| cu boulder computer science online: Biology Everywhere Melanie Peffer, 2020-02-28 Biology as explained through the lens of how we experience it as part of our daily lives. Written for a trade audience. |
| cu boulder computer science online: Critical Sports Studies Nicholas Villanueva, Jr., 2019-12-05 Critical Sports Studies: A Document Reader provides students with a selection of essays that examine social problems in sport. Readers are challenged to critically consider various topics to better understand how the global phenomenon of sport can lead to challenges both on and off the field. The opening chapter introduces the study of sport in society as an academic discipline. Later chapters cover amateurism in sport, sports and politics, and the role of media in |
| cu boulder computer science online: Statistical Rethinking Richard McElreath, 2018-01-03 Statistical Rethinking: A Bayesian Course with Examples in R and Stan builds readers’ knowledge of and confidence in statistical modeling. Reflecting the need for even minor programming in today’s model-based statistics, the book pushes readers to perform step-by-step calculations that are usually automated. This unique computational approach ensures that readers understand enough of the details to make reasonable choices and interpretations in their own modeling work. The text presents generalized linear multilevel models from a Bayesian perspective, relying on a simple logical interpretation of Bayesian probability and maximum entropy. It covers from the basics of regression to multilevel models. The author also discusses measurement error, missing data, and Gaussian process models for spatial and network autocorrelation. By using complete R code examples throughout, this book provides a practical foundation for performing statistical inference. Designed for both PhD students and seasoned professionals in the natural and social sciences, it prepares them for more advanced or specialized statistical modeling. Web Resource The book is accompanied by an R package (rethinking) that is available on the author’s website and GitHub. The two core functions (map and map2stan) of this package allow a variety of statistical models to be constructed from standard model formulas. |
| cu boulder computer science online: Dialogue Across Difference Patricia Gurin, Biren (Ratnesh) A. Nagda, Ximena Zuniga, 2013-03-15 Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender. First developed in the late 1980s, intergroup dialogues bring together an equal number of students from two different groups – such as people of color and white people, or women and men – to share their perspectives and learn from each other. To test the possible impact of such courses and to develop a standard of best practice, the authors of Dialogue Across Difference incorporated various theories of social psychology, higher education, communication studies and social work to design and implement a uniform curriculum in nine universities across the country. Unlike most studies on intergroup dialogue, this project employed random assignment to enroll more than 1,450 students in experimental and control groups, including in 26 dialogue courses and control groups on race and gender each. Students admitted to the dialogue courses learned about racial and gender inequalities through readings, role-play activities and personal reflections. The authors tracked students’ progress using a mixed-method approach, including longitudinal surveys, content analyses of student papers, interviews of students, and videotapes of sessions. The results are heartening: Over the course of a term, students who participated in intergroup dialogues developed more insight into how members of other groups perceive the world. They also became more thoughtful about the structural underpinnings of inequality, increased their motivation to bridge differences and intergroup empathy, and placed a greater value on diversity and collaborative action. The authors also note that the effects of such courses were evident on nearly all measures. While students did report an initial increase in negative emotions – a possible indication of the difficulty of openly addressing race and gender – that effect was no longer present a year after the course. Overall, the results are remarkably consistent and point to an optimistic conclusion: intergroup dialogue is more than mere talk. It fosters productive communication about and across differences in the service of greater collaboration for equity and justice. Ambitious and timely, Dialogue Across Difference presents a persuasive practical, theoretical and empirical account of the benefits of intergroup dialogue. The data and research presented in this volume offer a useful model for improving relations among different groups not just in the college setting but in the United States as well. |
| cu boulder computer science online: Talking about Leaving Revisited Elaine Seymour, Anne-Barrie Hunter, 2019-12-10 Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among “STEM” majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors’ guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of teaching methods in STEM gateway courses. Pitched to a wide audience, engaging in style, and richly illustrated in the interviewees’ own words, this book affords the most comprehensive explanatory account to date of persistence, relocation and loss in undergraduate sciences. Comprehensively addresses the causes of loss from undergraduate STEM majors—an issue of ongoing national concern. Presents critical research relevant for nationwide STEM education reform efforts. Explores the reasons why talented undergraduates abandon STEM majors. Dispels popular causal myths about why students choose to leave STEM majors. This volume is based upon work supported by the Alfred P. Sloan Foundation Award No. 2012-6-05 and the National Science Foundation Award No. DUE 1224637. |
