Difference between revisions of "IU:TestPage"

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= Mental health: Psychology =
−
= Total virtualization =
  
−
* '''Course name''': Total virtualization
 +
* '''Course name''': Mental health: Psychology
−
* '''Code discipline''': ????
 +
* '''Code discipline''': XXX
−
* '''Subject area''':
+
* '''Subject area''': Behavioral science: psychology
   
 
== Short Description ==
  
== Short Description ==
  +
This course covers the following concepts: Psychohygiene; Mental Health and Life balance; The nature of our emotional processes, emotional burnout; Willpower; Procrastination; Erickson’s principles of thinking; Different practices and tools that help achieve personal goals and maintain comfortable psychological condition.; What is the purpose of this course?; The rhythm of life is very high in the XXI century. Abundance of products and service is available for us as well as abundance of tasks, goals, contacts, responsibilities, contradictory information and at last temptations. Managing with all these stimuluses make a great workload for our psychic (brain), that can lead to some unpleasant consequences such as emotional burnout, high level of anxiety or even panic attacks, periods of apathy or depression, low level of self-esteem and so on. Usual techniques of psychohygiene help cope with high rhythm of life and prevent mental difficulties.; The goal of this course is to introduce basic elements of psychohygiene (care of mental health and well-being) that help students manage all the spheres of their life easier, more effective and with more pleasure.; Students will be provided with knowledge of how our brain works and get the opportunity to try exercises and algorithms, which help improve brain’s work and adaptability to life’s challenges. They will also be given some concept about healthy/ecological way of communication with people.; Course Objectives Based on Bloom’s Taxonomy; What should a student remember at the end of the course?; By the end of the course, the students should be able to remember and recognize:; The main principles and value of psychohygiene (caring about mental health and emotional condition) and life balance.; The nature and particular qualities of emotional life; The nature and working principles of will power; The nature and reasons of procrastination; The nature and signs of healthy communication, personal boundaries; What should a student be able to understand at the end of the course? (5-7 points for bachelors and 4-5 for masters); Why people always need to care about their psychological health and life balance?; How to define their emotions, emotional conditions and the reasons of them; How to prevent emotional burnout; The connection between their minds (type of thinking) and fortune; The features of their will power and personal reasons of procrastination; What should a student be able to apply at the end of the course?; By the end of the course, the students should be able to:; • Identify destructive thoughts (ideas) and reformulate/transform them into constructive/effective ones.; • Identify their emotions and cope with them (live them through ecologically); • Make goals, plans and do the work according to the plan/schedule in time; • Make decisions according to their lifegoals and cope with temptation.; • Understand and apply the principles of healthy self-esteem (healthy attitude towards yourself) and self-boundaries protection.; Course evaluation (Do you have any special weight on the course evaluations of components that affect the assessment of the development of the discipline? By default, it will be as below. If you think it should be different please indicate this in the `Proposed points' column); Table 1: Course grade breakdown; Cooperation Policy and Quotations:; Grades range (Does this class have any particularities of matching the grades with a five-point scale? By default, it will be as below. If you think that should be different, please indicate this in the `Proposed range' column):; Table 2: Course grading range; Resources and reference material; Textbook(s): -; The Full Life. Radislav Gandapas, 2018, АСТ; The Gestalt approach and Eye witness to therapy. F.Perls, Palo Alto, Ca.: Science and Behavior Books, 1973; The Willpower Instinct. Kelly McGonigal, Ph.D., 2011 The USA; The Now Habit. Neil Fiore, Ph.D., 2007; Emotional Intelligence. Daniel Goleman, 1995; Secrets of Open Communication. Sergey Petrushin,; Course Sections; The main sections of the course and approximate hour distribution between them is as follows:.
−  
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
−
* CSE101
  
−
* СSE105
  
−
* CSE112 or CSE118 or CSE420
  
−
* CSE130 or CSE512 or CSE128
  
−
* 22 or CSE804 or CSE809 or CSE812
  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
−
* Basic programming skills.
  
