are measured, the span is often 100x-1000x, sometimes even more.
A long time ago, we suffered at Spotify from fear of changing pipelines due to not knowing what the impact might be downstream. We made plans for a technical solution to test pipelines end-to-end to mitigate that fear, but the effort failed for cultural reasons. We eventually solved this challenge, but in a different context. In this presentation we will describe how we test full pipelines effectively by manipulating workflow orchestration, which enables us to make changes in pipelines without fear of breaking downstream.
Making schema changes that affect many jobs also involves a lot of toil and boilerplate. Using schema-on-read mitigates some of it, but has drawbacks since it makes it more difficult to detect errors early. We will describe how we have rejected this tradeoff by applying schema metaprogramming, eliminating boilerplate but keeping the protection of static typing, thereby further improving agility to quickly modify data pipelines without fear.
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...Social Samosa
The Modern Marketing Reckoner (MMR) is a comprehensive resource packed with POVs from 60+ industry leaders on how AI is transforming the 4 key pillars of marketing – product, place, price and promotions.
The Ipsos - AI - Monitor 2024 Report.pdfSocial Samosa
According to Ipsos AI Monitor's 2024 report, 65% Indians said that products and services using AI have profoundly changed their daily life in the past 3-5 years.
Learn SQL from basic queries to Advance queriesmanishkhaire30
Dive into the world of data analysis with our comprehensive guide on mastering SQL! This presentation offers a practical approach to learning SQL, focusing on real-world applications and hands-on practice. Whether you're a beginner or looking to sharpen your skills, this guide provides the tools you need to extract, analyze, and interpret data effectively.
Key Highlights:
Foundations of SQL: Understand the basics of SQL, including data retrieval, filtering, and aggregation.
Advanced Queries: Learn to craft complex queries to uncover deep insights from your data.
Data Trends and Patterns: Discover how to identify and interpret trends and patterns in your datasets.
Practical Examples: Follow step-by-step examples to apply SQL techniques in real-world scenarios.
Actionable Insights: Gain the skills to derive actionable insights that drive informed decision-making.
Join us on this journey to enhance your data analysis capabilities and unlock the full potential of SQL. Perfect for data enthusiasts, analysts, and anyone eager to harness the power of data!
#DataAnalysis #SQL #LearningSQL #DataInsights #DataScience #Analytics
Analysis insight about a Flyball dog competition team's performanceroli9797
Insight of my analysis about a Flyball dog competition team's last year performance. Find more: https://github.com/rolandnagy-ds/flyball_race_analysis/tree/main
Beyond the Basics of A/B Tests: Highly Innovative Experimentation Tactics You...Aggregage
This webinar will explore cutting-edge, less familiar but powerful experimentation methodologies which address well-known limitations of standard A/B Testing. Designed for data and product leaders, this session aims to inspire the embrace of innovative approaches and provide insights into the frontiers of experimentation!
Codeless Generative AI Pipelines
(GenAI with Milvus)
https://ml.dssconf.pl/user.html#!/lecture/DSSML24-041a/rate
Discover the potential of real-time streaming in the context of GenAI as we delve into the intricacies of Apache NiFi and its capabilities. Learn how this tool can significantly simplify the data engineering workflow for GenAI applications, allowing you to focus on the creative aspects rather than the technical complexities. I will guide you through practical examples and use cases, showing the impact of automation on prompt building. From data ingestion to transformation and delivery, witness how Apache NiFi streamlines the entire pipeline, ensuring a smooth and hassle-free experience.
Timothy Spann
https://www.youtube.com/@FLaNK-Stack
https://medium.com/@tspann
https://www.datainmotion.dev/
milvus, unstructured data, vector database, zilliz, cloud, vectors, python, deep learning, generative ai, genai, nifi, kafka, flink, streaming, iot, edge
Predictably Improve Your B2B Tech Company's Performance by Leveraging DataKiwi Creative
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
Open Source Contributions to Postgres: The Basics POSETTE 2024ElizabethGarrettChri
Postgres is the most advanced open-source database in the world and it's supported by a community, not a single company. So how does this work? How does code actually get into Postgres? I recently had a patch submitted and committed and I want to share what I learned in that process. I’ll give you an overview of Postgres versions and how the underlying project codebase functions. I’ll also show you the process for submitting a patch and getting that tested and committed.
1. Getting Started with Scratch 2.0
a daylong exploration of computational creativity
Saturday, March 23, 2013
Hosted by the ScratchEd Team
2. 2
Welcome!
We are thrilled that you have joined us for this daylong exploration of computational creativity
with Scratch.