| cu boulder computer science online: Teaching Crowds John Dron, Terry Anderson, 2014-09-01 Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional classroom learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners. |
| cu boulder computer science online: Practical Software Development Techniques Edward Crookshanks, 2014-11-12 This book provides an overview of tools and techniques used in enterprise software development, many of which are not taught in academic programs or learned on the job. This is an ideal resource containing lots of practical information and code examples that you need to master as a member of an enterprise development team. This book aggregates many of these on the job tools and techniques into a concise format and presents them as both discussion topics and with code examples. The reader will not only get an overview of these tools and techniques, but also several discussions concerning operational aspects of enterprise software development and how it differs from smaller development efforts. For example, in the chapter on Design Patterns and Architecture, the author describes the basics of design patterns but only highlights those that are more important in enterprise applications due to separation of duties, enterprise security, etc. The architecture discussion revolves has a similar emphasis – different teams may manage different aspects of the application’s components with little or no access to the developer. This aspect of restricted access is also mentioned in the section on logging. Theory of logging and discussions of what to log are briefly mentioned, the configuration of the logging tools is demonstrated along with a discussion of why it’s very important in an enterprise environment. |
| cu boulder computer science online: Media and Religion Stewart M. Hoover, Nabil Echchaibi, 2021-07-05 The series Religion and Society (RS) contributes to the exploration of religions as social systems- both in Western and non-Western societies; in particular, it examines religions in their differentiation from, and intersection with, other cultural systems, such as art, economy, law and politics. Due attention is given to paradigmatic case or comparative studies that exhibit a clear theoretical orientation with the empirical and historical data of religion and such aspects of religion as ritual, the religious imagination, constructions of tradition, iconography, or media. In addition, the formation of religious communities, their construction of identity, and their relation to society and the wider public are key issues of this series. |
| cu boulder computer science online: Bayesian Reasoning and Machine Learning David Barber, 2012-02-02 A practical introduction perfect for final-year undergraduate and graduate students without a solid background in linear algebra and calculus. |
| cu boulder computer science online: Mind, Body, World Michael R. W. Dawson, 2013 Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field's immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science. Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science. |
| cu boulder computer science online: Automata and Computability Dexter C. Kozen, 2013-11-11 These are my lecture notes from CS381/481: Automata and Computability Theory, a one-semester senior-level course I have taught at Cornell Uni versity for many years. I took this course myself in thc fall of 1974 as a first-year Ph.D. student at Cornell from Juris Hartmanis and have been in love with the subject ever sin,:e. The course is required for computer science majors at Cornell. It exists in two forms: CS481, an honors version; and CS381, a somewhat gentler paced version. The syllabus is roughly the same, but CS481 go es deeper into thc subject, covers more material, and is taught at a more abstract level. Students are encouraged to start off in one or the other, then switch within the first few weeks if they find the other version more suitaLle to their level of mathematical skill. The purpose of t.hc course is twofold: to introduce computer science students to the rieh heritage of models and abstractions that have arisen over the years; and to dew!c'p the capacity to form abstractions of their own and reason in terms of them. |
| cu boulder computer science online: Automated Machine Learning for Business Kai R. Larsen, Daniel S. Becker, 2021 This book teaches the full process of how to conduct machine learning in an organizational setting. It develops the problem-solving mind-set needed for machine learning and takes the reader through several exercises using an automated machine learning tool. To build experience with machine learning, the book provides access to the industry-leading AutoML tool, DataRobot, and provides several data sets designed to build deep hands-on knowledge of machinelearning. |