−
* Software architecture
  
−
* Computer architecture
  
−
* Basics of Operating systems
  
   
 
== Course Topics ==
  
== Course Topics ==
Line 29: Line 22:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| The notion of mental health and ways of its maintaining. Psychohygiene. Life balance. ||
−
| Section 1 ||
 
  +
# - The notion of mental health.
−
# The need for virtualization: clouds, IaaS, DaaS, SaaS, PaaS.
  
  +
# - The reasons of psychohygiene.
−
# A virtualization introduction: basic terms, history
  
  +
# - The notion of Life balance and its maintaining
−
# CPU virtualization approaches: emulation, binary recompilation, stabbing, para-virtualization, hardware-assisted technologies
  
−
# Physical memory virtualization issues: compression, swap files, balloons
  
−
# Virtual paging, interrupts and devices, virtual video
  
−
# VM performance
  
−
# VM migration
  
−
# Introduction to containers
  
−
# Dockers
  
 
|-
  
|-
  +
| Managing your emotions: the healthy emotional condition ||
−
| Section 2 ||
 
  +
# -- The notion and functions of emotions
−
# IaaS: Resource distribution (memory, CPU)
  
  +
# - Biological and Social emotions
−
# IaaS: Dynamic power management
  
  +
# - Emotion management
−
# IaaS: Failovers and backups
  
  +
# - Emotional burnout
−
# PaaS: a view from inside
  
  +
|-
−
# PaaS: a revolution driven by microservices
  
  +
| Managing your mindset: effective life thinking ||
−
# Migrating to the cloud: cost, risks and deployment models, choice of cloud providers
  
  +
# - How our minds define our fortune
−
# Security issues of clouds and virtualisation
  
  +
# - The Effective principles of thinking (Erickson’s star)
−
# Cloud storages
  
  +
|-
  +
| Managing your behavior: how to switch on your willpower and cope with procrastination ||
  +
# - “How I choose what to do?”- the notion and nature of willpower
  +
# - Tricks of our mind, connected with willpower and how to overcome them
  +
# - The nature of procrastination and its reasons
  +
# - Self-support as the best way of coping with procrastination
  +
# - The rules of thinking for effective activity
  +
# - Anti-timetable (anti-schedule) and reverse planning
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
The rhythm of life is very high in the XXI century. Abundance of products and service is available for us as well as abundance of tasks, goals, contacts, responsibilities, contradictory information and at last temptations. Managing with all these stimuluses make a great workload for our psychic (brain), that can lead to some unpleasant consequences such as emotional burnout, high level of anxiety or even panic attacks, periods of apathy or depression, low level of self-esteem and so on. Usual techniques of psychohygiene help cope with high rhythm of life and prevent mental difficulties.
−  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
Line 59: Line 54:
 
==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* The main principles and value of psychohygiene (caring about mental health and emotional condition) and life balance.
−
* Differ PaaS from IaaS and SaaS
  
  +
* The nature and particular qualities of emotional life
−
* Explain the basic principles of virtualization
  
  +
* The nature and working principles of will power
−
* Understand difference between containers and virtual machines
  
  +
* The nature and reasons of procrastination
−
* Know criteria of choice between containers and virtual machines for different workloads
  
  +
* The nature and signs of healthy communication, personal boundaries
−
* Know memory management strategies and techniques
  
−
* Remember diffetent virtualization approaches
  
−
* Understand internals of PaaS and argue what is SaaS and what is PaaS
  
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* How to define their emotions, emotional conditions and the reasons of them
−
* Create a container based on cgroups interface
  
  +
* How to prevent emotional burnout
−
* Deploy an application into the cloud infrastructure
  
  +
* The connection between their minds (type of thinking) and fortune
−
* Use PaaS API for debug and monitoring
  
  +
* The features of their will power and personal reasons of procrastination
−
* Tune performance of a virtual machine
  
−
* Estimate cost of public IaaS use vs on-premise deployment
  
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* • Identify destructive thoughts (ideas) and reformulate/transform them into constructive/effective ones.
−
* Make weighted and reasonable architectural choices in virtualization and cloud domain
 
  +
* • Identify their emotions and cope with them (live them through ecologically)
  +
* • Make goals, plans and do the work according to the plan/schedule in time
  +
* • Make decisions according to their lifegoals and cope with temptation.
  +
* • Understand and apply the principles of healthy self-esteem (healthy attitude towards yourself) and self-boundaries protection.
 