Whether this is your first experience with Scratch or you have been working with Scratch for a
long time, we hope that you enjoy today’s workshop – which is designed to provide you with
numerous opportunities to explore, play, and create with the Scratch programming language.
This document is your guide for the day. There won’t be any lectures, or anyone standing at the
front of the room asking you to follow along. You will be exploring at your own pace,
supporting the people around you, and asking for help as you need help. You may get through
the whole guide, or just a fraction of it.
We have organized the guide into three parts: Getting Oriented, First Steps, and Going Deeper.
Each part contains a collection of activities – an inventory of questions, ideas, and challenges to
help you build greater fluency and familiarity with Scratch.
Your ScratchEd Team Friends,
Karen, Michelle, Janet, Matt, and Jeff
3. 3
My Scratch 2.0 Exploration Inventory
qPart 1: Getting Oriented
qAccessing the site
qStarting a project
qExploring the project editor
qPart 2: First Steps
qMaking projects
qStep-by-Step introductory project
qAbout Me project
qRemix project
qReflecting on experiences
qPart 3: Going Deeper
qSolving puzzles
qResponding to themes
qExploring features
qBroadcasting
qMaking a block
qCloning
qData
qCamera
qAfterword: Looking Back
qExploring the ScratchEd online community
4. 4
Part 1: Getting Oriented
We are about to begin our journey. Let’s take stock of how we are currently thinking and what
questions we have – and let’s make sure we have everything we need to get started.
q What I currently think Scratch is…
q I can get to the Scratch 2.0 website at beta.scratch.mit.edu
q I can sign in to the Scratch 2.0 website with my account.
q Questions I currently have about Scratch…
5. 5
q I can start a new project.
q I have explored the different parts of the project editor.
q The menu bar
q The cursor tools
q The stage
q The sprites list
q The blocks palette
q The costumes editor
q The sounds editor
q The scripts editor
q The backpack
q The tips window
q Parts of the project editor that I currently have questions about…
6. 6
Part 2: First Steps
There are many ways of getting started with Scratch. In this section, we’ll be trying three
different approaches – (1) step-by-step, (2) open-ended exploration, and (3) remixing – by
creating three different starter projects.
q Project #1: I have completed the “Step-by-Step Intro” that is described in the Tips window.
q Project #2: I have created an “About Me” project.
q I added sprites.
q I made my sprites interactive by adding scripts that enable the sprites to respond to
clicks and key presses.
q I used some of these blocks:
q Project #3: I have created a remix project.
q I chose a project from the “Starter Projects” studio at
http://beta.scratch.mit.edu/studios/190117/ (or I found another project from the online
community as my starter project).
q I studied the project’s code by clicking on the “See Inside” button.
q I created a remix by clicking the “Remix” button in the project editor and changing
the project’s code.
7. 7
When people are getting started with Scratch, they typically run into similar challenges. We’ve
started you off with two common questions. What questions (and answers) would you add?
q Why doesn’t my project work like I think it should?
q What is the difference between sprites and costumes?
q
q
q
q
8. 8
Part 3: Going Deeper
Now that you have explored some of the Scratch fundamentals, it’s time for some deeper
explorations. In this “Going Deeper” section, we offer three strategies for guiding your next
stages of learning and play: (1) Solving puzzles, (2) Responding to themes, and (3) Exploring
features.
Solving puzzles
These puzzles engage some of the more advanced concepts in Scratch that are related to
interactivity. Interactivity is awesome – it’s what differentiates a Scratch project from a still
image or a video. These puzzles don’t have one “right” solution. Try out the puzzles with a
neighbor (or neighbors!) and compare your strategies.
q Whenever you press the B key, the sprite gets a little bigger. Whenever you press the S
key, the sprite gets a little smaller.
q Whenever the sprite hears a loud sound, it changes color.
q Whenever the sprite is in the top 25% of the screen, it says “I like it up here.”
q When the sprite touches something blue, it plays a high note. When the sprite touches
something red, it plays a low note.
q Whenever two sprites collide, one of them says: “Excuse me.”
q Whenever the cat sprite gets near the dog sprite, the dog turns and runs from the cat.
q Whenever you click on the background, a flower appears at that spot.
q Whenever you click on a sprite, all other sprites do a dance.
q Whenever the score reaches 10, the scene (background) changes.
q Whenever you move the mouse-pointer, the sprite follows but doesn't touch the mouse-
pointer.
Responding to themes
Have an idea for a project you would like to build? Looking for some project-making thematic
guidance? Peruse the Scratch online community for ideas of projects to create or remix – the
“Explore” part of the site (http://beta.scratch.mit.edu/explore/) is particularly useful.
