MOOC Research and Innovation

Posted by Maggie Johnson, Director of Education and University Relations

Recently, Tsinghua University and Google collaborated to host the 2014 APAC MOOC Focused Faculty Workshop in Shanghai, China. The workshop brought together 37 professors from 12 countries in APAC, NA and EMEA to share, brainstorm and generate important topics that are of mutual interests in the research behind MOOCs and how to foster MOOC innovation.

During the 2-day workshop, faculty and Googlers shared lessons learned and best practices for the following focus areas:

• Effectiveness of hybrid learning models.
• Topics in adaptive learning and how they can tailor to individual students by Integrating MOOCs into a students timetable / semester / curriculum.
• Standards and practices for interoperability between online learning platforms.
• Current focuses and important topics for future MOOC research.

In addition to discussing these focus areas, here was ample time for participants to brainstorm and discuss innovative research ideas for the next-steps in potential research collaboration. Emerging from these discussions were the following themes identified as important future research topics:

• Adding new interactions to MOOCs including social and gamification
• Building a data & analytics Infrastructure that provides a foundation for personalized learning
• Interoperability across platforms, and providing access to online content for audiences with limited access.

Google is committed to supporting research and innovation in online learning at scale, through both grants and our open source Course Builder platform, and we are excited to pursue potential research collaborations with partner universities to move forward on the topics discussed. Stay tuned for future announcements on research and collaboration aimed at enabling further MOOC innovation.

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Collection of SQL queries with Answer and Output Set 2

Here is a collection or a list of 30 SQL Queries with Answers as well as output. You can write your answer at the text box below each query any time you can see the table structure by clicking on Table Structure. And check your Answer by clicking on Answer. You can test your Skill in SQL. You can also go for an online Quiz in SQL in one of my previous posts: Click here for Quiz. More queries will be added to this post within few days, visit again!!!

Happy learning!!!
Carry on....
You can also share your queries in this site. Use this Link to share your part with the visitors like you.

SQL Query collection: Set1 Set2 Set3 Set 4

Below is the Table Structure using which you have to form the queries:


1) Display THE NUMBER OF packages developed in EACH language.

Table Structure

Write your answer hereAnswer

SELECT DEV_IN AS LANGUAGE,COUNT(TITLE) AS NOOFPACK
FROM SOFTWARE
GROUP BY DEV_IN

2) Display THE NUMBER OF packages developed by EACH person.

Table Structure

Write your answer hereAnswer

SELECT NAME AS PRNAME,COUNT(TITLE)AS NOOFPACK
FROM SOFTWARE
GROUP BY NAME

3) Display THE NUMBER OF male and female programmer.

Table Structure

Write your answer hereAnswer

SELECT SEX,COUNT(NAME) AS NAME
FROM PROGRAMMER
GROUP BY SEX

4) Display THE COSTLIEST packages and HIGEST selling developed in EACH language.

Table Structure

Write your answer hereAnswer

SELECT DEV_IN AS LANGAUGE,MAX(SCOST) AS COSTPACK,MAX(SOLD) AS HIGHPACK
SFROM SOFTWARE
GROUP BY DEV_IN

5) Display THE NUMBER OF people BORN in EACH YEAR.

SELECT TO_CHAR(DOB,YY) AS YEAR,COUNT(NAME) AS PRNO
FROM PROGRAMMER
GROUP BY TO_CHAR(DOB,YY)

Table Structure

Write your answer hereAnswer

6) Display THE NUMBER OF people JOINED in EACH YEAR.

Table Structure

Write your answer hereAnswer

SELECT TO_CHAR(DOJ,YY) AS YEAR,COUNT(NAME) AS PRNO
FROM PROGRAMMER
GROUP BY TO_CHAR(DOJ,YY)

7) Display THE NUMBER OF people BORN in EACH MONTH.

Table Structure

Write your answer hereAnswer

SELECT SUBSTR(DOB,4,3) AS MONTHOFBIRTH,COUNT(NAME) AS PRNO FROM PROGRAMMER
GROUP BY SUBSTR(DOB,4,3)

8) Display THE NUMBER OF people JOINED in EACH MONTH.

Table Structure

Write your answer hereAnswer

SELECT SUBSTR(DOJ,4,3) AS MONTHOFJOIN,COUNT(NAME) AS PRNO
FROM PROGRAMMER
GROUP BY SUBSTR(DOJ,4,3)

9) Display the language wise COUNTS of prof1.

Table Structure

Write your answer hereAnswer

SELECT PROF1 AS LANGUAGE, COUNT(PROF1) AS PROF1COUNT
FROM PROGRAMMER
GROUP BY PROF1

10) Display the language wise COUNTS of prof2.