| cu boulder computer science online: Introduction to Physical Oceanography Robert H. Stewart, 2009-09 This book is written for college juniors and seniors and new graduate students in meteorology, ocean engineering, and oceanography. It begins with a brief overview of what is known about the ocean. This is followed by a description of the ocean basins, for the shape of the seas influences the physical processes in the water. Next, students will study the external forces, wind and heat, acting on the ocean, and the ocean's response. It also includes the equations describing dynamic response of the ocean. For example, the equations of motion, the influence of earth's rotation, and viscosity. Finally, students consider some particular examples: the deep circulation, the equatorial ocean and El NiE no, and the circulation of particular areas of the ocean. Contents: 1) A Voyage of Discovery. 2) The Historical Setting. 3) The Physical Setting. 4) Atmospheric Influences. 5) The Oceanic Heat Budget. 6) Temperature, Salinity and Density. 7) The Equations of Motion. 8) Equations of Motion with Viscosity. 9) Response of the Upper Ocean to Winds. 10) Geostrophic Currents. 11) Wind Driven Ocean Circulation. 12) Vorticity in the Ocean. 13) Deep Circulation in the Ocean. 14) Equatorial Processes. 15) Numerical Models. 16) Ocean Waves. 17) Coastal Processes and Tides. |
| cu boulder computer science online: Early Modern Visual Culture Peter Erickson, Clark Hulse, 2000-09-12 An interdisciplinary group of scholars applies the reinterpretive concept of visual culture to the English Renaissance. Bringing attention to the visual issues that have appeared persistently, though often marginally, in the newer criticisms of the last decade, the authors write in a diversity of voices on a range of subjects. Common among them, however, is a concern with the visual technologies that underlie the representation of the body, of race, of nation, and of empire. Several essays focus on the construction and representation of the human body—including an examination of anatomy as procedure and visual concept, and a look at early cartographic practice to reveal the correspondences between maps and the female body. In one essay, early Tudor portraits are studied to develop theoretical analogies and historical links between verbal and visual portrayal. In another, connections in Tudor-Stuart drama are drawn between the female body and the textiles made by women. A second group of essays considers issues of colonization, empire, and race. They approach a variety of visual materials, including sixteenth-century representations of the New World that helped formulate a consciousness of subjugation; the Drake Jewel and the myth of the Black Emperor as indices of Elizabethan colonial ideology; and depictions of the Queen of Sheba among other black women present in early modern painting. One chapter considers the politics of collecting. The aesthetic and imperial agendas of a Van Dyck portrait are uncovered in another essay, while elsewhere, that same portrait is linked to issues of whiteness and blackness as they are concentrated within the ceremonies and trappings of the Order of the Garter. All of the essays in Early Modern Visual Culture explore the social context in which paintings, statues, textiles, maps, and other artifacts are produced and consumed. They also explore how those artifacts—and the acts of creating, collecting, and admiring them—are themselves mechanisms for fashioning the body and identity, situating the self within a social order, defining the otherness of race, ethnicity, and gender, and establishing relationships of power over others based on exploration, surveillance, and insight. |
| cu boulder computer science online: Physical Science and Everyday Thinking Fred M. Goldberg, Steve Robinson, Valerie Otero, 2007 |
| cu boulder computer science online: All My Friends Live in My Computer Samira Rajabi, 2021-05-14 All My Friends Live in my Computer combines personal stories, media studies, and interdisciplinary theories to examine case studies from three unique parts of society. From illness narratives among breast cancer patients to political upheaval among Iranian-Americans, this book examines what people do when they go online after they have suffered a trauma. It offers in-depth academic analysis alongside deeply personal stories and case studies to take the reader on a journey through rapidly changing digital/social worlds. When people are traumatized, their worlds stop making sense, and All My Friends Live in My Computer explores how everyday people use social media to try and make a new world for themselves and others who are suffering. Through its attention to personal stories and application of media theory to new contexts, this book highlights how, when given the tools, people will make meaning in creative, novel, and healing ways. |
| cu boulder computer science online: Astronomy Jeffrey O. Bennett, Megan Donahue, Nicholas Schneider, Mark Voit, 2008-06-25 |
| cu boulder computer science online: Fundamentals of Data Visualization Claus O. Wilke, 2019-03-18 Effective visualization is the best way to communicate information from the increasingly large and complex datasets in the natural and social sciences. But with the increasing power of visualization software today, scientists, engineers, and business analysts often have to navigate a bewildering array of visualization choices and options. This practical book takes you through many commonly encountered visualization problems, and it provides guidelines on how to turn large datasets into clear and compelling figures. What visualization type is best for the story you want to tell? How do you make informative figures that are visually pleasing? Author Claus O. Wilke teaches you the elements most critical to successful data visualization. Explore the basic concepts of color as a tool to highlight, distinguish, or represent a value Understand the importance of redundant coding to ensure you provide key information in multiple ways Use the book’s visualizations directory, a graphical guide to commonly used types of data visualizations Get extensive examples of good and bad figures Learn how to use figures in a document or report and how employ them effectively to tell a compelling story |
