Invitation To Computer Science 8th Edition Pdf
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Computational Thinking: A Perspective on Computer Science
This textbook is intended as a textbook for one-semester, introductory computer science courses aimed at undergraduate students from all disciplines. Self-contained and with no prerequisites, it focuses on elementary knowledge and thinking models. The content has been tested in university classrooms for over six years, and has been used in summer schools to train university and high-school teachers on teaching introductory computer science courses using computational thinking. This book introduces computer science from a computational thinking perspective. In computer science the way of thinking is characterized by three external and eight internal features, including automatic execution, bit-accuracy and abstraction. The book is divided into chapters on logic thinking, algorithmic thinking, systems thinking, and network thinking. It also covers societal impact and responsible computing material – from ICT industry to digital economy, from the wonder of exponentiation to wonder of cyberspace, and from code of conduct to best practices for independent work. The book’s structure encourages active, hands-on learning using the pedagogic tool Bloom's taxonomy to create computational solutions to over 200 problems of varying difficulty. Students solve problems using a combination of thought experiment, programming, and written methods. Only 300 lines of code in total are required to solve most programming problems in this book.
Data Conscience
Author: Brandeis Hill Marshall
language: en
Publisher: John Wiley & Sons
Release Date: 2022-08-19
DATA CONSCIENCE ALGORITHMIC S1EGE ON OUR HUM4N1TY EXPLORE HOW D4TA STRUCTURES C4N HELP OR H1NDER SOC1AL EQU1TY Data has enjoyed ‘bystander’ status as we’ve attempted to digitize responsibility and morality in tech. In fact, data’s importance should earn it a spot at the center of our thinking and strategy around building a better, more ethical world. It’s use—and misuse—lies at the heart of many of the racist, gendered, classist, and otherwise oppressive practices of modern tech. In Data Conscience: Algorithmic Siege on our Humanity, computer science and data inclusivity thought leader Dr. Brandeis Hill Marshall delivers a call to action for rebel tech leaders, who acknowledge and are prepared to address the current limitations of software development. In the book, Dr. Brandeis Hill Marshall discusses how the philosophy of “move fast and break things” is, itself, broken, and requires change. You’ll learn about the ways that discrimination rears its ugly head in the digital data space and how to address them with several known algorithms, including social network analysis, and linear regression A can’t-miss resource for junior-level to senior-level software developers who have gotten their hands dirty with at least a handful of significant software development projects, Data Conscience also provides readers with: Discussions of the importance of transparency Explorations of computational thinking in practice Strategies for encouraging accountability in tech Ways to avoid double-edged data visualization Schemes for governing data structures with law and algorithms
Threshold Concepts within the Disciplines
Threshold Concepts within the Disciplines brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education. The foundational principle of threshold concepts is that there are, in each discipline, ‘conceptual gateways’ or ‘portals’ that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them. Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research. Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important ‘being and becoming’ dimension of learning. Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers. The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation.