A student asked me about this today because it didn't appear to be working.   I needed to double check the code so here it is.

First I started by putting something together in standard java which seemed to work OK but only with some fonts.

I was also able to use the following code to find all the different fonts on my mac system:

GraphicsEnvironment e = GraphicsEnvironment.getLocalGraphicsEnvironment();
Font[] fonts = e.getAllFonts(); // Get the fonts
for (Font f : fonts) {
      System.out.println(f.getFontName());
}

So onto Greenfoot and after a bit of messin around

And likewise Font font = new Font ("Comic Sans MS",getImage().getFont().getStyle(), 20); seemed to work OK.

Looking for the old blog share or vle website(s)?  Sorry, they have gone and been replaced by this moodle2 website which is more suited to all three sites in one.  

Most stuff is still accessible but you may need to confirm GUEST access.   

In my year 12 class today we chatted about what computing meant to them.  It was an interesting chat as these young people are from the Google generation – they haven’t experienced life prior to Google.

Here is a Word Cloud with some of their suggestions

I’ve use the word representatives because I want to accept that many household names would not be ‘famous’ if not for the work of others.  

Edit: I have since updated this to include some women as I was reminded it was a bit one sided - not intentionally) and more modern people.  Just need to find the Powerpoint ;)

Alan Turing

(23 June 1912 – 7 June 1954) – wikientry

Mathematician who came up with the idea of an Algorithm and Computation which are fundamental to the modern computer.  Considered by many to be the father of computer science and artificial intelligence.

Bill Gates

(28 October 1955) – wikientry

Probably the best known computer entrepreneur and possible not always for all the right reasons.   His company Microsoft are almost singular responsible for bringing desktop computers to the masses.

Charles Babbage

(26 December 1791 – 18 October 1871) – wikientry

The inventor of the first mechanical computer called the Difference Engine which has influenced complex designs since.

Dennis Ritchie

(9 September 1941 – 12 October 2011) – wikientry

Creator of the C Programming Language which still popular today has influenced Unix, Mac OSx and a number of other programming languages such as C++, C#, Java, Perl, Python, PHP and Unix C Shell.

John Von Neumann

(28 December 1903 – 8 February 1957) – wikientry

A Mathematician and Polymath who contributed to a vast number of fields.  In computing he is best known for Von Neumann Architecture and the Fetch Decode Execute Cycle which is still used today.

Larry Page

(26 March 1973) - wikientry

Alongside Sergey Brin and Eric Schmidt, Larry founded Google.  A company with huge influence of how the web is used both at a personal and business level.

Linus Torvalds

(28 December 1969) – wikientry

Creator of the founding Linux OS which became the Linux Kernal Project and the revision control system called GIT.   Very influential regarding the idea of Open Source.

Mark Zuckerberg

(14 May 1984) - wikientry

Has anyone changed the way we use the internet more than this guy?  Zuckerberg changed the way personal information is shared on the web more than anyone else.  The web became real-time.

Steve Jobs

(24 February 1955 – 5 October 2011) - wikientry

Very influential during the personal computer revolution in particular when it came to the mobile market.  Form, function and innovation always appeared to be priority for Jobs.

Tim Berners-Lee

(8th June 1955) – wikientry

Inventor of the Internet

1. Line up outside before the lesson.  Students are not allowed into computer rooms without a teacher.
2. Always sit where the teacher places you (Girl/Boy Seating Plan).
3. No food or drink is to be eaten in the room.
4. After you have finished with the computer, do not switch it off.
5. Remember to close down all the applications you have used.
6. When you save work, give the file a sensible name. “Fred” may seem funny at the time – but how will you remember what it is about 2 months later?
7. Do not change any of the settings on the computer.
8. Do not move any of the icons around.
9. Stop typing/using the mouse when the teacher is talking to the class.
10. Behave sensibly in the room.
11. Do not move around the room on your chair.
12. Do not shout or call out.
13. Computers are fragile and expensive. Treat them carefully.

Go placidly amid the noise and haste, and remember what peace there may be in silence.

As far as possible, without surrender, be on good terms with all persons.

Speak your truth quietly and clearly; and listen to others, even to the dull and ignorant; they too have their story.

Avoid loud and aggressive persons; they are vexations to the spirit. If you compare yourself with others, you may become vain or bitter, for always there will be greater and lesser persons than yourself.

Enjoy your achievements as well as your plans. Keep interested in your own career, however humble, it’s a real possession in the changing fortunes of time.

