kritr

Understanding disasters like Chernobyl really puts into perspective how quickly things can go wrong with radioactive material. I found the following lecture does a great job outlining the Chernobyl disaster and potential impact of similar disasters, both from a meltdown perspective and understanding the impact of radiation.

https://m.youtube.com/watch?v=Ijst4g5KFN0

https://docs.microsoft.com/en-us/windows/security/threat-pro...

The WinGet github repository has some scripts to setup and install programs inside.

Luckily, I think there’s a lot of community work coming up to make these policies easier to write and more robust.

For example: https://github.com/dburgener/cascade Is a DSL for writing SELinux policy, and seems to aim to provide a better audit tool.

As far as on Windows, autocomplete itself isn’t native, however, the text prediction feature does exist within certain Office apps like Outlook.

Office “Sandboxing” is a thing today.

CS 193 was a very low effort class (1cr), where you could follow the command by command instructions and perform all the tasks necessary to pass.

Unfortunately tools like git, vim, and shells all possess philosophies and concepts that are very hard to grasp without context, and constant use.

We were on multiple occasions told the mantra, add-commit-push, which I will say is enough for basic git usage, but since pretty much none of the subsequent classes used git to any capacity, I would assume many students lost all familiarity within the next semester (Makefiles that automatically git added and pushed code were used for submitting code).

I also think most people were hindered by vim, lacking sufficient instruction but still being presented it as the primary option.

I think if you’re going to implement a similar class / program, the tools really have to have uptake beyond a single course.

Sidenote, the different shell types weren’t covered in my semester, we just used bash / dash.

I did have one question though, are you reliant upon the integrity of the platform upon which you're running your voting application on? In the sense, if I had malware on the phone you were voting from, would that be enough to compromise a system like this? An addition, did you have any plan to identify the voters to make sure you couldn't cast an unlimited number of votes?

Having recently graduated from a high school and currently pursuing my undergrad degree in CS, I think I might be able to offer some degree of insight into pain points people generally faced when starting their college CS degree, and how well high school prepared them for that.

Most of my peers have taken an Intro to CS-A class, which basically went into the AP Java curriculum.

A lot of the struggles I've seen people have when entering CS is struggle in setting up their environments, understanding how the software pieces fit together, and also having the know how to explore beyond the basic coding concepts and actually being able to apply what they've learned to work on a project.

I think a lot of high school Intro to CS classes focus on high level coding concepts (loops / classes / etc) and then some very basic algorithms.

I think actually setting up an environment from scratch (beyond just a basic IDE), like introducing students to the terminal and teaching them how to get around, and then teaching them how to install the software they need to start programming would be incredibly valuable.

For a general information technology class, I think having the history of computing would be nice. Potentially it covers foundations of being able to understand what is a computer device, what sort of things can it do, (load store memory, perform operations, and interface with other items). Then also going over how the internet and other computer concepts work from a high level. And maybe towards the end provide more insight into new computing ideas that are being developed (VR/AI/etc).