Think Raku is an introduction to computer science and programming intended for people with little or no experience.

This aim of this book is not primarily to teach Raku, but instead to teach the art of programming, using the Raku language. After having completed this book, you should hopefully be able to write programs to solve relatively difficult problems in Raku, but my main aim is to teach computer science, software programming, and problem solving rather than solely to teach the Raku language itself.

Think Raku is a free book available under a Creative Commons license. Readers are free to copy and distribute the text; they are also free to modify it, which allows them to adapt the book to different needs, and to help develop new material.

Think Stats is an introduction to Probability and Statistics for Python programmers.

*Think Stats emphasizes simple techniques you can use to explore real data sets and answer interesting questions. The book presents a case study using data from the National Institutes of Health. Readers are encouraged to work on a project with real datasets.
*If you have basic skills in Python, you can use them to learn concepts in probability and statistics. Think Stats is based on a Python library for probability distributions (PMFs and CDFs). Many of the exercises use short programs to run experiments and help readers develop understanding.

Students learn basic concepts of robotic logic and programming by working with Boe-Bot robots—a simple programmable robotic platform designed to illustrate basic robotic concepts. Under the guidance of the instructor and a provided lab manual, student groups build simple circuits and write codes to make their robots perform a variety of tasks, including obstacle and light detection, line following and other motion routines. Eight sub-activities focus on different sensors, including physical sensors, phototransistors and infrared headlights. Students test their newly acquired skills in the final activity, in which they program their robots to navigate an obstacle course.

Tic Tac Toe game in Java!in this Java source, students will learn how to develop a simple game for two persons. This game is developed in three versions. The first one does not use an array and only uses primitive variables. The second version uses a 1-dimensional array and the third one uses a 2-dimensional array

Students learn about traffic lights and their importance in maintaining public safety and order. Using a Parallax® Basic Stamp 2 microcontroller, students work in teams on the engineering challenge to build a traffic light with a specific behavior. In the process, they learn about light-emitting diodes (LEDs), and how their use can save energy. Students also design their own requirements based on real-world observations as they learn about traffic safety and work towards an interesting goal within the realm of what is important in practice. Knowledge gained from the activity is directly transferrable to future activities, and skills learned are scalable to more ambitious class projects.

The basic objective of Unified Engineering is to give a solid understanding of the fundamental disciplines of aerospace engineering, as well as their interrelationships and applications. These disciplines are Materials and Structures (M); Computers and Programming (C); Fluid Mechanics (F); Thermodynamics (T); Propulsion (P); and Signals and Systems (S). In choosing to teach these subjects in a unified manner, the instructors seek to explain the common intellectual threads in these disciplines, as well as their combined application to solve engineering Systems Problems (SP). Throughout the year, the instructors emphasize the connections among the disciplines.

Processing information is the hallmark of all modern organizations, which are increasingly digital: absorbing, processing and generating information is a key element of their business.
Being able to interact flexibly and efficiently with the underlying data and software systems is an indispensable skill. Knowledge of the Unix shell and its command-line tools boosts the effectiveness and productivity of software developers, IT professionals, and data analysts.

The Unix tools were designed, written, actively used and refined by the team that defined the modern computing landscape. They allow the performance of almost any imaginable computing task quickly and efficiently by judiciously combining key powerful concepts. The power of Unix tools for exploring, prototyping and implementing big data processing workflows, and software engineering tasks remains unmatched. Unix tools, running on hardware ranging from tiny IoT platforms to supercomputers, uniquely allow an interactive, explorative programming style, which is ideal for the efficient solution of many of the engineering and business analytics problems that we face every day.

Through the use of Unix tools:
- Software developers can quickly explore and modify code, data, and tests.
- IT professionals can scrutinize log files, network traces, performance figures, filesystems and the behavior of processes.
- Data analysts can extract, transform, filter, process, load, and summarize huge data sets.

The course is uniquely based on carefully-selected, interactive walk-through examples that demonstrate how each command operates in practice. The examples that we use involve problems that engineers and analysts face every day.

Students focus on the testing phase of the design process by considering how they have tested computer programs in the past and learning about a new method called JUnit to test programs in the future. JUnit is a testing method that is included with NetBeans (Java) installs or can be downloaded from the web and included in the Java build. Students design tests using JUnit and implement those tests.

This case study is retrieved from the open book Open Data as Open Educational Resources. Case studies of emerging practice.

