This Business English lesson plan on cybersecurity has been designed for business professionals or other adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

Modeling of the control processes in conventional and high-speed data communication networks. Develops and utilizes elementary concepts from queueing theory, algorithms, linear and nonlinear programming to study the problems of line and network protocols, distributed algorithms, quasi-static and dynamic routing, congestion control, deadlock prevention. Treats local and wide-area networks, and high-speed electronic and optical networks. Focuses on the fundamentals of data communication networks. One goal is to give some insight into the rationale of why networks are structured the way they are today and to understand the issues facing the designers of next-generation data networks. Much of the course focuses on network algorithms and their performance. Students are expected to have a strong mathematical background and an understanding of probability theory. Topics discussed include: layered network architecture, Link Layer protocols, high-speed packet switching, queueing theory, Local Area Networks, and Wide Area Networking issues, including routing and flow control.

Data Science is a slide deck for the intended use of building educator awareness of and capacity in Data Science. The slide deck contains hyperlinks to videos, webpages, and pdfs; as well as engagement strategies to facilitate group learning.

In computing education, designing equitable and authentic learning experiences requires a conscious effort to take into account the characteristics of all learners and their social environments. Doing this allows teachers to address topics that are relevant to a diverse range of learners. To support computing and computer science teachers with this work, we’re now sharing a practical guide document for culturally responsive teaching in schools.

These lesson ideas can be used to teach the key Digital Technology concepts.

Note: This book was written in 1999 and last updated in 2003. Since then technologies have changed so the non-conceptual and more technical parts of the book may be out of date.Why Yet Another Textbook (WYAT)?There are many excellent introductory information systems (IS) texts on the market. Why then produce our own text? Interestingly enough, when we sat down to critically review the first year Information Systems curriculum, the very last thing that we wanted was to get involved in writing yet another text. But after we had set the broad educational goals, the curriculum content and educational approach, we found that no textbook fitted our objectives or approach. Briefly, the following considerations forced us to fire up our word processor and compile the text you find in front of you.Technology Bias. A frequent criticism of the introductory information systems curricula is that many have a very strong technological bias: many courses are an in-depth treatment of hardware and software concepts with an avalanche of buzzwords, often reflecting some computer science origins. Although a sound understanding of the technology that underlies information systems is critical, this technology is subject to significant change and seems to receive a disproportionately large amount of attention. This is particularly prevalent in many of the American textbooks that we considered for this course: they all seem to be an "Introduction to Computers" rather than an "Introduction to Information Systems". We wondered where the broader scientific contexts are in these, admittedly very well illustrated but quickly out-dated, documentaries of computer technologies. This is in sharp contrast to a number of European and Australasian texts, some of which relegate all the technology concepts to a single chapter or even a mere appendix at the end of the book! We needed something of a balance between these two extremes. We hope that the three roughly equal sections (scientific, technological and organisational contexts) in this will provide a sufficiently balanced approach to the study of information systems. We wish to provide students with a sound technical understanding but also let them take into account the more philosophical, scientific and organisational aspects of information systems.Depth of Treatment. We needed a text where the conceptual or theoretical component would be equivalent to roughly half of a one-semester course. Most textbooks on the market are intended for full or half-year courses. A frequent comment, even of the newer "trimmed-down editions", is that there is just too much material. Students with little or no previous exposure to computer jargon especially despair when confronted with the many new terms and acronyms. In addition, many of these technologies may be outdated by the time the students have completed their studies. By limiting ourselves to twelve chapters and setting strict limits to the length of each chapter, we hope to stem the "information overload" without compromising the academic standard. We carefully considered "need to know" versus "nice to know". A good example of the latter are the typical detailed historical notes on historical devices such as the abacus, Babbage or ENIAC.Educational Approach. Contrary to our expectations, past student evaluations showed that the textbook previously use, a well-written American one with excellent colour photographs and illustrations, was not well received and lectures based on the textbook were judged to be "boring". It is clear that a different educational approach was needed, perhaps due to our unique South African circumstances. Based on our experiences, we hope that a participatory learning approach will make the "theoretical" section come more alive and replace the rote learning with genuine understanding. The integral part of this text is therefore in the supporting materials: readings, case studies, class assignments and group exercises.Cost. Although not a decisive factor, we also considered the fact that many students face financial constraints. By producing a local textbook, we hope to beat the exchange rate fluctuations.This text consist of twelve chapters, which can be grouped roughly into the following three sections.The scientific context: a review of the fundamental scientific concepts on which IS builds: what is information, what is a system and what are information systems.The technological context: an overview of relevant technology: hardware, software and communications technology.The organisational context: the development and deployment of information systems as well as some wider societal concerns.It is important that this text not be seen separate from the practical worksheets, case studies, videos and group work, which will be provided in the lectures. The intention of these additional materials is to enhance the educational process through participatory learning units: you learn best when doing.It is also our conviction that university students need to be introduced from the first year to academic pluralism: too often undergraduate students get the impression that there is a single correct approach or, even worse, that most problems have only one correct solution or answer. This text is therefor supplemented with additional readings, culled from the world-wide web, in which we hope to expose students to different views of the material presented in the concepts part.

This course intends to provide a rigorous introduction to the most important research results in the area of distributed algorithms, and prepare interested students to carry out independent research in distributed algorithms. Topics covered include: design and analysis of concurrent algorithms, emphasizing those suitable for use in distributed networks, process synchronization, allocation of computational resources, distributed consensus, distributed graph algorithms, election of a leader in a network, distributed termination, deadlock detection, concurrency control, communication, and clock synchronization. Special consideration is given to issues of efficiency and fault tolerance. Formal models and proof methods for distributed computation are also discussed.

The course addresses dynamic systems, i.e., systems that evolve with time. Typically these systems have inputs and outputs; it is of interest to understand how the input affects the output (or, vice-versa, what inputs should be given to generate a desired output). In particular, we will concentrate on systems that can be modeled by Ordinary Differential Equations (ODEs), and that satisfy certain linearity and time-invariance conditions. We will analyze the response of these systems to inputs and initial conditions. It is of particular interest to analyze systems obtained as interconnections (e.g., feedback) of two or more other systems. We will learn how to design (control) systems that ensure desirable properties (e.g., stability, performance) of the interconnection with a given dynamic system.

Treatment of electromechanical transducers, rotating and linear electric machines. Lumped-parameter electromechanics of interaction. Development of device characteristics: energy conversion density, efficiency; and of system interaction characteristics: regulation, stability, controllability, and response. Use of electric machines in drive systems. Problems taken from current research. This course explores concepts in electromechanics, using electric machinery as examples. It teaches an understanding of principles and analysis of electromechanical systems. By the end of the course, students are capable of doing electromechanical design of the major classes of rotating and linear electric machines and have an understanding of the principles of the energy conversion parts of Mechatronics. In addition to design, students learn how to estimate the dynamic parameters of electric machines and understand what the implications of those parameters are on the performance of systems incorporating those machines.

6.641 examines electric and magnetic quasistatic forms of Maxwell's equations applied to dielectric, conduction, and magnetization boundary value problems. Topics covered include: electromagnetic forces, force densities, and stress tensors, including magnetization and polarization; thermodynamics of electromagnetic fields, equations of motion, and energy conservation; applications to synchronous, induction, and commutator machines; sensors and transducers; microelectromechanical systems; propagation and stability of electromechanical waves; and charge transport phenomena.

Subject on electromagnetic wave theory, emphasizing mathematical approaches, problem solving, and physical interpretation. Topics include: equivalence principle, duality and complementarity, Huygens' principle, Fresnel and Fraunhofer diffraction, dyadic Green's functions, Lorentz transformation, and Maxwell-Minkowski theory. Examples deal with limiting cases of Maxwell's theory and diffraction and scattering of electromagnetic waves.

This course introduces the theory of error-correcting codes to computer scientists. This theory, dating back to the works of Shannon and Hamming from the late 40's, overflows with theorems, techniques, and notions of interest to theoretical computer scientists. The course will focus on results of asymptotic and algorithmic significance. Principal topics include: Construction and existence results for error-correcting codes. Limitations on the combinatorial performance of error-correcting codes. Decoding algorithms. Applications in computer science.

This course considers the interaction between law, policy, and technology as they relate to the evolving controversies over control of the Internet. In addition, there will be an in-depth treatment of privacy and the notion of "transparency" -- regulations and technologies that govern the use of information, as well as access to information. Topics explored will include: Legal Background for Regulation of the Internet Fourth Amendment Law and Electronic Surveillance Profiling, Data Mining, and the U.S. PATRIOT Act Technologies for Anonymity and Transparency, The Policy-Aware Web

Students are introduced to the concepts of digital organisms and digital evolution. They learn about the research that digital evolution software makes possible, and compare and contrast it with biological evolution.

A hypothetical scenario is introduced in which the class is asked to apply their understanding of the forces that drive natural selection to prepare a proposal along with an environmental consulting company to help clean up an area near their school that is contaminated with trichloroethylene (TCE). Students use the Avida-ED software application to test hypotheses for evolving (engineering) a strain of bacteria that can biodegrade TCE, resulting in a non-hazardous clean-up solution. Conduct this design challenge activity after completion of the introduction to digital evolution activity, Studying Evolution with Digital Organisms.

Electrical and computer engineering students take this in the second semester of their freshman year, just before their first circuits course. Students electing to take this course have completed one semester of calculus, computer programming, chemistry, and humanities. Concurrently with this course, students take physics and a second semester of calculus, as well as a second semester in the humanities.

Students design and create flow charts for the MIT App Inventor tutorials in this computer science activity about program analysis. In program analysis, which is based on determining the behavior of computer programs, flow charts are an important tool for tracing control flow. Control flow is a graphical representation of the logic present in a program and how the program works. Students work through tutorials, design and create flow charts about how the tutorials function, and present their findings to the class. In their final assessment, they create an additional flow chart for an advanced App Inventor tutorial. This activity prepares students with the knowledge and skills to use App Inventor in the future to design and create Android applications.

Inspired by the work of the architect Antoni Gaudi, this research workshop will explore three-dimensional problems in the static equilibrium of structural systems. Through an interdisciplinary collaboration between computer science and architecture, we will develop design tools for determining the form of three-dimensional structural systems under a variety of loads. The goal of the workshop is to develop real-time design and analysis tools which will be useful to architects and engineers in the form-finding of efficient three-dimensional structural systems.

Foundations of Computation is a free textbook for a one-semester course in theoretical computer science. It has been used for several years in a course at Hobart and William Smith Colleges. The course has no prerequisites other than introductory computer programming. The first half of the course covers material on logic, sets, and functions that would often be taught in a course in discrete mathematics. The second part covers material on automata, formal languages, and grammar that would ordinarily be encountered in an upper level course in theoretical computer science.

This course will provide a gentle, yet intense, introduction to programming using Python for highly motivated students with little or no prior experience in programming. The course will focus on planning and organizing programs, as well as the grammar of the Python programming language. The course is designed to help prepare students for 6.01 Introduction to EECS. 6.01 assumes some knowledge of Python upon entering; the course material for 6.189 has been specially designed to make sure that concepts important to 6.01 are covered. This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.