| cu boulder computer science online: The Electronics of Radio David Rutledge, 1999-08-13 This fascinating book provides a stimulating introduction to analog electronics by analysing the design and construction of a radio transceiver. Essential theoretical background is given along with carefully designed laboratory and homework exercises. The author begins with a thorough description of basic electronic components and simple circuits and goes on to describe the key elements of radio electronics, including filters, amplifiers, oscillators, mixers, and antennas. Laboratory exercises lead the reader through the design, construction, and testing of a popular radio transceiver (the NorCal 40A). A diskette containing the widely known circuit simulation software, Puff, is included in the book. This was the first book to deal with elementary electronics in the context of radio. It can be used as a textbook for introductory analog electronics courses, for more advanced undergraduate classes on radio-frequency electronics, and will also be of great interest to electronics hobbyists and radio enthusiasts. |
| cu boulder computer science online: Ency of Library and Inform Sci 2e V4 (Print) Miriam A. Drake, 2003 A revitalized version of the popular classic, the Encyclopedia of Library and Information Science, Second Edition targets new and dynamic movements in the distribution, acquisition, and development of print and online media-compiling articles from more than 450 information specialists on topics including program planning in the digital era, recruitment, information management, advances in digital technology and encoding, intellectual property, and hardware, software, database selection and design, competitive intelligence, electronic records preservation, decision support systems, ethical issues in information, online library instruction, telecommuting, and digital library projects. |
| cu boulder computer science online: Culturally Sustaining Pedagogies Django Paris, H. Samy Alim, 2017 Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley |
| cu boulder computer science online: A Modern Introduction to Probability and Statistics F.M. Dekking, C. Kraaikamp, H.P. Lopuhaä, L.E. Meester, 2006-03-30 Suitable for self study Use real examples and real data sets that will be familiar to the audience Introduction to the bootstrap is included – this is a modern method missing in many other books |
| cu boulder computer science online: OpenGL Edward Angel, 2008 A presentation of fundamental OpenGL, providing readers with an introduction to essential OpenGL commands as well as detailed listings of OpenGL functions and parameters. The book makes it easy for students to find functions and their descriptions, and supplemental examples are included in every chapter to illustrate core concepts. All chapters concluded with programming exercises. |
| cu boulder computer science online: Computational Lexical Semantics Patrick Saint-Dizier, Evelyn Viegas, 1995-02-24 Lexical semantics has become a major research area within computational linguistics, drawing from psycholinguistics, knowledge representation, and computer algorithms and architecture. Research programs whose goal is the definition of large lexicons are asking what the appropriate representation structure is for different facets of lexical information. Among these facets, semantic information is probably the most complex and the least explored. Computational Lexical Semantics is one of the first volumes to provide models for the creation of various kinds of computerized lexicons for the automatic treatment of natural language, with applications to machine translation, automatic indexing, and database front-ends, knowledge extraction, among other things. It focuses on semantic issues, as seen by linguists, psychologists, and computer scientists. Besides describing academic research, it also covers ongoing industrial projects. |
| cu boulder computer science online: Electronic Resources Ling Yuh W Pattie, Bonnie J Cox, 2020-08-26 The universe of electronic resources is indeed diverse, expansive, intimidating, and unstructured compared to the finite, prepackaged print world upon which the information delivery infrastructure has been constructed. Electronic Resources: Selection and Bibliographic Control addresses the resultant concerns of information professionals as they struggle to define, select, and control electronic resources in libraries and information centers today. This book offers readers an overview of issues and provides a common ground for deliberations and decisionmaking. Librarians and students concerned with the Internet and related issues will appreciate the broad scope and in-depth discussions in Electronic Resources: Selection and Bibliographic Control. From both conceptual and pragmatic standpoints, this book enlightens the reader on such topics as: Internet resources the relationship between OPAC and Internet Standard Generalized Markup Language (SGML) versus USMARC Text Encoding Initiative (TEI) Core Language and the Information Bus Dublin Core Metadata as a discovery/retrieval tool decision-making matrix model e-texts and e-theses digital materials and digital librariesThis book also gives the reader an inside look at a number of specific emerging projects from around the world. Highlighted here are the CATRIONA project from the U.K.--designing an Internet discovery and retrieval system; the ALCUIN project--using traditional infrastructure to handle Internet resources; the Center for Electronic Texts in the Humanities (CETH) and the Electronic Text Center at the University of Virginia; the OCLC Internet Cataloging project; and the National Digital Library Program (NDLP), Encoded Archival Description (EAD), and electronic CIP projects at the Library of Congress.Electronic Resources: Selection and Bibliographic Control clearly illustrates the evolving role of librarian fro |
| cu boulder computer science online: Everything for Everyone Nathan Schneider, 2018-09-11 The origins of the next radical economy is rooted in a tradition that has empowered people for centuries and is now making a comeback. A new feudalism is on the rise. While monopolistic corporations feed their spoils to the rich, more and more of us are expected to live gig to gig. But, as Nathan Schneider shows, an alternative to the robber-baron economy is hiding in plain sight; we just need to know where to look. Cooperatives are jointly owned, democratically controlled enterprises that advance the economic, social, and cultural interests of their members. They often emerge during moments of crisis not unlike our own, putting people in charge of the workplaces, credit unions, grocery stores, healthcare, and utilities they depend on. Everything for Everyone chronicles this revolution -- from taxi cooperatives keeping Uber at bay, to an outspoken mayor transforming his city in the Deep South, to a fugitive building a fairer version of Bitcoin, to the rural electric co-op members who are propelling an aging system into the future. As these pioneers show, co-ops are helping us rediscover our capacity for creative, powerful, and fair democracy. |
| cu boulder computer science online: Talking About Leaving Elaine Seymour, 2000-08-01 This intriguing book explores the reasons that lead undergraduates of above-average ability to switch from science, mathematics, and engineering majors into nonscience majors. Based on a three-year, seven-campus study, the volume takes up the ongoing national debate about the quality of undergraduate education in these fields, offering explanations for net losses of students to non-science majors. Data show that approximately 40 percent of undergraduate students leave engineering programs, 50 percent leave the physical and biological sciences, and 60 percent leave mathematics. Concern about this waste of talent is heightened because these losses occur among the most highly qualified college entrants and are disproportionately greater among women and students of color, despite a serious national effort to improve their recruitment and retention. The authors' findings, culled from over 600 hours of ethnographic interviews and focus group discussions with undergraduates, explain the intended and unintended consequences of some traditional teaching practices and attitudes. Talking about Leaving is richly illustrated with students' accounts of their own experiences in the sciences. This is a landmark study-an essential source book for all those concerned with changing the ways that we teach science, mathematics, and engineering education, and with opening these fields to a more diverse student body. |
| cu boulder computer science online: Perspectives on Mathematics Dennis Almeida, 1995 |
| cu boulder computer science online: Discrete Mathematics and Its Applications Kenneth Rosen, 2016-07-19 |
| cu boulder computer science online: Computer Science Education Research Sally Fincher, Marian Petre, 2004-01-01 This book provides an overview of how to approach computer science education research from a pragmatic perspective. It represents the diversity of traditions and approaches inherent in this interdisciplinary area, while also providing a structure within which to make sense of that diversity. It provides multiple 'entry points'- to literature, to methods, to topics Part One, 'The Field and the Endeavor', frames the nature and conduct of research in computer science education. Part Two, 'Perspectives and Approaches', provides a number of grounded chapters on particular topics or themes, written by experts in each domain. These chapters cover the following topics: * design * novice misconceptions * programming environments for novices * algorithm visualisation * a schema theory view on learning to program * critical theory as a theoretical approach to computer science education research Juxtaposed and taken together, these chapters indicate just how varied the perspectives and research approaches can be. These chapters, too, act as entry points, with illustrations drawn from published work. |
| cu boulder computer science online: Verification, Model Checking, and Abstract Interpretation Ranjit Jhala, David Schmidt, 2011-01-11 This book constitutes the refereed proceedings of the 12th International Conference on Verification, Model Checking, and Abstract Interpretation, VMCAI 2011, held in Austin, TX, USA, in January 2011, co-located with the Symposium on Principles of Programming Languages, POPL 2011. The 24 revised full papers presented together with 4 invited talks were carefully reviewed and selected from 71 initial submissions. The papers showcases state-of-the-art research in areas such as verification, model checking, abstract interpretation and address any programming paradigm, including concurrent, constraint, functional, imperative, logic and object-oriented programming. Further topics covered are static analysis, deductive methods, program certification, debugging techniques, abstract domains, type systems, and optimization. |