Table Structure

Write your answer hereAnswer

SELECT PROF2 AS LANGUAGE, COUNT(PROF2) AS PROF2COUNT
FROM PROGRAMMER
GROUP BY PROF2

11) Display THE NUMBER OF people in EACH salary group.

Table Structure

Write your answer hereAnswer

SELECT SALARY,COUNT(NAME) AS PEOPLE
FROM PROGRAMMER
GROUP BY SALARY

12) Display THE NUMBER OF people who studied in EACH institute.

Table Structure

Write your answer hereAnswer

SELECT SPLACE AS INSTITUTE,COUNT(NAME) AS PEOPLE
FROM STUDIES
GROUP BY SPLACE

13) Display THE NUMBER OF people who studied in EACH course.

Table Structure

Write your answer hereAnswer

SELECT COURSE AS STUDY,COUNT(NAME) AS PEOPLE
FROM STUDIES GROUP BY COURSE

14) Display the TOTAL development COST of the packages developed in EACH language.

Table Structure

Write your answer hereAnswer

SELECT DEV_IN AS LANGUAGE,SUM(DCOST) AS TOTCOST
FROM SOFTWARE
GROUP BY DEV_IN

15) Display the selling cost of the package developed in EACH language.

Table Structure

Write your answer hereAnswer

SELECT DEV_IN AS LANGUAGE,SUM(SCOST) AS SELLCOST
FROM SOFTWARE
GROUP BY DEV_IN

16) Display the cost of the package developed by EACH programmer.

Table Structure

Write your answer hereAnswer

SELECT NAME AS PRNAME,SUM(DCOST) AS TOTCOST
FROM SOFTWARE
GROUP BY NAME

17) Display the sales values of the package developed in EACH programmer.

Table Structure

Write your answer hereAnswer

SELECT NAME AS PRNAME, SUM(SCOST*SOLD) AS SALESVAL
FROM SOFTWARE
GROUP BY NAME

18) Display the NUMBER of packages developed by EACH programmer.

Table Structure

Write your answer hereAnswer

SELECT NAME AS PRNAME,COUNT(TITLE) AS TOTPACK
FROM SOFTWARE
GROUP BY NAME

19) Display the sales COST of packages developed by EACH programmer language wise.

Table Structure

Write your answer hereAnswer

SELECT SUM(SCOST) AS SELLCOST
FROM SOFTWARE
GROUP BY DEV_IN

20) Display EACH programmers name, costliest package and cheapest packages developed by Him/Her.

Table Structure

Write your answer hereAnswer

SELECT NAME PRNAME,MIN(DCOST) CHEAPEST,MAX(DCOST) COSTLIEST
FROM SOFTWARE
GROUP BY NAME

21) Display EACH language name with AVERAGE development cost, AVERAGE cost, selling cost and AVERAGE price per copy.

Table Structure

Write your answer hereAnswer

SELECT DEV_IN AS LANGUAGE,AVG(DCOST) AS AVGDEVCOST,AVG(SCOST) AS AVGSELLCOST,AVG(SCOST) AS PRICEPERCPY
FROM SOFTWARE
GROUP BY DEV_IN

22) Display EACH institute name with NUMBER of courses, AVERAGE cost per course.

Table Structure

Write your answer hereAnswer

SELECT SPLACE AS INSTITUTE,COUNT(COURSE) AS NOOFCOURS,AVG(CCOST) AS AVGCOSTPERCOUR
FROM STUDIES
GROUP BY SPLACE

23) Display EACH institute name with NUMBER of students.

Table Structure

Write your answer hereAnswer

SELECT SPLACE AS INSTITUTE,COUNT(NAME) AS NOOFSTUD
FROM STUDIES
GROUP BY SPLACE

24) Display names of male and female programmers.

Table Structure

Write your answer hereAnswer

SELECT NAME AS PRNAME,SEX AS SEX
FROM PROGRAMMER
ORDER BY SEX

25) Display the programmers name and their packages.

Table Structure

Write your answer hereAnswer

SELECT NAME AS PRNAME,TITLE AS PACKAGE
FROM SOFTWARE
ORDER BY NAME

26) Display the NUMBER of packages in EACH language.

Table Structure

Write your answer hereAnswer

SELECT COUNT(TITLE) AS NOOFPACK,DEV_IN AS LANGUAGE
FROM SOFTWARE
GROUP BY DEV_IN

27) Display the NUMBER of packages in EACH language for which development cost is less than 1000.

Table Structure

Write your answer hereAnswer

SELECT COUNT(TITLE) AS NOOFPACK,DEV_IN AS LANGUAGE
FROM SOFTWARE
WHERE DCOST<1000 GROUP BY DEV_IN

28) Display the AVERAGE difference BETWEEN scost and dcost for EACH language.