It explores why and how open data can be used as a material with which to produce engaging challenges for students as they are introduced to programming. Through describing the process of producing the assignments, and learner responses to them, we suggest that open data is a powerful material for designing learning activities because of its qualities of ease of access and authenticity.

In two successive years, forms of open data were used to construct coursework assignments for postgraduate students at the University of Nottingham, UK. The rationale for using open data was to shift the focus towards an outward-looking approach to coding with networks, files and data structures, and to engage students in constructing applications that had real-world relevance.

Python was chosen as the programming language.

The assignment in the first year utilised e-book text files from Project Gutenberg1, and required students to build an e-reader application. In the next year, car park status data, which was made available in a regularly updated form by the city council through their open data initiative2 was used as the basis for an assignment in which students developed a city-wide car park monitoring application.

Students are given a difficult challenge that requires they integrate what they have learned so far in the unit about wait blocks, loops and switches. They incorporate these tools into their programming of the LEGO MINDSTORMS(TM) NXT robots to perform different tasks depending on input from a sound sensor and two touch sensors. This activity helps students understand how similar logic is implemented for other every day device operations via computer programs. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.

After completing the associated lesson, students test their understanding in two programming tasks that utilize LEGO MINDSTORMS(TM) NXT robots and sound/touch sensors. In the first challenge, students become acquainted with wait blocks by designing programs to simply make robots move forward until "hearing" a noise, and then turn left. The second, more challenging activity pushes students to fully understand the potential of wait blocks. They create programs that make the robots change speed several times when a touch sensor is pressed. Students gain practice in the iterative design-program-test-redesign process. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.

Through four lesson and four activities, students are introduced to the logic behind programming. Starting with very basic commands, they develop programming skills while they create and test programs using LEGO MINDSTORMS(TM) NXT robots. Students apply new programming tools move blocks, wait blocks, loops and switches in order to better navigate robots through mazes. Through programming challenges, they become familiar with the steps of the engineering design process. The unit is designed to be motivational for student learning, so they view programming as a fun activity. This unit is the third in a series. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.

Students learn about electric motors and rotational sensors. They learn that motors convert electrical energy to mechanical energy and typically include rotational sensors to enable distance measuring. They also learn the basics about gear trains and gear ratios. Students create a basic program using the LEGO MINDSTORMS(TM) NXT interface to control a motor to move a small robot. Then, through a 10-minute mini-activity, they make measurements and observations to test a LEGO rotation sensor's ability to measure distance in rotations. This prepares them for the associated activity during which they calculate how many wheel rotations are needed to travel a distance. A PowerPoint® presentation, worksheet and pre/post quizzes are provided.

Students are introduced to the basic concepts of computer programs, algorithms and programming. Using a few blindfolds and a simple taped floor maze exercise, students come to understand that computers rely completely upon instructions given in programs and thus programs must be comprehensive and thorough. Then students learn to program using the LEGO MINDSTORMS(TM) NXT software. They create and test basic programs, first using just the LEGO NXT intelligent brick, and then using basic movement commands with the LEGO NXT software on computers. A detailed PowerPoint® presentation, plus a worksheet and pre/post quizzes are provided.

XForms is a World Wide Web Consortium recommendation for creating web forms and web applications. XForms is easy to learn, provides a rich user experience and does not require you to learn JavaScript. There are many different implementations of XForms and this cookbook is designed to work with any of them. A list of implementations is available on the W3C web site.

eXtensible Markup Language (XML) is a widely used computer language for creating and designing pages on the World Wide Web, and for defining other languages with more specialized purposes. This Wikibook provides a detailed description of XML, its origins, its programming, and its uses on the Internet today. This book also provides exercises with which to test the knowledge you have gained through the deliberate study of its contents.

The ZooCoder virtual field trip is an exciting app that combines C#, SQLite databases, and Visual Studio Code within GitHub Codespaces. Its goal? To create a full-stack web application that displays feeding schedules for animals at the Como Zoo in Saint Paul, Minnesota. The app is available in two file formats: SCORM 1.2 and H5P.Import the SCORM or H5P file into your Learning Management System (LMS) to share the virtual field trip app with your students. 

The purpose of this text is to provide a reference for University level assembly language and systems programming courses. Specifically, this text addresses the x86-64 instruction set for the popular x86-64 class of processors using the Ubuntu 64-bit Operating System (OS). While the provided code and various examples should work under any Linux-based 64-bit OS, they have only been tested under Ubuntu 14/16/18 LTS (64-bit).