== Grading ==
  
== Grading ==
   
Line 86: Line 82:
 
! Grade !! Range !! Description of performance
  
! Grade !! Range !! Description of performance
 
|-
  
|-
−
| A. Excellent || 80-100 || -
 +
| A. Excellent || 90-100 || -
 
|-
  
|-
−
| B. Good || 60-79 || -
 +
| B. Good || 75-89 || -
 
|-
  
|-
−
| C. Satisfactory || 40-59 || -
 +
| C. Satisfactory || 50-74 || -
 
|-
  
|-
−
| D. Fail || 0-39 || -
 +
| D. Poor || 0-49 || -
 
|}
  
|}
   
Line 101: Line 97:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
−
| Assignment/Labs || 70
 +
| Attendance || 50
 
|-
  
|-
−
| Final quiz || 30
 +
| Assesments || 50
  +
|-
  +
| ||
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
−
Participation is important. Showing up is the key to success in this course.<br>If you don’t have a corresponding technical background, please do not hesitate to ask lecturer. If you feel that the gap is deep, request for extra reading.<br>Reading the recommended literature is optional, and will give you a deeper understanding of the material.
  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* The Full Life. Radislav Gandapas, 2018, АСТ
−  
  +
* The Gestalt approach and Eye witness to therapy. F.Perls, Palo Alto, Ca.: Science and Behavior Books, 1973
  +
* The Willpower Instinct. Kelly McGonigal, Ph.D., 2011 The USA
  +
* The Now Habit. Neil Fiore, Ph.D., 2007
  +
* Emotional Intelligence. Daniel Goleman, 1995
  +
* Secrets of Open Communication. Sergey Petrushin,
  +
* Course Sections
  +
* The main sections of the course and approximate hour distribution between them is as follows:
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
−
* Carl Waldspurger, Mendel Rosenblum, “I/O virtualization”, Communications of ACM, 2012
  
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
Line 122: Line 127:
   
 
== Activities and Teaching Methods ==
  
== Activities and Teaching Methods ==
−
{| class="wikitable"
  
−
|+ Teaching and Learning Methods within each section
  
−
|-
  
−
! Teaching Techniques !! Section 1 !! Section 2
  
−
|-
  
−
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1
  
−
|-
  
−
| Project-based learning (students work on a project) || 1 || 1
  
−
|-
  
−
| Modular learning (facilitated self-study) || 1 || 1
  
−
|-
  
−
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1
  
−
|-
  
−
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1
  
−
|}
  
 
{| class="wikitable"
  
{| class="wikitable"
 
|+ Activities within each section
  
|+ Activities within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2
 +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
 
|-
  
|-
−
| Lectures || 1 || 1
 +
| Essay (written based) || 1 || 0 || 0 || 0
 
|-
  
|-
−
| Interactive Lectures || 1 || 1
 +
| Discussions || 1 || 0 || 0 || 0
−
|-
  
−
| Lab exercises || 1 || 1
  
−
|-
  
−
| Discussions || 1 || 1
  
−
|-
  
−
| Written reports || 1 || 1
  
−
|-
  
−
| Cases studies || 0 || 1
  
−
|-
  
−
| Quizzes (written or computer based) || 0 || 1
  
−
|-
  
−
| Simulations and role-plays || 0 || 1
  
 
|}
 
|}
 
== Formative Assessment and Course Activities ==
  
== Formative Assessment and Course Activities ==
Line 163: Line 141:
   
 
==== Section 1 ====
  
==== Section 1 ====
  +
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Individual Assignments || A1: Find the response in Linux kernel source code?<br>Find the VT-x virtualization loop. Specify related functions<br>Find the PF handler || 1
  
−
|}
 
 
==== Section 2 ====
  
==== Section 2 ====
  +
−
{| class="wikitable"
  
  +
==== Section 3 ====
−
|+
 
  +
−
|-
  
  +
==== Section 4 ====
−
! Activity Type !! Content !! Is Graded?
  