Table Structure

Write your answer hereAnswer

SELECT DEV_IN AS LANGUAGE,AVG(DCOST - SCOST) AS DIFF
FROM SOFTWARE
GROUP BY DEV_IN

29) Display the TOTAL scost, dcsot and amount TOBE recovered for EACH programmer for whose dcost HAS NOT YET BEEN recovered.

Table Structure

Write your answer hereAnswer

SELECT SUM(SCOST), SUM(DCOST), SUM(DCOST-(SOLD*SCOST))
FROM SOFTWARE
GROUP BY NAME
HAVING SUM(DCOST)>SUM(SOLD*SCOST)

30) Display highest, lowest and average salaries for THOSE earning MORE than 2000.

Table Structure

Write your answer hereAnswer

SELECT MAX(SALARY), MIN(SALARY), AVG(SALARY)
FROM PROGRAMMER
WHERE SALARY > 2000

SQL Query collection: Set1 Set2 Set3 Set 4

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PiAUISuite Update and Voicecommand v3 1

Voicecommand allows you to control your raspberry pi using only your voice. More information and videos on this can be found on my YouTube channel or the original blog posts.

Ive made a couple of key changes and their is a new option for people who want to help with the sox implementation to make the speech recognition more continuous rather than chunk-based.

• The bug in the voicecommand -s hardware has been fixed.
• Allows multilingual support with !lang and !language
• Fixed casing bug when matching multiple variables
• Install, Uninstall, and Update scripts are now seperated by project. So now if you want to only update youtube, just run UpdateAUISuite.sh youtube
• tts and tts-nofill have been combined.
• Moving away from yt.js to browse youtube in the browser. Now adding node.js youtube browsing API. See https://github.com/StevenHickson/RaspberryPiTV
• Building https://github.com/StevenHickson/RaspberryPiTV to work with voicecommand and adding omxcontrols using https://github.com/StevenHickson/omxplayer_fifo
• With the above, this allows a control panel that can control videos, play pandora, browse youtube, control music, and run voicecommand. Note that this is in beta and will require a lot of manual installation as their is no installation or readme yet (Hopefully soon to come).
• Added youtube-dl cron update so that youtube-dl updates automatically every night. Often if someone says the youtube script doesnt work, it is because youtube-dl is out of date and YouTube has updated their security algorithms. Running sudo youtube-dl -U often fixes this problem.
• Added an option in speech-recog.sh to use sox instead of arecord. Simply uncomment out the sox portion and comment the arecord portion in /usr/bin/speech-recog.sh as below:

sox -r 16000 -t alsa $hardware /dev/shm/out.flac silence 1 0.3 1% 1 0.5 1%

wget -q -U "rate=16000" -O - --post-file /dev/shm/out.flac --header="Content-Type: audio/x-flac; rate=16000" "http://www.google.com/speech-api/v1/recognize?lang=en&client=Mozilla/5.0" | sed -e s/[{}]//g| awk -v k="text" {n=split($0,a,","); for (i=1; i<=n; i++) print a[i]; exit } | awk -F: NR==3 { print $3; exit }

#arecord -D $hardware -f cd -t wav -d $duration -r 16000 | flac - -f --best --sample-rate 16000 -o /dev/shm/out.flac 1>/dev/shm/voice.log 2>/dev/shm/voice.log; wget -O - -o /dev/null --post-file /dev/shm/out.flac --header="Content-Type: audio/x-flac; rate=16000" http://www.google.com/speech-api/v1/recognize?lang="$lang" | sed -e s/[{}]//g| awk -v k="text" {n=split($0,a,","); for (i=1; i<=n; i++) print a[i]; exit } | awk -F: NR==3 { print $3; exit }

rm /dev/shm/out.flac



Please let me know how this works for people so I can debug and get this working permanently. 
As always, you can find the install, update, and new YouTube videos at my YouTube channel here:

https://www.youtube.com/channel/UCxa9JQjCl8ij_7za1_sRCVQ/videos





If you are wondering why Ive been so quiet, its because I moved, started grad school at Georgia Tech, and have been doing a technical review for a computer vision book.




Since Im a poor graduate student, please support my tinkering:

Places you can find me

• Facebook
• Google+
• Linkedin
• Blogspot
• Google-Code
• Github
• YouTube
• Twitter
• 
  

Get 10% offsitewide when you shop at

at Yescom USA. Valid until October 2013! Retractable Banner Stand at Yescom USA . Valid until October 2013!

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Sign in to edx org with Google and Facebook and

Posted by John Cox, Software Engineer

Google is passionate about online education. In addition to our own Course Builder project, we’re also partners with edX, a not-for-profit that shares our desire for scalable, quality education for everyone. Their software, Open edX, lets people make educational content and deliver it online to anybody, anytime, anywhere. It powers their own site, edx.org, and is also used by companies and universities worldwide.

