Christopher Little – författare

Computer Science Why is a book that presents a straightforward, curiosity‑based approach to filling in the blanks around common, introductory material taught in Computer Science (CS) classes. If you have ever wondered "why is that?" about a programming phenomenon, historical tidbit, or common terminology, this book may have an answer that explains it.Questions include:Why do computers have trouble with floating point numbers?Why is it called Bluetooth? Why does it use that symbol?Why is it called bootstrapping?Why don’t modifications to function parameters persist once the function returns?Why do we use the QWERTY keyboard?… and many morePerfect for both students and IT professionals, this book provides the clear "why" to answer so many unstated CS questions. Take any example in this book, from base 2 to time zones, and you will have an answer that cements your insight on the "why" of the topic, reinforcing your rote memorization with deeper understanding and insight.

Computer Science Why is a book that presents a straightforward, curiosity‑based approach to filling in the blanks around common, introductory material taught in Computer Science (CS) classes. If you have ever wondered "why is that?" about a programming phenomenon, historical tidbit, or common terminology, this book may have an answer that explains it.Questions include:Why do computers have trouble with floating point numbers?Why is it called Bluetooth? Why does it use that symbol?Why is it called bootstrapping?Why don’t modifications to function parameters persist once the function returns?Why do we use the QWERTY keyboard?… and many morePerfect for both students and IT professionals, this book provides the clear "why" to answer so many unstated CS questions. Take any example in this book, from base 2 to time zones, and you will have an answer that cements your insight on the "why" of the topic, reinforcing your rote memorization with deeper understanding and insight.

Computer Science Why is a book that presents a straightforward, curiosity based approach to filling in the blanks around common, introductory material taught in Computer Science (CS) classes. If you have ever wondered "e;why is that?"e; about a programming phenomenon, historical tidbit, or common terminology, this book may have an answer that explains it.Questions include: Why do computers have trouble with floating point numbers? Why is it called Bluetooth? Why does it use that symbol? Why is it called bootstrapping? Why don't modifications to function parameters persist once the function returns? Why do we use the QWERTY keyboard? ... and many more Perfect for both students and IT professionals, this book provides the clear "e;why"e; to answer so many unstated CS questions. Take any example in this book, from base 2 to time zones, and you will have an answer that cements your insight on the "e;why"e; of the topic, reinforcing your rote memorization with deeper understanding and insight.

Architectural education in the United Kingdom performs a difficult balancing act: meeting the requirements of professional accreditation bodies and preparing students for practice, while also offering a meaningful education for those who do not intend to become architects. Increasingly, professional pressures frame architectural education as training rather than as an exploratory, experimental process - one that equips students to face unpredictable future challenges in the profession and beyond.In response, many educators develop a hidden curriculum: an implicit set of values, methods and priorities that sit alongside formal learning outcomes. This hidden curriculum tends to privilege curiosity, criticality and open-ended inquiry, often through interdisciplinary and art-based approaches. Working in the gaps between what can be specified and what must be discovered, they complicate the "e;university-to-practice conveyor belt"e; narrative and widen what architectural education can be.This book shines a light on those creative pedagogical practices - working within, and often despite, systemic pressures - and shows why they matter for the vitality of architectural education at a time of deep uncertainty across higher education. It is organised into two parts: Discussions, which offer in-depth explorations of current challenges, and Insights, which present a selection of case studies. Together, they argue for architectural education as a space that cultivates imagination, agency and adaptive ways of thinking - qualities essential for shaping futures that are not yet known.This book provides essential reading for educators and advanced students of architecture.