Exercise caution in your business affairs, for the world is full of trickery. But let this not blind you to what virtue there is; many persons strive for high ideals, and everywhere life is full of heroism.

Be yourself. Especially do not feign affection. Neither be cynical about love; for in the face of all aridity and disenchantment, it is as perennial as the grass.

Take kindly the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with dark imaginings. Many fears are born of fatigue and loneliness.

Beyond a wholesome discipline, be gentle with yourself. You are a child of the universe no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should.

Therefore be at peace with God, whatever you conceive him to be. And whatever your labours and aspirations, in the noisy confusion of life, keep peace in your soul.

With all its sham, drudgery and broken dreams, it is still a beautiful world.

Be cheerful.

Strive to be happy.

Max Ehrmann 1952

The following rules for life come from a speech that Bill Gates allegedly gave to a High School in California during 2000.  It's been circulating on the web since then and there are a number of versions out there.  

Aparently he talked about how feel-good, politically correct teachings have created a generation of kids with no concept of reality and how this concept set them up for failure in the real world.  

This is a clip from the Horizon documentary, “The Hunt for AI”. It showcases the work done by the Neororobotics Research Laboratory in Berlin. Two robots learn how to move their own bodies by themselves, and go on to teaching each other their own language – a language that the humans who created them don’t even know!

We use to able to watch on YouTube but its gone on copyright grounds but the Horizon episode it was taken from can be found here:

http://www.bbc.co.uk/programmes/b01fmbvb

(All rights to the content in this clip are reserved by the BBC, in no way do I claim this as my own work)

As you advance through your educational, academic and professional careers you will need to become more independent in your learning.

The following is an example taken from a university computing assignment which describes the approach taken to marking assignments

For future reference, the lecturers and markers are your clients for assignments. In industry, clients may have confusing requirements, or may change their minds, or may measure success in strange ways. Although we will not deliberately try to confuse you in this way, it is the results we want that counts in the end. For example, if you get 99% of the way towards a working program, but the version you submit does not compile, you cannot reasonably expect us to debug it for you. We will reject it and ask you to resubmit it before giving it a (probably reduced) mark.

When you get an question in an exam or piece of coursework it will often contain a key verb that tells you the level of detail required in response. Although the number of points awarded or assigned to the question will also guide you understanding those verbs will be a key indicator.

These verbs are taken from the BTEC courses but can be applied else where or extended to the required level.  A typical way to extend your answer is to become critical rather than just answering e.g. Analyse versus Analyse Critically.

Analyse

Identify the separate factors, say how they are related and how each one contributes to the topic.

Appraise

Consider the plus and minus points giving a reasoned judgement.

Assess

GIve careful consideration to all the factors or events that apply and identify which are the most important or relevant. (can be similar to evaluate)

Comment Critically

Give your opinion or point of view after carefully considering all the evidence.  In particular decide the relative importance of each aspect.

Compare/Contrast

Identify the main factors that apply to two or more situations and explain the similarities and differences or advantages and disadvantages.

Criticise

Review a topic objectively and weigh up both the plus and minus points before making a decision.

Define

Clearly explain what a particular term means and give an example.  If it’s appropriate then you can include an example to show what you mean.

Demonstrate

Provide several relevant examples or evidence that relates to the topic under discussion and clearly supports the argument you are making.  This may include practical skills.

Design

Create a plan, proposal or outline that illustrate anything from straightforward idea to the most complex concept using appropriate tools.

DESCRIBE

Give a clear description that includes all the relevant features.   Your response should ‘paint a picture with words’ that answer the question.

Draw Conclusions

Use the evidence you have provided to reach a reasoned judgement.

Evaluate

Review the information then bring it together to form a conclusion.  Give evidence for each of your views or statements.

Evaluate Critically

Decide the degree of truth in a statement or the importance/value of something by reviewing the information.  Include precise and detailed information and assess possible alternatives, bearing in mind their strengths and weaknesses if they were applied instead.

Explain in Detail

Provide details and give reasons and/or evidence to clearly support the argument you are making.

Identify

Point out (or pick the correct one) or give a list of the main features.

Illustrate

Show using examples or diagrams what you mean.

Interpret

Define or explain the meaning of something.

Justify

Give reasons or evidence to support your opinion or view point.  Show how you arrived at these conclusions.

List

Provide the information in a list, rather than continuous writing.

Outline

Write a clear description but not a detailed one e.g. produce a summary.

Plan

Work out and plan how you would do a task or activity.

State

Write a clear and full account

Summarise

Write down the main points or essential features.