Today we’re very pleased to announce that you can now sign in to edx.org with your Google or Facebook account:

Until recently, users who wanted to take advantage of the high quality content on edx.org needed to create a new account first. This is a painful, error prone process?really, who wants to worry about yet another password? So we added the ability to use over 60 external authentication providers to Open edX, with support for everything from open standards like OpenID or OAuth 2.0, to custom university single sign-on systems. For their edx.org site, edX decided to let users pick between Google, Facebook, and a custom username and password.

If you run Open edX, you can also use this feature now. The authentication module is extensible so you can add any third-party provider you want if your favorite is not yet supported. And the feature is completely configurable, so you can pick whatever third-party authentication systems are best for your users, including none at all. It’s totally up to you.

By simultaneously increasing user choice, convenience, and security, we hope to make open online education even easier and safer to use, whether people pick Course Builder or Open edX for authoring and delivering courses. We’re very grateful to our partners at edX for working with us in this exciting field.

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Throwing fireballs with the Kinect and Oculus Rift in Unity 3D

I decided I wanted to make a small game where you were a viking and you threw fireballs at enemy vikings on Unity 3D. The catch is, I wanted to actually throw the fireballs, so I wanted to use the Kinect, and I wanted to actually see if I was the character, so I wanted to use the Oculus Rift.

Here is a quick video of the results before we get on to the discussion:

Basically this started because a colleague at Georgia Tech, Alex Trevor (soon to be Dr,), had an Oculus Rift and mounted a camera on top of it to see the Kinect output with the Oculus Rift. I thought that was really cool and had previously worked on a game that used the Kinect Skeleton to throw fireballs (though I lost all the source code for the first version). I really wanted to combine those ideas and had to start over.

Luckily, Dr. Brian Peasley (now at Microsoft) came to my rescue as always and gifted me an Oculus Rift. 

To explain a bit, the Oculus Rift is an immersive virtual reality headset. The two images are displayed on the screen above because one is projected to the left eye and one to the right eye. As you rotate your head, the images change and it feels like you are looking at a real environment (it is pretty amazing). This is why there are two images in the video (and pretty much all Oculus Rift demos). To appreciate it fully, I recommend wearing an Oculus Rift while watching the video.

The Kinect everyone should know by now. It can yield a really good skeletal estimation of a persons joints from the depth data, which can then be used to represent gestures.

I had some time this week so I grabbed the Unity third person MMO example, added the Kinect scripts provided by CMU here, created my own fireball and fireball related prefabs and scripts, added the Oculus package, changed all the camera stuff to make it first person, and tweaked a lot of stuff. Daniel Castro (also at Georgia Tech) was nice enough to help me film me making a fool of myself.

It was obviously a bit more complicated than that. Lots of tinkering and scripting was involved to get things working but that is the output. Here at RIM, we are working on lots of other cool things and if you are interested, check out some of my other projects.

Ive uploaded the source for public use and you can find it here (just make sure to please cite me):

https://github.com/StevenHickson/UnityKinectOculus

The fireball script just takes two Game objects (the Vikings left hand normalized by your hip) and uses a velocity measurement to determine if you want to throw the fireball, then it creates a fireball and sets its velocity to your hands velocity whenever you throw. This can be done easily with a small amount of code as below:

void Update () {

Vector3 norm_hand = HandPosition.transform.position - HipPosition.transform.position;

Vector3 velocity = (norm_hand - lastPos) / Time.deltaTime;

float dist = velocity.magnitude;

if (Input.GetButtonDown("Fire1") || (dist > THRESH && dist < MAX_THRESH)) {

                        Rigidbody clone;

Vector3 pos = HandPosition.transform.position;

pos.z += 1;

                        clone = (Rigidbody)Instantiate(Projectile, pos, transform.rotation);

clone.velocity = velocity * SPEED;

                }

lastPos = norm_hand;

}

And thats it for the fireball. Then there are some scripts destroying the fireball and vikings when they collide.

For the mapping of the joints to the main Viking, each joint position of the Viking is mapped to the corresponding Kinect Skeleton joints with GameObjects in the KinectControllerScript.
Then the Oculus SDK is used to create the camera and player control mapped to the main viking.

For all the code, see the Github project

Im using a friends version of Unity Pro because Im a poor graduate student. So please donate if you liked this work so I can continue doing it. All of these gadgets are expensive and I do all this and post it for free.

So please consider donating to further my tinkering!!

Places you can find me

• Facebook
• Google+
• Linkedin
• Blogspot
• Google-Code
• Github
• YouTube
• Twitter

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IT Laws and Patents notes for BSc IT Mumbai University

I got request for notes of IT Laws and Patents from many of the visitors. So i searched a lot on google and found out these articles. We can refer these articles as notes for IT Laws and Patents.

