Computer Science | Stanford University. Courses. CS 1. C. Introduction to Computing at Stanford. Unit. For those with limited experience with computers or who want to learn more about Stanford's computing environment. Topics include: computer maintenance and security, computing resources, Internet privacy, and copyright law. One- hour lecture/demonstration in dormitory clusters prepared and administered weekly by the Resident Computer Consultant (RCC). Final project. Not a programming course. CS 1. U. Practical Unix. Unit. A practical introduction to using the Unix operating system with a focus on Linux command line skills. Class will consist of video tutorials and weekly hands- on lab sections. The time listed on AXESS is for the first week's logistical meeting only. Topics include: grep and regular expressions, ZSH, Vim and Emacs, basic and advanced GDB features, permissions, working with the file system, revision control, Unix utilities, environment customization, and using Python for shell scripts. Topics may be added, given sufficient interest. Course website: http: //cs. CS 7. Personal Finance for Engineers. Unit. Introduction to the fundamentals and analysis specifically needed by engineers to make informed and intelligent financial decisions. Course will focus on actual industry- based financial information from technology companies and realistic financial issues. Topics include: behavioral finance, budgeting, debt, compensation, stock options, investing and real estate. No prior finance or economics experience required. CS 9. Problem- Solving for the CS Technical Interview. Catalogna. Catalogna, voto tra tensioni. File nonostante i divieti, la polizia.Catalogna, è battaglia nei seggi: la polizia carica, molti feriti. 6 What is the #1 best example of Technical Documentation that you have ever seen? What was it that made it so effective for you? Free online book “Parallel Programming with Microsoft Visual C++: Design Patterns for Decomposition and Coordination on Multicore Architectures” by Colin Campbell. Cognitive Psychology and the Brain. Imagine the following situation: A young man, let’s call him Knut, is sitting at his desk, reading some papers which he needs to. Unit. This course will prepare students to interview for software engineering and related internships and full- time positions in industry. Drawing on multiple sources of actual interview questions, students will learn key problem- solving strategies specific to the technical/coding interview. Students will be encouraged to synthesize information they have learned across different courses in the major. Emphasis will be on the oral and combination written- oral modes of communication common in coding interviews, but which are unfamiliar settings for problem solving for many students. Prerequisites: CS 1. B or X. CS 2. 0. Tensorflow for Deep Learning Research. Units. This course will cover the fundamentals and contemporary usage of the Tensorflow library for deep learning research. Through the course, students will use Tensorflow to build models of different complexity, from simple linear/logistic regression to convolutional neural network and recurrent neural networks with LSTM to solve tasks such as word embeddings, translation, optical character recognition. Students will also learn best practices to structure a model and manage research experiments. Prerequisites: CS2. CS2. 24. D/N. CS 2. A. The Social & Economic Impact of Artificial Intelligence. Unit. Recent advances in computing may place us at the threshold of a unique turning point in human history. Soon we are likely to entrust management of our environment, economy, security, infrastructure, food production, healthcare, and to a large degree even our personal activities, to artificially intelligent computer systems. The prospect of "turning over the keys" to increasingly autonomous systems raises many complex and troubling questions. How will society respond as versatile robots and machine- learning systems displace an ever- expanding spectrum of blue- and white- collar workers? Will the benefits of this technological revolution be broadly distributed or accrue to a lucky few? How can we ensure that these systems respect our ethical principles when they make decisions at speeds and for rationales that exceed our ability to comprehend? What, if any, legal rights and responsibilities should we grant them? And should we regard them merely as sophisticated tools or as a newly emerging form of life? The goal of CS2. 2 is to equip students with the intellectual tools, ethical foundation, and psychological framework to successfully navigate the coming age of intelligent machines. CS 2. 8. Artificial Intelligence, Entrepreneurship and Society in the 2. Century and Beyond. Units. Technical developments in artificial intelligence (AI) have opened up new opportunities for entrepreneurship, as well as raised profound longer term questions about how human societal and economic systems may be reorganized to accommodate the rise of intelligent machines. In this course, closely cotaught by a Stanford professor and a leading Silicon Valley venture capitalist, we will examine the current state of the art capabilities of existing artificial intelligence systems, as well as economic challenges and opportunities in early stage startups and large companies that could leverage AI. We will focus on gaps between business needs and current technical capabilities to identify high impact directions for the development of future AI technology. Simultaneously, we will explore the longer term societal impact of AI driven by inexorable trends in technology and entrepreneurship. The course includes guest lectures from leading technologists and entrepreneurs who employ AI in a variety of fields, including healthcare, education, selfdriving cars, computer security, natural language interfaces, computer vision systems, and hardware acceleration. CS 4. 1. Hap. py Code: The Python Programming Language. Units. The fundamentals and contemporary usage of the Python programming language. Primary focus on developing best practices in writing Python and exploring the extensible and unique parts of Python that make it such a powerful language. Topics include: data structures (e. We will also cover object- oriented design, the standard library, and common third- party packages (e. Time permitting, we will explore modern Python- based web frameworks and project distribution. Prerequisite: 1. 06. B/X or equivalent. Application required. CS 4. 2. Callback Me Maybe: Contemporary Javascript. Units. Introduction to the Java. Script programming language with a focus on building contemporary applications. Course consists of in- class activities and programming assignments that challenge students to create functional web apps (e. Yelp, Piazza, Instagram). Topics include syntax/semantics, event- based programming, document object model (DOM), application programming interfaces (APIs), asynchronous Java. Script and XML (AJAX), j. Query, Node. js, and Mongo. DB. Prerequisite: CS 1. CS 4. 5N. Computers and Photography: From Capture to Sharing. Units. Preference to freshmen with experience in photography and use of computers. Elements of photography, such as lighting, focus, depth of field, aperture, and composition. How a photographer makes photos available for computer viewing, reliably stores them, organizes them, tags them, searches them, and distributes them online. No programming experience required. Digital SLRs and editing software will be provided to those students who do not wish to use their own. CS 4. 9N. Using Bits to Control Atoms. Units. This is a crash course in how to use a stripped- down computer system aboutnthe size of a credit card (the rasberry pi computer) to control as manyndifferent sensors as we can implement in ten weeks, including LEDs, motionnsensors, light controllers, and accelerometers. The ability to fearlesslyngrab a set of hardware devices, examine the data sheet to see how to usenit, and stitch them together using simple code is a secret weapon thatnsoftware- only people lack, and allows you to build many interestingngadgets. We will start with a ``bare metal'' system - -- no operatingnsystem, no support - -- and teach you how to read device data sheetsndescribing sensors and write the minimal code needed to control themn(including how to debug when things go wrong, as they always do). Thisncourse differs from most in that it is deliberately mostly about what andnwhy rather than how - -- our hope is that the things you are able at the endnwill inspire you to follow the rest of the CS curriculum to understandnbetter how things you've used work. Prerequisites: knowledge of the Cnprogramming language. A Linux or Mac laptop that you are comfortablencoding on. CS 5. 0. Using Tech for Good. Units. Students in the class will work in small teams to implement high- impact projects for partner organizations.
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