يتحدث الدرس عن المخاطر التى تهدد امن البيانات و المعلومات
الفرق بين البيانات و المعلومات : البيانات هو شئ ليس له معنى مثل رقم 26 او اسم محمد او عنوان شارع السلام اما المعلومات فهى عبارة عن البيانات بعد معالجتها من خلال الكمبوتير
مثال : محمد عبد الرحمن سنه 26 سنة و يسكن فى شارع السلام .. فهنا تم تحويل البيانات إلى معلومة مفيدة بعد معالجتها
و إذا لاحظت انك عندما يطلب منك فى مكان ما ان تملئ فورم معينه ، فإنه يطلب منك ان تملئ بياناتك و ليس معلوماتك
فإستخدام الكمبيوتر تبدأ بعملية ادخال البيانات للكمبيوتر حتى يقوم بمعالجتها لإستخراج المعلومات

Cybercrime الجريمة الاليكترونية
Identity theft سرقة الهوية
Phishing الاحتيال ( tracking someone in order to retrieve their sensitive personal information)
Hacking الاختراق
Downloading illegal music or movies or programs
Electronic vandalism تخريب, terrorism, and extortion الابتزاز
Illegal interception اعتراض او التجسس of communications
Electronic money launderingغسيل الاموال عن طريق الانترنت

Affective computing can be described as “computing that relates to, arises from or deliberately influences emotions” . Therefore, it is essential to correctly identify and recognize these human emotional reactions in order to improve the interactions between digital devices and their users. People tend to manifest and communicate emotional reactions during human-computer interactions (HCI) that display similarities to emotions reported in human-human interactions (HHI) . Similarities regarding these emotional reactions have been studied in detail. There are only small discernible differences for, e.g., “disgust,” which is significantly more often reported during HHI, whereas “getting annoyed” is more frequently reported during HCI.

This course focuses on the fundamentals of computer algorithms, emphasizing methods useful in practice. Upon successful completion of this course, the student will be able to: explain and identify the importance of algorithms in modern computing systems and their place as a technology in the computing industry; indentify algorithms as a pseudo-code to solve some common problems; describe asymptotic notations for bounding algorithm running times from above and below; explain methods for solving recurrences useful in describing running times of recursive algorithms; explain the use of Master Theorem in describing running times of recursive algorithms; describe the divide-and-conquer recursive technique for solving a class of problems; describe sorting algorithms and their runtime complexity analysis; describe the dynamic programming technique for solving a class of problems; describe greedy algorithms and their applications; describe concepts in graph theory, graph-based algorithms, and their analysis; describe tree-based algorithms and their analysis; explain the classification of difficult computer science problems as belonging to P, NP, and NP-hard classes. (Computer Science 303)

This lesson explores the similarities between how a human being moves/walks and how a robot moves. This allows students to see the human body as a system, i.e., from the perspective of an engineer. It shows how movement results from (i) decision making, i.e., deciding to walk and move, and (ii) implementing the decision by conveying the decision to the muscle (human) or motor (robot).

Students learn about the similarities between the human brain and its engineering counterpart, the computer. Since students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how it parallels that of a computer. Students are also introduced to the "stimulus-sensor-coordinator-effector-response" framework for understanding human and robot actions.

16.225 is a graduate level course on Computational Mechanics of Materials. The primary focus of this course is on the teaching of state-of-the-art numerical methods for the analysis of the nonlinear continuum response of materials. The range of material behavior considered in this course will include: linear and finite deformation elasticity, inelasticity and dynamics. Numerical formulation and algorithms will include: Variational formulation and variational constitutive updates, finite element discretization, error estimation, constrained problems, time integration algorithms and convergence analysis. There will be a strong emphasis on the (parallel) computer implementation of algorithms in programming assignments. At the beginning of the course, the students will be given the source of a base code with all the elements of a finite element program which constitute overhead and do not contribute to the learning objectives of this course (assembly and equation-solving methods, etc.). Each assignment will consist of formulating and implementing on this basic platform, the increasingly complex algorithms resulting from the theory given in class, as well as in using the code to numerically solve specific problems. The application to real engineering applications and problems in engineering science will be stressed throughout.