If anyone have a better notes than this, please feel free to share. It will benefit most of us.

Here are the download links for the files:

ITLAP-1

ITLAP-2
ITLAP-3
ITLAP-4

Friends, I have got lots of complaint that the links above are not working.
But its working for me, dont know whats the problem.
If same problem happens with you then, please comment below with your email id, ill forward it to you.

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How To Bypass Megaupload Wait Time And Download At Maximum Speed !!!

Megaupload is one of the leading file sharing network ranking next to Rapidshare File hosting. Megaupload offers a better set of features for downloading for free users which inclues resume support. Recently,i came across a trick in one of orkut communities to skip the wait time in Megaupload. I exptected the bug would be fixed soon enough although it hasn’t been till date.So i just thought of sharing it here now. By the way, it needn’t always work and usually gets redirected to regular download page after 2-3 downloads. So if you’re lucky enough,it will work out for you.

This is a simple trick.

The megaupload download link usually looks like this:

http://www.megaupload.com/?d=abc123

All you need to do is insert mgr_dl.php before the “?’” mark.So the link will now look like this.

http://www.megaupload.com/mgr_dl.php?d=abc123

Just apply this to trick on your download links and you will be able to download at maximum speed and also eliminate the wait time :) :D

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The rise of the Bots Robots Surgeons and Disruptive Technology

If youre in Auckland next Wednesday evening (22nd Ocotober) you might be interested in attending a free public lecture by Dr Catherine Mohr titled "The rise of the Bots: Robots, Surgeons and Disruptive Technology." Surgery has been changing rapidly in the last 10 years with the advent of surgical robots and the increase in minimally invasive surgical techniques. Dr Catherine Mohr will talk about these changes in surgical practice, the technologies that underlie them, and what we might see in the future as new technologies such as earlier diagnostics, advanced imaging and regenerative medicine bring disruptive changes to healthcare around the world.
Dr Mohr is Vice President of Medical Research at Intuitive Surgical, where she evaluates new technologies for incorporation into the next generation of surgical robots. She also is a consulting Assistant Professor in the department of Surgery at Stanford School of Medicine and on the Medicine and Robotics Faculty at Singularity University. A frequent speaker on the topics of surgical robotics, innovation and the importance of science,at national and international conferences, she is also the author of numerous scientific publications and the recipient of multiple awards. You can get a ticket for the lecture here.

from The Universal Machine http://universal-machine.blogspot.com/

Put the internet to work for you.

Turn off or edit this Recipe

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The Computer Science Pipeline and Diversity Part 2 Some positive signs and looking towards the future

Posted by Maggie Johnson, Director of Education and University Relations, Google

(Cross-posted on the Google for Education Blog)

The disparity between the growing demand for computing professionals and the number of graduates in Computer Science (CS) and Information Technology (IT) has been highlighted in many recent publications. The tiny pipeline of diverse students (women and underrepresented minorities (URMs)) is even more troubling. Some of the factors causing these issues are:

• The historical lack of STEM (Science, Technology, Engineering and Mathematics) capabilities in our younger students; lack of proficiency has had a substantial impact on the overall number of students pursuing technical careers. (PCAST Stem Ed report, 2010)
• On the lack of girls in computing, boys often come into computing knowing more than girls because they have been doing it longer. This can cause girls to lose confidence with the perception that computing is a man’s world. Lack of role models, encouragement and relevant curriculum are additional factors that discourage girls’ participation. (Margolis 2003)
• On the lack of URMs in computing, the best and most enthusiastic minority students are effectively discouraged from pursuing technical careers because of systemic and structural issues in our high schools and communities, and because of unconscious bias of teachers and administrators. (Margolis, 2010)

Over the last 3-4 years, however, we have seen some significant positive signals in STEM education in general, and in CS/IT in particular.

• Math¹ and Science² results as measured by the National Assessment of Educational Progress (NAEP) have improved slightly since 2009, both in general and for female and minority students.
• Over the last 10 years, there has been an increase in the number of students earning STEM degrees, but the news on women graduates is not as positive.

“Overall, 40 percent of bachelors degrees earned by men and 29 percent earned by women are now in STEM fields. At the doctoral level, more than half of the degrees earned by men (58 percent) and one-third earned by women (33 percent) are in STEM fields. At the bachelors degree level, though, women are losing ground. Between 2004 and 2014, the share of STEM-related bachelors degrees earned by women decreased in all seven discipline areas: engineering; computer science; earth, atmospheric and ocean sciences; physical sciences; mathematics; biological and agricultural sciences; and social sciences and psychology. The biggest decrease was in computer science, where women now earn 18 percent of bachelors degrees (18 percent). In 2004, women earned nearly a quarter of computer science bachelors degrees, at 23 percent.” - (U.S. News, 2015)

• There has been a steady growth in investment in education companies, particularly those focused on innovative uses of technology.