| cu boulder computer science online: Encyclopedia of Distributed Learning Anna DiStefano, Kjell Erik Rudestam, Robert Silverman, 2003-11-06 This volume will appeal to a wide array of readers, from novices to those already working in the field. Recommended for all collections. --CHOICE Reference literature has been hard put to keep pace with its (distance learning) changes so the appearance of an Encyclopedia is most welcome. Recommended for academic and public libraries. --LIBRARY JOURNAL In today′s fast-paced world, with multiple demands on time and resources as well as pressures for career advancement and productivity, self-directed learning is an increasingly popular and practical alternative in continuing education. The Encyclopedia of Distributed Learning defines and applies the best practices of contemporary continuing education designed for adults in corporate settings, Open University settings, graduate coursework, and in similar learning environments. Written for a wide audience in the distance and continuing education field, the Encyclopedia is a valuable resource for deans and administrators at universities and colleges, reference librarians in academic and public institutions, HR officials involved with continuing education/training programs in corporate settings, and those involved in the academic disciplines of Education, Psychology, Information Technology, and Library Science. Sponsored by The Fielding Graduate Institute, this extensive reference work is edited by long-time institute members, bringing with them the philosophy and authoritative background of this premier institution. The Fielding Graduate Institute is well known for offering mid-career professionals opportunities for self-directed, mentored study with the flexibility of time and location that enables students to maintain commitments to family, work, and community. The Encyclopedia of Distributed Learning includes over 275 entries, each written by a specialist in that area, giving the reader comprehensive coverage of all aspects of distributed learning, including use of group processes, self-assessment, the life line experience, and developing a learning contract. Topics Covered Administrative Processes Policy, Finance and Governance Social and Cultural Perspectives Student and Faculty Issues Teaching and Learning Processes and Technologies Technical Tools and Supports Key Features * A-to-Z organization plus Reader′s Guide groups entries by broad topic areas * Over 275 entries, each written by a specialist in that area * Comprehensive index and cross-references between entries add to the encyclopedia′s ease of use * Annotated listings for additional resources, including distance learning programs, print and non-print resources, and conferences Advisory Board Tony Bates University of British Columbia Gregory S. Blimling Appalachian State University Ellie Chambers The Open University, U.K. Paul Duguid University of California, Berkeley Kenneth C. Green The Campus Computing Project Linda Harasim Simon Fraser University Sally Johnstone WCET Sara Kiesler Carnegie Mellon University William Maehl Fielding Graduate Institute Michael G. Moore Pennsylvania State University Jeremy Shapiro Fielding Graduate Institute Ralph A. Wolff Executive Director, Western Association of Schools and Colleges |
| cu boulder computer science online: Crisis Information Management Christine Hagar, 2011-11-09 This book explores the management of information in crises, particularly the interconnectedness of information, people, and technologies during crises. Natural disasters, such as the Haiti earthquake and Hurricane Katrina, and 9/11 and human-made crises, such as the recent political disruption in North Africa and the Middle East, have demonstrated that there is a great need to understand how individuals, government, and non-government agencies create, access, organize, communicate, and disseminate information within communities during crisis situations. This edited book brings together papers written by researchers and practitioners from a variety of information perspectives in crisis preparedness, response and recovery. - Edited by the author who coined the term crisis informatics - Provides new technological insights into crisis management information - Contributors are from information science, information management, applied information technology, informatics, computer science, telecommunications, and libraries |
| cu boulder computer science online: Computational Intelligence: A Compendium John Fulcher, 2008-05-28 Computational Intelligence: A Compendium presents a well structured overview about this rapidly growing field with contributions from leading experts in Computational Intelligence. The main focus of the compendium is on applied methods, tried-and-proven as being effective to realworld problems, which is especially useful for practitioners, researchers, students and also newcomers to the field. This state-of- handbook-style book has contributions by leading experts. |
| cu boulder computer science online: Making Math Meaningful Jamie York, Nettie Fabrie, Wim Gottenbos, 2019-05-31 How to Make Math Meaningful? That is one of the greatest challenges for math teachers, particularly in today's world! This Waldorf math curriculum guide provides a developmentally appropriate method for teaching math in grades one through five. |
| cu boulder computer science online: J.UCS The Journal of Universal Computer Science Hermann Maurer, Christian Calude, Arto Salomaa, 2012-12-06 J.UCS is the electronic journal that covers all areas of computer science. The high quality of all accepted papers is ensured by a strict review process and an international editorial board of distinguished computer scientists. The online journal J.UCS is a prototype for modern electronic publishing. Distributed via the Internet, it supports all the search and navigation tools of advanced online systems. This first annual print and CD-ROM archive edition contains all articles published online in J.UCS during 1995. It allows easy and durable access without logging onto the Internet. Uniform citation of papers is guaranteed by identical page numbering and layout of all versions. J.UCS is based on HyperWave (formerly Hyper-G), a networked hypermedia information system compatible with other systems. |