  +
−
|-
  
−
| Quiz || 1. Which type of virtualization would you recommend for the following workload? <br>2. Why SMP workload could be slow in virtual machines?<br>3. Which type of vulnerability is more “popular” for virtual machines then for containers? || 1
  
−
|}
 
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
   
 
'''Section 2'''
  
'''Section 2'''
  +
# 1. Why do we need emotions?
  +
# 2. Describe the base emotions and tell how we can manage them.
  +
# 3. Describe the social emotions and tell how we can work with them.
  +
'''Section 3'''
   
  +
'''Section 4'''
  +
# 1. Tell about the part of our brain responsible for Willpower?
  +
# 3. What are our mind tricks, connected with willpower and how to overcome them?
  +
# 4. Describe the possible algorithm of coping with self-blaming.
  +
# 5. Describe the thinking principles for effective activity.
   
 
=== The retake exam ===
  
=== The retake exam ===
Line 188: Line 167:
   
 
'''Section 2'''
  
'''Section 2'''
  +
  +
'''Section 3'''
  +
  +
'''Section 4'''

Revision as of 12:55, 23 November 2022

Mental health: Psychology

  • Course name: Mental health: Psychology
  • Code discipline: XXX
  • Subject area: Behavioral science: psychology

Short Description

This course covers the following concepts: Psychohygiene; Mental Health and Life balance; The nature of our emotional processes, emotional burnout; Willpower; Procrastination; Erickson’s principles of thinking; Different practices and tools that help achieve personal goals and maintain comfortable psychological condition.; What is the purpose of this course?; The rhythm of life is very high in the XXI century. Abundance of products and service is available for us as well as abundance of tasks, goals, contacts, responsibilities, contradictory information and at last temptations. Managing with all these stimuluses make a great workload for our psychic (brain), that can lead to some unpleasant consequences such as emotional burnout, high level of anxiety or even panic attacks, periods of apathy or depression, low level of self-esteem and so on. Usual techniques of psychohygiene help cope with high rhythm of life and prevent mental difficulties.; The goal of this course is to introduce basic elements of psychohygiene (care of mental health and well-being) that help students manage all the spheres of their life easier, more effective and with more pleasure.; Students will be provided with knowledge of how our brain works and get the opportunity to try exercises and algorithms, which help improve brain’s work and adaptability to life’s challenges. They will also be given some concept about healthy/ecological way of communication with people.; Course Objectives Based on Bloom’s Taxonomy; What should a student remember at the end of the course?; By the end of the course, the students should be able to remember and recognize:; The main principles and value of psychohygiene (caring about mental health and emotional condition) and life balance.; The nature and particular qualities of emotional life; The nature and working principles of will power; The nature and reasons of procrastination; The nature and signs of healthy communication, personal boundaries; What should a student be able to understand at the end of the course? (5-7 points for bachelors and 4-5 for masters); Why people always need to care about their psychological health and life balance?; How to define their emotions, emotional conditions and the reasons of them; How to prevent emotional burnout; The connection between their minds (type of thinking) and fortune; The features of their will power and personal reasons of procrastination; What should a student be able to apply at the end of the course?; By the end of the course, the students should be able to:; • Identify destructive thoughts (ideas) and reformulate/transform them into constructive/effective ones.; • Identify their emotions and cope with them (live them through ecologically); • Make goals, plans and do the work according to the plan/schedule in time; • Make decisions according to their lifegoals and cope with temptation.; • Understand and apply the principles of healthy self-esteem (healthy attitude towards yourself) and self-boundaries protection.; Course evaluation (Do you have any special weight on the course evaluations of components that affect the assessment of the development of the discipline? By default, it will be as below. If you think it should be different please indicate this in the `Proposed points' column); Table 1: Course grade breakdown; Cooperation Policy and Quotations:; Grades range (Does this class have any particularities of matching the grades with a five-point scale? By default, it will be as below. If you think that should be different, please indicate this in the `Proposed range' column):; Table 2: Course grading range; Resources and reference material; Textbook(s): -; The Full Life. Radislav Gandapas, 2018, АСТ; The Gestalt approach and Eye witness to therapy. F.Perls, Palo Alto, Ca.: Science and Behavior Books, 1973; The Willpower Instinct. Kelly McGonigal, Ph.D., 2011 The USA; The Now Habit. Neil Fiore, Ph.D., 2007; Emotional Intelligence. Daniel Goleman, 1995; Secrets of Open Communication. Sergey Petrushin,; Course Sections; The main sections of the course and approximate hour distribution between them is as follows:.