• The number of publications in Google Scholar on STEM education that focus on gender issues or minority students has steadily increased over the last several years.

Results from Google Scholar, using “STEM education minority” and “STEM education gender” as search terms

• Successful marketing campaigns such as Hour of Code and Made with Code have helped raise awareness on the accessibility and importance of coding, and the diverse career opportunities in CS.
• There has been growth in developer bootcamps over the last few years, as well as online “learn to code” programs (code.org, CS First, Khan Academy, Codecademy, Blockly Games, PencilCode, etc.), and an increase in opportunities for K12 students to learn coding in their schools. We have also seen non-profits emerge focused specifically on girls and URMs (Technovation, Girls who Code, Black Girls Code, #YesWeCode, etc.)
• One of the most positive signals has been the growth of graduates in CS over the past few years.

Source: 2013 Taulbee Survey, Computing Research Association

So we are seeing small improvements in K-12 STEM proficiency and undergraduate STEM and CS degrees earned, a significant growth in investment in education innovation, more and more research on the issues of gender and ethnicity in STEM fields and increased opportunities for all students to learn coding skills online, through non-profit programs, through developer boot camps or in their schools.

However, an interesting, and potentially threatening development resulting from this positive momentum is the lack of capacity and faculty in CS departments to handle the increased number of enrollments and majors in CS. Colleges and universities, as a whole, aren’t adequately prepared to handle the surge in CS education demand - Currently there just aren’t enough instructors to teach all the students who want to learn.

This has happened in the past. In the 80’s, with the introduction of the PC, and again during the dot-com boom, interest in CS surged. CS departments managed the load by increasing class sizes as much as they possibly could, and/or they put enrollment caps in place and made CS classes harder. The effect of the former was some faculty left for industry while the effect of the latter was a decrease in the diversity pipeline.

“These kinds of caps have two effects which limit access by women and under-represented minorities:

• First, the students who succeed the most in intro CS are the ones with prior experience.
• Second, creating these kinds of caps creates a perception of CS as a highly competitive field, which is a deterrent to many students. Those students may not even try to get into CS.”

-(Guzdial, 2014)

If we allow the past to repeat itself, we may again find CS faculty leaving for industry and less diversity students going into the field. In addition, unlike the dot-com boom where interest in CS plummeted with the bust, it’s unlikely we will see a decrease in enrollments, particularly in the introductory CS courses. “CS+X”, which represents the application of CS in other fields, is illustrated by the following sample list of interdisciplinary majors in various universities:

• Yale: "Computer Science and Psychology is an interdepartmental major..."
• USC: "B.S in Physics/Computer Science for students with dual interests..."
• Stanford: "Mathematical and Computational Sciences for students interested in..."
• Northeastern: "Computer Science/Music Technology dual major for students who want to explore connections between..."
• Lehigh: "BS in Computer Science and Business integrates..."
• Dartmouth: "The M.D.-Ph.D. Program in Computational Biology..."

The number of non-major students taking CS courses, particularly the introductory ones, is growing, which makes the capacity issues worse.

At Google, we recently funded a number of universities via our 3X3 award program (3 times the number of students in 3 years), which aims to facilitate innovative, inclusive, and sustainable approaches to address these scaling issues in university CS programs. Our hope is to disseminate and scale the most successful approaches that our university partners develop. A positive development, which was not present when this happened in the past, is the recent innovation in online education and technology. The increase in bandwidth, high-quality content and interactive learning opportunities may help us get ahead of this challenging capacity issue.

---

¹Average mathematics scores for fourth- and eighth-graders in 2013 were 1 point higher than in 2011, and 28 and 22 points higher respectively in comparison to the first assessment year in 1990. Hispanic students made gains in mathematics from 2011 to 2013 at both grades 4 and 8. Fourth- and eighth-grade female students scored higher in mathematics in 2013 than in 2011, but the scores for fourth- and eighth-grade male students did not change significantly over the same period. (Nation’s Report Card)

²The average eighth-grade science score increased two points, from 150 in 2009 to 152 in 2011. Scores also rose among public school students in 16 of 47 states that participated in both 2009 and 2011, and no state showed a decline in science scores from 2009 to 2011. A five-point gain from 2009 to 2011 by Hispanic students was larger than the one-point gain for White students, an improvement that narrowed the score gap between those two groups. Black students scored three points higher in 2011 than in 2009, narrowing the achievement gap with White students. (Nation’s Report Card)

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Collection of SQL queries with Answer and Output Set 4

Here is a collection or a list of 30 SQL Queries with Answers as well as output. You can write your answer at the text box below each query any time you can see the table structure by clicking on Table Structure. And check your Answer by clicking on Answer. You can test your Skill in SQL. You can also go for an online Quiz in SQL in one of my previous posts: Click here for Quiz. More queries will be added to this post within few days, visit again!!!