Computer Science Why is a book that presents a straightforward, curiosity based approach to filling in the blanks around common, introductory material taught in Computer Science (CS) classes. If you have ever wondered "e;why is that?"e; about a programming phenomenon, historical tidbit, or common terminology, this book may have an answer that explains it.Questions include: Why do computers have trouble with floating point numbers? Why is it called Bluetooth? Why does it use that symbol? Why is it called bootstrapping? Why don't modifications to function parameters persist once the function returns? Why do we use the QWERTY keyboard? ... and many more Perfect for both students and IT professionals, this book provides the clear "e;why"e; to answer so many unstated CS questions. Take any example in this book, from base 2 to time zones, and you will have an answer that cements your insight on the "e;why"e; of the topic, reinforcing your rote memorization with deeper understanding and insight.

Architectural education in the United Kingdom performs a difficult balancing act: meeting the requirements of professional accreditation bodies and preparing students for practice, while also offering a meaningful education for those who do not intend to become architects. Increasingly, professional pressures frame architectural education as training rather than as an exploratory, experimental process - one that equips students to face unpredictable future challenges in the profession and beyond.In response, many educators develop a hidden curriculum: an implicit set of values, methods and priorities that sit alongside formal learning outcomes. This hidden curriculum tends to privilege curiosity, criticality and open-ended inquiry, often through interdisciplinary and art-based approaches. Working in the gaps between what can be specified and what must be discovered, they complicate the "e;university-to-practice conveyor belt"e; narrative and widen what architectural education can be.This book shines a light on those creative pedagogical practices - working within, and often despite, systemic pressures - and shows why they matter for the vitality of architectural education at a time of deep uncertainty across higher education. It is organised into two parts: Discussions, which offer in-depth explorations of current challenges, and Insights, which present a selection of case studies. Together, they argue for architectural education as a space that cultivates imagination, agency and adaptive ways of thinking - qualities essential for shaping futures that are not yet known.This book provides essential reading for educators and advanced students of architecture.

Architectural education in the United Kingdom performs a difficult balancing act: meeting the requirements of professional accreditation bodies and preparing students for practice, while also offering a meaningful education for those who do not intend to become architects. Increasingly, professional pressures frame architectural education as training rather than as an exploratory, experimental process – one that equips students to face unpredictable future challenges in the profession and beyond.In response, many educators develop a hidden curriculum: an implicit set of values, methods and priorities that sit alongside formal learning outcomes. This hidden curriculum tends to privilege curiosity, criticality and open-ended inquiry, often through interdisciplinary and art-based approaches. Working in the gaps between what can be specified and what must be discovered, they complicate the “university-to-practice conveyor belt” narrative and widen what architectural education can be.This book shines a light on those creative pedagogical practices – working within, and often despite, systemic pressures – and shows why they matter for the vitality of architectural education at a time of deep uncertainty across higher education. It is organised into two parts: Discussions, which offer in-depth explorations of current challenges, and Insights, which present a selection of case studies. Together, they argue for architectural education as a space that cultivates imagination, agency and adaptive ways of thinking – qualities essential for shaping futures that are not yet known.This book provides essential reading for educators and advanced students of architecture.

Architectural education in the United Kingdom performs a difficult balancing act: meeting the requirements of professional accreditation bodies and preparing students for practice, while also offering a meaningful education for those who do not intend to become architects. Increasingly, professional pressures frame architectural education as training rather than as an exploratory, experimental process – one that equips students to face unpredictable future challenges in the profession and beyond.In response, many educators develop a hidden curriculum: an implicit set of values, methods and priorities that sit alongside formal learning outcomes. This hidden curriculum tends to privilege curiosity, criticality and open-ended inquiry, often through interdisciplinary and art-based approaches. Working in the gaps between what can be specified and what must be discovered, they complicate the “university-to-practice conveyor belt” narrative and widen what architectural education can be.This book shines a light on those creative pedagogical practices – working within, and often despite, systemic pressures – and shows why they matter for the vitality of architectural education at a time of deep uncertainty across higher education. It is organised into two parts: Discussions, which offer in-depth explorations of current challenges, and Insights, which present a selection of case studies. Together, they argue for architectural education as a space that cultivates imagination, agency and adaptive ways of thinking – qualities essential for shaping futures that are not yet known.This book provides essential reading for educators and advanced students of architecture.