Prerequisites

Prerequisite subjects

Prerequisite topics

Course Topics

Course Sections and Topics
Section Topics within the section
The notion of mental health and ways of its maintaining. Psychohygiene. Life balance.
  1. - The notion of mental health.
  2. - The reasons of psychohygiene.
  3. - The notion of Life balance and its maintaining
Managing your emotions: the healthy emotional condition
  1. -- The notion and functions of emotions
  2. - Biological and Social emotions
  3. - Emotion management
  4. - Emotional burnout
Managing your mindset: effective life thinking
  1. - How our minds define our fortune
  2. - The Effective principles of thinking (Erickson’s star)
Managing your behavior: how to switch on your willpower and cope with procrastination
  1. - “How I choose what to do?”- the notion and nature of willpower
  2. - Tricks of our mind, connected with willpower and how to overcome them
  3. - The nature of procrastination and its reasons
  4. - Self-support as the best way of coping with procrastination
  5. - The rules of thinking for effective activity
  6. - Anti-timetable (anti-schedule) and reverse planning

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

The rhythm of life is very high in the XXI century. Abundance of products and service is available for us as well as abundance of tasks, goals, contacts, responsibilities, contradictory information and at last temptations. Managing with all these stimuluses make a great workload for our psychic (brain), that can lead to some unpleasant consequences such as emotional burnout, high level of anxiety or even panic attacks, periods of apathy or depression, low level of self-esteem and so on. Usual techniques of psychohygiene help cope with high rhythm of life and prevent mental difficulties.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • The main principles and value of psychohygiene (caring about mental health and emotional condition) and life balance.
  • The nature and particular qualities of emotional life
  • The nature and working principles of will power
  • The nature and reasons of procrastination
  • The nature and signs of healthy communication, personal boundaries

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • How to define their emotions, emotional conditions and the reasons of them
  • How to prevent emotional burnout
  • The connection between their minds (type of thinking) and fortune
  • The features of their will power and personal reasons of procrastination

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • • Identify destructive thoughts (ideas) and reformulate/transform them into constructive/effective ones.
  • • Identify their emotions and cope with them (live them through ecologically)
  • • Make goals, plans and do the work according to the plan/schedule in time
  • • Make decisions according to their lifegoals and cope with temptation.
  • • Understand and apply the principles of healthy self-esteem (healthy attitude towards yourself) and self-boundaries protection.

Grading

Course grading range

Grade Range Description of performance
A. Excellent 90-100 -
B. Good 75-89 -
C. Satisfactory 50-74 -
D. Poor 0-49 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Attendance 50
Assesments 50

Recommendations for students on how to succeed in the course

Resources, literature and reference materials

Open access resources

  • The Full Life. Radislav Gandapas, 2018, АСТ
  • The Gestalt approach and Eye witness to therapy. F.Perls, Palo Alto, Ca.: Science and Behavior Books, 1973
  • The Willpower Instinct. Kelly McGonigal, Ph.D., 2011 The USA
  • The Now Habit. Neil Fiore, Ph.D., 2007
  • Emotional Intelligence. Daniel Goleman, 1995
  • Secrets of Open Communication. Sergey Petrushin,
  • Course Sections
  • The main sections of the course and approximate hour distribution between them is as follows:

Closed access resources

Software and tools used within the course

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Activities within each section
Learning Activities Section 1 Section 2 Section 3 Section 4
Essay (written based) 1 0 0 0
Discussions 1 0 0 0

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Section 2

Section 3

Section 4

Final assessment

Section 1

Section 2

  1. 1. Why do we need emotions?
  2. 2. Describe the base emotions and tell how we can manage them.
  3. 3. Describe the social emotions and tell how we can work with them.

Section 3

Section 4

  1. 1. Tell about the part of our brain responsible for Willpower?
  2. 3. What are our mind tricks, connected with willpower and how to overcome them?
  3. 4. Describe the possible algorithm of coping with self-blaming.
  4. 5. Describe the thinking principles for effective activity.

The retake exam

Section 1

Section 2

Section 3

Section 4

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