Happy learning!!!
Carry on....
You can also share your queries in this site. Use this Link to share your part with the visitors like you.

SQL Query collection: Set1 Set2 Set3 Set 4

Below is the Table Structure using which you have to form the queries:


1) Display the details of THOSE WHO are drawing the same salary.

Table Structure

Write your answer hereAnswer

select a.name,a.salary
from programmer a,programmer b
where a.salary=b.salary and a.name <> b.name
OR

select name, salary from programmer where
salary = any(select salary from programmer p group by salary having
salary=p.salary and count(*)>1)

2) Display the details of software developed by male programmers earing MORE than 3000.

Table Structure

Write your answer hereAnswer

select software.*
from programmer p,software s
where p.name=s.name and salary>3000 and sex=m;

3) Display details of packages developed in PASCAL by female programmers.

Table Structure

Write your answer hereAnswer

select s.*
from programmer p,software s
where p.name=s.name and sex=f and dev_in=pascal;

4) Display the details of these programmer WHO joined BEFORE 1990.

Table Structure

Write your answer hereAnswer

select *
from programmer
where to_char(doj,yy)<90;

5)Display details of software developed in C by female programmers of PRAGATHI.

Table Structure

Write your answer hereAnswer

select s.*
from software s,studies st,programmer p
where s.name=st.name and p.name=s.name and sex=f and splace=pragathi;

6) Display NUMBER of packages NUMBER of copies sold and sales value of EACH programmer Institute-wise.

Table Structure

Write your answer hereAnswer

Select studies.splace, count(software.dev_in), count(software.sold), sum(software.sold*software.scost)
from software,studies
where software.name=studies.name group by studies.splace;

7) Display details of software developed in DBASE by male programmers WHO belong to the institute on which MOST NUMBER OF programmers studies.

Table Structure

Write your answer hereAnswer

select software.*
from programmer,software,studies
where programmer.name=software.name and software.name=studies.name and programmer.name=studies.name and sex=m and dev_in=dbase and splace= (select splace
from studies group by splace having count(splace) =(select max(count(splace))
from studies group by splace));

8) Display the details of the software that was developed by male programmers born BEFORE 1965 and female programmers born AFTER 1975.

Table Structure

Write your answer hereAnswer

select software.*
from programmer p,software s
where s.name=p.name and sex=m and to_char(dob,yy)<64 or sex=f and To_char(dob,yy)>75);

9) Display the details of the software that was developed in the language that is NOT the programmers first proficiency.

Table Structure

Write your answer hereAnswer

select *
from software
where dev_in in(select unique(prof2)
from programmer
where prof2 not in(select prof1
from programmer));

or

select distinct x.* from software x, programmer y
where y.prof1 <> x.dev_in
and x.name = y.name

10) Display details of software that was developed in the language which is NITHER first NOR second proficiency of the programmer.

Table Structure

Write your answer hereAnswer

select s.*
from programmer p,software s
where s.name=p.name and (dev_in <> prof1 and dev_in <> prof2);

11) Display details of software developed by male students of SABHARI.

Table Structure

Write your answer hereAnswer

select s.*
from programmer p,software s,studies st
where p.name=s.name and s.name=st.name and sex=m and splace=sabhari;

12) Display the names of programmers WHO HAVE NOT developed any package.

Table Structure

Write your answer hereAnswer

select name
from programmer
where name not in(select name
from software);
or

select distinct name from programmer minus
select distinct name from software;

13) What is the total cost of the software developed by the programmers by APPLE?

Table Structure

Write your answer hereAnswer

select sum(scost)
from software s,studies st
where s.name=st.name and splace=apple;
or

select sum(x.scost) from software x, studies y where
x.name=y.name
group by y.splace
having
y.splace = APPLE

14) Who are the programmers WHO JOINED in the same day?

Table Structure

Write your answer hereAnswer

select a.name,a.doj
from programmer a,programmer b
where a.doj=b.doj and a.name <> b.name;
or

select name from programmer where to_char(doj,dd)=
any(select to_char(doj,dd) from programmer
group by
to_Char(doj,dd)
having
count(*)>1)

15) Who are the programmers WHO HAVE THE SAME PROF2?

Table Structure

Write your answer hereAnswer

select unique(a.name),a.prof2
from programmer a,programmer b
where a.prof2=b.prof2 and a.name <> b.name;

or

select name from programmer where prof2 = any(
select prof2 from programmer group by prof2 having count(*) >1);

16) Display the total sales values of software, institutes-wise.

