Cover of Principles of Computer System Design: An Introduction. (Image courtesy of Morgan Kaufman/Elsevier. Used with permission.)
Instructor(s)
Jerome H. Saltzer
M. Frans Kaashoek
To sum it up - when you're designing a joint for maximum strength, use a lap or scarf design (to increase joint area) rather than a butt, and design the parts to prevent stress from being concentrated at a single point. There is one other technique for increasing the strength of a brazed joint, frequently effective in brazing small-part assemblies. The same principles apply to resource centres specialising in other areas. System or design a database, in the same way as it is to plan the layout of the. Systems analysis and objectives (see Section 6.2.1), and remember the tip: Keep It.
Some Description
Instructor(s)
Prof.
As Taught In
Spring 2002
Course Number
2.24
Level
Undergraduate/Graduate
Features
Lecture Notes, Student Work
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Resource Features
Course Description
Principles of Computer System Design: An Introduction is published in two parts. Part I, containing chapters 1-6, is a traditional printed textbook published by Morgan Kaufman, an imprint of Elsevier. Part II, containing chapters 7-11, is available here as an open educational resource.
This textbook, an introduction to the principles and abstractions used in the design of computer systems, is an outgrowth of notes written for 6.033 Computer System Engineering over a period of 40-plus years. Individual chapters are also used in other EECS subjects. There is also a Web site for the current 6.033 class with a lecture schedule that includes daily assignments, lecture notes, and lecture slides. The 6.033 class Web site also contains a thirteen-year archive of class assignments, design projects, and quizzes.
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Special educators show how to design and deliver lessons that are truly inclusive
Developing lesson plans and curriculum for the inclusive classroom is a significant challenge for most generalists - this list of strategies, derived from the wisdom and experience of a team of special educators, gives an easy-to-implement overview of six curricular design strategies that ensure teachers are teaching inclusively.
Classroom Management (315)
Home Schooling and Alternative Education (25)
Curriculum Planning (485)
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Updated: June 9, 2019
Six Principles of Effective Curriculum Design for Inclusion
Big Ideas
Limit the number of new concepts introduced in a lesson, and focus first on the most basic concepts before advancing to the more complex concepts. Be sure that students understand one concept before introducing the second. For example, reserve teaching synonyms until students are firm on the basic concept. The concepts of comparatives and superlatives should be withheld until the basic concepts are clearly established. When introducing comparatives and superlatives, introduce comparatives first; then, after students consistently use comparatives, introduce superlatives.
More Inclusive Classroom Resources
Conspicuous Strategies
Use clear models to teach basic concepts. Use simple language.
Mediated Scaffolding
Limit the number of concepts introduced, and separate those that are likely to be confused. To reduce the language demands, refrain from introducing two new and unfamiliar labels in one day. It is also important to provide sufficient guided practice for the group before progressing to individual turns.
Strategic Integration
When the basic concepts are reliably known by learners, introduce comparative and superlative concepts strategically to build higher-order skills. Higher-order skills will not be useful or reliable if the basic concepts are not firm.
Judicious Review
To really 'know' a concept students must use it frequently and in a variety of concepts. Lessons following the initial lesson should apply new concepts to build up the students' ability to remember and recall the concepts.
Primed Background Knowledge
A frequent limitation of early language programs is using language that learners may not understand. If the objective of the lesson is to introduce the concept big and little, then directions that tell children we will 'compare' objects may not be meaningful. Examine the instructional language carefully to determine whether it will need to be simplified. It is also important to ensure that students have the prerequisite knowledge before using that knowledge in more complex contexts.
*Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons (1999).