| cu boulder computer science online: The Algorithm Design Manual Steven S. Skiena, 2020-10-05 My absolute favorite for this kind of interview preparation is Steven Skiena’s The Algorithm Design Manual. More than any other book it helped me understand just how astonishingly commonplace ... graph problems are -- they should be part of every working programmer’s toolkit. The book also covers basic data structures and sorting algorithms, which is a nice bonus. ... every 1 – pager has a simple picture, making it easy to remember. This is a great way to learn how to identify hundreds of problem types. (Steve Yegge, Get that Job at Google) Steven Skiena’s Algorithm Design Manual retains its title as the best and most comprehensive practical algorithm guide to help identify and solve problems. ... Every programmer should read this book, and anyone working in the field should keep it close to hand. ... This is the best investment ... a programmer or aspiring programmer can make. (Harold Thimbleby, Times Higher Education) It is wonderful to open to a random spot and discover an interesting algorithm. This is the only textbook I felt compelled to bring with me out of my student days.... The color really adds a lot of energy to the new edition of the book! (Cory Bart, University of Delaware) The is the most approachable book on algorithms I have. (Megan Squire, Elon University) --- This newly expanded and updated third edition of the best-selling classic continues to take the mystery out of designing algorithms, and analyzing their efficiency. It serves as the primary textbook of choice for algorithm design courses and interview self-study, while maintaining its status as the premier practical reference guide to algorithms for programmers, researchers, and students. The reader-friendly Algorithm Design Manual provides straightforward access to combinatorial algorithms technology, stressing design over analysis. The first part, Practical Algorithm Design, provides accessible instruction on methods for designing and analyzing computer algorithms. The second part, the Hitchhiker's Guide to Algorithms, is intended for browsing and reference, and comprises the catalog of algorithmic resources, implementations, and an extensive bibliography. NEW to the third edition: -- New and expanded coverage of randomized algorithms, hashing, divide and conquer, approximation algorithms, and quantum computing -- Provides full online support for lecturers, including an improved website component with lecture slides and videos -- Full color illustrations and code instantly clarify difficult concepts -- Includes several new war stories relating experiences from real-world applications -- Over 100 new problems, including programming-challenge problems from LeetCode and Hackerrank. -- Provides up-to-date links leading to the best implementations available in C, C++, and Java Additional Learning Tools: -- Contains a unique catalog identifying the 75 algorithmic problems that arise most often in practice, leading the reader down the right path to solve them -- Exercises include job interview problems from major software companies -- Highlighted take home lessons emphasize essential concepts -- The no theorem-proof style provides a uniquely accessible and intuitive approach to a challenging subject -- Many algorithms are presented with actual code (written in C) -- Provides comprehensive references to both survey articles and the primary literature Written by a well-known algorithms researcher who received the IEEE Computer Science and Engineering Teaching Award, this substantially enhanced third edition of The Algorithm Design Manual is an essential learning tool for students and professionals needed a solid grounding in algorithms. Professor Skiena is also the author of the popular Springer texts, The Data Science Design Manual and Programming Challenges: The Programming Contest Training Manual. |
| cu boulder computer science online: Proceedings of the 9th International Conference on Computer Supported Collaborative Learning Claire O'Malley, 2009 |
| cu boulder computer science online: Makeology Kylie Peppler, Erica Halverson, Yasmin B. Kafai, 2016-05-20 Makeology introduces the emerging landscape of the Maker Movement and its connection to interest-driven learning. While the movement is fueled in part by new tools, technologies, and online communities available to today’s makers, its simultaneous emphasis on engaging the world through design and sharing with others harkens back to early educational predecessors including Froebel, Dewey, Montessori, and Papert. Makerspaces as Learning Environments (Volume 1) focuses on making in a variety of educational ecosystems, spanning nursery schools, K-12 environments, higher education, museums, and after-school spaces. Each chapter closes with a set of practical takeaways for educators, researchers, and parents. |
| cu boulder computer science online: Essentials of Geographic Information Systems Michael Edward Shin, Jonathan Campbell, Sierra Burkhart, 2022 |
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Our History. FORUM Credit Union has proudly served Central Indiana since 1941 and has experienced tremendous growth by offering innovative services and modern ways to meet …
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