Table Structure

Write your answer hereAnswer

select studies.splace,sum(software.sold*software.scost)
from software,studies
where studies.name=software.name group by studies.splace;

17) In which institutes did the person who developed the COSTLIEST package study?

Table Structure

Write your answer hereAnswer

select splace
from software st,studies s
where s.name=st.name group by splace,dcost having max(dcost)=(select max(dcost) from software);
or

select x.splace from studies x, software y where
y.scost = ( select max(y.scost) from software y) and
x.name=y.name;

18) Which language listed in prof1 and prof2 HAS NOT BEEN used to develop any package?

Table Structure

Write your answer hereAnswer

select prof1
from programmer
where prof1 not in(select dev_in
from software) union
select prof2
from programmer
where prof2 not in(select dev_in from software);
or

(select distinct prof1 from prgrammer union
select distinct prof2 from programmer) minus
select distinct dev_in from software;

19) How much does the person WHO developed the HIGHEST selling package earn and WHAT course did he/she undergo?

Table Structure

Write your answer hereAnswer

select p1.salary,s2.course
from programmer p1,software s1,studies s2
where p1.name=s1.name and s1.name=s2.name and scost=(select max(scost) from software);

20) How many months will it take for each programmer to recover the cost of the course underwent?

Table Structure

Write your answer hereAnswer

select p.name,ceil(ccost/salary)
from programmer p,studies s
where s.name=p.name;

21) Which is the COSTLIEST package developed by a person with under 3 years expenence?

Table Structure

Write your answer hereAnswer

select dev_in
from programmer p,software s
where p.name=s.name and dcost= (select max(software.dcost)
from programmer p, software s
where p.name=s.name and to_char(round(((sysdate- doj)/365)+100))<3);

or

select x.title from software x, programmer y where
(months_between(sysdate, y.doj)/12) > 3 and
x.name=y.name;

22) What is the AVERAGE salary for those WHOSE softwares sales value is more than 50,000?

Table Structure

Write your answer hereAnswer

select avg(salary)
from programmer p,software s
where p .name=s.name and sold*scost>50000;

23) How many packages were developed by the students WHO studied in the institute that Charge the LOWEST course fee?

Table Structure

Write your answer hereAnswer

select count(s.name)
from software s,studies st
where s.name=st.name group by s.name,ccost having min(ccost)=(select min(ccost) from studies);

24) How many packages were developed by the person WHO developed the CHEAPEST package. Where did heshe study?

Table Structure

Write your answer hereAnswer

select count(*)
from programmer p,software s
where s .name=p.name group by dev_in having min(dcost)=(select min(dcost) from software);

25) How many packages were developed by female programmers earning MORE than the HIGHEST paid male programmer?

Table Structure

Write your answer hereAnswer

select count(dev_in)
from programmer p,software s
where s.name=p.name and sex=f and salary>(select max(salary)
from programmer p,software s
where s.name=p.name and sex=m);

26) How many packages were developed by the MOST experienced programmers from BDPS.

Table Structure

Write your answer hereAnswer

select count(*)
from software s,programmer p
where p.name=s.name group by doj having max(doj)=(select max(doj)
from studies st,programmer p, software s
where p.name=s.name and st.name=p.name and (splace=bdps));

or

select count(x.name) from software x, programmer y, studies x where
months_between(sysdate, y.doj)/12) = (select max(months_between(sysdate,y.doj)/12)
from programmer y, studies = where
x.splace = BDPS and y.name = z.name) and
x.name=y.name and
z.splace=BDPS

27) List the programmers (from software table) and institutes they studied, including those WHO DIDNT develop any package.

Table Structure

Write your answer hereAnswer

select name,splace
from studies
where name not in(select name
from software);
or

(select distinct x.name, z.splace from programmer x, software y, studies z where
x.name not in (select y.name from software y) and
x.name = z.name) union
(select distinct y.name, z.splace from
software y, studies z where y.name=z.name);

28) List each profit with the number of programmers having that prof1 and the number of packages developed in that prof1.

Table Structure

Write your answer hereAnswer

select count(*),sum(scost*sold-dcost) "PROFIT"
from software
where dev_in in (select prof1
from programmer) group by dev_in;

29) List programmer names (from programmer table) and number of packages EACH developed.

Table Structure

Write your answer hereAnswer

select s.name,count(dev_in)
from programmer p1,software s
where p1.name=s.name group by s.name;
or

select programmer name, count(title) from programmer , software
where
programmer name = software.name(+)
group by programmer.name;

30) List all the details of programmers who has done a course at S.S.I.L.

Table Structure

Write your answer hereAnswer

select programmer.*
from programmer,studies
where splace=SSIL and programmer.name=software.name and programmer.name=studies.name and studies.splace=s.s.i.l.;

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