The purpose of this course is to cultivate an understanding of modern computing technology through an in-depth study of the interface between hardware and software. The student will study the history of modern computing technology before learning about modern computer architecture, then the recent switch from sequential processing to parallel processing. Upon completion of this course, students will be able to: identify important advances that have taken place in the history of modern computing and discuss some of the latest trends in computing industry; explain how programs written in high-level programming language, such as C or Java, can be translated into the language of the hardware; describe the interface between hardware and software and explain how software instructs hardware to accomplish desired functions; demonstrate an understanding of the process of carrying out sequential logic design; demonstrate an understanding of computer arithmetic hardware blocks and floating point representation; explain how a hardware programming language is executed on hardware and how hardware and software design affect performance; demonstrate an understanding of the factors that determine the performance of a program; demonstrate an understanding of the techniques that designers use to improve the performance of programs running on hardware; demonstrate an understanding of the importance of memory hierarchy in computer design and explain how memory design impacts overall hardware performance; demonstrate an understanding of storage and I/O devices, their performance measurement, and redundant array of inexpensive disks (more commonly referred to by the acronym RAID) technology; list the reasons for and the consequences of the recent switch from sequential processing to parallel processing in hardware manufacture and explain the basics of parallel programming. (Computer Science 301)

This course provides introduction to computer graphics algorithms, software and hardware. Topics include: ray tracing, the graphics pipeline, transformations, texture mapping, shadows, sampling, global illumination, splines, animation and color. This course offers 6 Engineering Design Points in MIT's EECS program.

Topics on the engineering and analysis of network protocols and architecture, including: architectural principles for designing heterogeneous networks; congestion control; unicast and multicast routing; wireless and mobile networking; network quality of service; router design; network security; streaming and multicast applications; naming; content distribution; and peer-to-peer networking. Readings from original research papers, industry white papers, and Internet RFCs. Semester-long project and paper.

In order to understand the data step it is helpful to understand the SAS data set. A SAS data set consists of observations and variables, these are respectively the rows and columns of data. Using a database concept, a SAS dataset represents a table with records and fields represented as observations and variables respectively.

Designer Yves Behar digs up his creative roots to discuss some of the iconic objects he's created (the Leaf lamp, the Jawbone headset). Then he turns to the witty, surprising, elegant objects he's working on now -- including the "$100 laptop."

EDICS, or Engineering Design Instructional Computer System, is an interactive multimedia program started in 1981, which consists of three chapters on bearings, rotors and cylinders, lets students with little background in engineering learn about procedures on a computer with text, graphics, animation, sound and diagrams.

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

In this activity, students will use a tutorial on the U.S. Environmental Protection Agency's website to learn about how surface water is treated to make it safe to drink.

In this lesson, students will investigate error. As shown in earlier activities from navigation lessons 1 through 3, without an understanding of how errors can affect your position, you cannot navigate well. Introducing accuracy and precision will develop these concepts further. Also, students will learn how computers can help in navigation. Often, the calculations needed to navigate accurately are time consuming and complex. By using the power of computers to do calculations and repetitive tasks, one can quickly see how changing parameters likes angles and distances and introducing errors will affect their overall result.

This is a guide that should help you on your way to becoming a game developer, no matter what which path you want to take. This book should either help you through each aspect, or redirect you to a place that can. This book has been designed to be 'straight' and 'to the point' to allow you to make the most of your time. If you have found a section of the book that's lacking and you feel like you know enough to write about it, feel free to edit it, it will also help you get a better understanding of the topic.

Through six lesson/activity sets, students learn about the functioning of sensors, both human and robotic. In the activities, student groups use LEGO MINDSTORMS(TM) NXT robots and components to study human senses (sight, hearing, smell, taste, touch) in more detail than in previous units in the series. They also learn about the human made rotation, touch, sound, light and ultrasonic sensors. "Stimulus-sensor-coordinator-effector-response" pathways are used to describe the processes as well as similarities between human/animal and robotic equivalent sensory systems. The important concept of sensors converting/transducing signals is emphasized. Through assorted engineering design challenges, students program the LEGO robots to respond to input from various LEGO sensors. The overall framework reinforces the theme of the human body as a system with sensors that is, from an engineering perspective. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.