Or start out with one of these thematic projects:
q Six word memoirs
q Mazes
q Greeting cards
q Interactive quizzes
9. 9
Exploring features
There are many advanced features to explore in Scratch – and intriguing features that are new to
Scratch 2.0. In this section, you will have the opportunity to explore five of these features:
q broadcasting,
q making a block (new to 2.0)
q cloning (new to 2.0)
q data (cloud data is new to 2.0)
q camera (new to 2.0)
For each of the features, we have included an overview of the feature, a sampling of the blocks
involved, a basic video tutorial of how it works, links to more complex examples, encouragement
to build or remix a project using the feature, and questions for further inquiry and reflection.
Feature #1: Broadcasting
Overview
Using the broadcasting feature, you can send messages between sprites.
Blocks
Basic Example
Video tutorial available at http://vimeo.com/62473683
More Examples
Collection of sample projects available at http://beta.scratch.mit.edu/studios/191536
Time to Experiment
Investigate broadcasting in one of the examples.
Try using broadcasting in a new project or remix an example.
Search for other projects using broadcasting on the website.
10. 10
Time to Reflect
How else can you imagine broadcasting being used?
How would you explain broadcasting to someone else?
What are you still wondering about broadcasting?
Feature #2: Making a block
Overview
With Scratch 2.0, you can now define your own blocks.
Blocks
Basic Example
Video tutorial available at http://vimeo.com/62472894
More Examples
Collection of sample projects available at http://beta.scratch.mit.edu/studios/190107
Time to Experiment
Investigate making a block in one of the examples.
Try making a new block in a new project or remix an example.
Search for other projects on the website that use custom blocks.
Time to Reflect
How else can you imagine custom blocks being used?
How would you explain making a block to someone else?
What are you still wondering about making a block?
11. 11
Feature #3: Cloning
Overview
What do you do if you want multiple instances of an object in your project? In Scratch 2.0,
managing many instances is made easier with the cloning feature.
Blocks
Basic Example
Video tutorial available at http://vimeo.com/62472896
More Examples
Collection of sample projects available at http://beta.scratch.mit.edu/studios/190120
Time to Experiment
Investigate cloning in one of the examples.
Try using cloning in a new project or remix an example.
Search for other projects using cloning on the website.
Time to Reflect
How else can you imagine cloning being used?
How would you explain cloning to someone else?
What are you still wondering about cloning?
12. 12
Feature #4: Data
Overview
Keep track of numbers and strings using data – in variables (individual numbers or strings) and
lists (collections of numbers and/or strings). And, new to Scratch 2.0, have persistent data with
the cloud variable feature.
Blocks
Basic Example
Video tutorial available at http://vimeo.com/62472895
More Examples
Collection of sample projects available at http://beta.scratch.mit.edu/studios/191535/
Time to Experiment
Investigate the use of cloud data variables in one of the examples.
Try using cloud variables in a new project or remix an example.
Search for other projects using cloud variables on the website.
Time to Reflect
How else can you imagine cloud data being used?
How would you explain cloud data to someone else?
What are you still wondering about cloud data?
13. 13
Feature #5: Camera
Overview
With Scratch 2.0, you can use your computer’s camera to interact with your creations – think
Microsoft Kinect meets Scratch!
Blocks
Basic Example
Change the values to
experiment with the
sensitivity of the video
camera
Experiment with
different blocks or
sounds to see what the
video camera can
trigger
14. 14
More Examples
Motion sensor test – http://beta.scratch.mit.edu/projects/10054960/
Interactive ball pit – http://beta.scratch.mit.edu/projects/10071109/
Burglar alarm – http://beta.scratch.mit.edu/projects/10052902/
Collection of sample projects available at http://beta.scratch.mit.edu/studios/190118
Time to Experiment
Investigate the camera feature in one of the examples.
Try using the camera in a new project or remix an example.
Search for other projects using the camera on the website.
Time to Reflect
How else can you imagine the camera being used?
How would you explain the camera feature to someone else?
What are you still wondering about the camera feature?
Change the values to
get the sensitivity level
you want
Experiment with the
video motion block
and green “Operator”
blocks to trigger
actions
Experiment with
different commands in
the dropdown lists to
see how they affect
your sprite
15. 15
Afterword: Looking Back
We are about to end our journey. Let’s revisit how we are thinking and what questions we have.
q How my thinking about Scratch has changed…
q Questions I have about Scratch…
We hope to see you at future events – and online.
q I have explored the ScratchEd online community at http://scratch-ed.org