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| + | = Theoretical Computer Science = |
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| − | = Cross-Cultural Communication for IT-Specialists = |
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| − | * Course name: |
+ | * Course name: Theoretical Computer Science |
| − | * Course number: |
+ | * Course number: BS-18 |
== Course Characteristics == |
== Course Characteristics == |
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=== Key concepts of the class === |
=== Key concepts of the class === |
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| + | * Automata Theory |
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| − | |||
| + | * Formal Grammars |
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| + | * Computability |
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=== What is the purpose of this course? === |
=== What is the purpose of this course? === |
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| + | A good software developer ignorant of how the mechanics of a compiler works is not better than a good pilot when it comes to fix the engine and he will definitively not be able to provide more than average solutions to the problems he is employed to solve. Like automotive engineering teach us, races can only be won by the right synergy of a good driving style and mechanics. Most importantly, limits of computation cannot be ignored in the same way we precisely know how accelerations, forces and frictions prevent us from racing at an unlimited speed. This course will investigate the prerequisites to understand compilers functioning. Although the act of compilation appears deceptively simple to most of the modern developers, great minds and results are behind the major achievements that made this possible. All starts with the Epimenides paradox (about 600 BC), which emphasizes a problem of self-reference in logic and brings us to the short time window between WWI and WW2 when, in 1936, Alan Turing proved that a general procedure to identify algorithm termination simply does not exist. Another major milestone has been reached by Noam Chomsky in 1956 with his description of a hierarchy of grammars. In this long historical timeframe we can put most of the bricks with which we build modern compilers. The course will be an historical tour through the lives of some of the greatest minds who ever lived on this planet. |
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| − | === Course objectives based on Bloom’s taxonomy === |
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| − | |||
| − | ==== - What should a student remember at the end of the course? ==== |
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| − | By the end of the course, the students should be able to |
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| − | * key conditions for fruitful communication across cultures; |
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| − | * stereotypes and prejudice in different cultures; |
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| − | * non-verbal methods of communication in different cultures; |
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| − | * cultural taboos in formal/informal conversations; |
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| − | * strategies of dealing with cross-cultural misunderstandings. |
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| − | |||
| − | ==== - What should a student be able to understand at the end of the course? ==== |
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| − | By the end of the course, the students should be able to |
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| − | * competences necessary for working in cross-cultural environment; |
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| − | * differences in various cross-cultural dimensions; |
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| − | * strategies of dealing with cross-cultural misunderstandings; |
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| − | * general aspects of formal/informal verbal communication in cross-cultural environment. |
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| − | |||
| − | ==== - What should a student be able to apply at the end of the course? ==== |
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| − | By the end of the course, the students should be able to |
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| − | * methods to identify and combat with cultural shock; |
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| − | * techniques to interpret correctly the cultural values of interlocutors; |
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| − | * strategies of spelling out non-verbal cultural signs typical of their interlocutors; |
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| − | * techniques to overcome cultural bias in themselves and their interlocutors/opponents. |
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| − | * What should a student be able to evaluate at the end of the course? By the |
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| − | * end of the course, the students should be able to evaluate: |
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| − | * level of cultural shock they experience (can experience) in different countries; |
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| − | * their current cross-cultural competence and the way to improve it; |
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| − | * non-verbal signs and symbols to help understand interlocutors from other cultures; |
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| − | * cultural norms and values of interlocutors; |
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| − | * cultural intentions of the parties during negotiations. |
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| − | === Course evaluation === |
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| − | {| class="wikitable" |
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| − | |+ Course grade breakdown |
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| − | |- |
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| − | ! type !! points |
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| − | |- |
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| − | | In-class work (including exercises) || 85 |
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| − | |- |
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| − | | Exams || 15 |
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| − | |} |
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| − | |||
| − | === Grades range === |
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| − | {| class="wikitable" |
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| − | |+ Course grading range |
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| − | |- |
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| − | ! grade !! low !! high |
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| − | |- |
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| − | | A. Excellent || 90 || 100 |
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| − | |- |
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| − | | B. Good || 80 || 89 |
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| − | |- |
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| − | | C. Satisfactory || 70 || 79 |
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| − | |- |
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| − | | D. Poor || 0 || 69 |
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| − | |} |
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| − | === Resources and reference material === |
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| − | == Course Sections == |
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| − | The main sections of the course and approximate hour distribution between them is as follows: |
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Revision as of 11:03, 22 March 2022
Theoretical Computer Science
- Course name: Theoretical Computer Science
- Course number: BS-18
Course Characteristics
Key concepts of the class
- Automata Theory
- Formal Grammars
- Computability
What is the purpose of this course?
A good software developer ignorant of how the mechanics of a compiler works is not better than a good pilot when it comes to fix the engine and he will definitively not be able to provide more than average solutions to the problems he is employed to solve. Like automotive engineering teach us, races can only be won by the right synergy of a good driving style and mechanics. Most importantly, limits of computation cannot be ignored in the same way we precisely know how accelerations, forces and frictions prevent us from racing at an unlimited speed. This course will investigate the prerequisites to understand compilers functioning. Although the act of compilation appears deceptively simple to most of the modern developers, great minds and results are behind the major achievements that made this possible. All starts with the Epimenides paradox (about 600 BC), which emphasizes a problem of self-reference in logic and brings us to the short time window between WWI and WW2 when, in 1936, Alan Turing proved that a general procedure to identify algorithm termination simply does not exist. Another major milestone has been reached by Noam Chomsky in 1956 with his description of a hierarchy of grammars. In this long historical timeframe we can put most of the bricks with which we build modern compilers. The course will be an historical tour through the lives of some of the greatest minds who ever lived on this planet.