Objective
Familiarize yourself with styles, learn how to view them, apply them, create and modify styles, and format documents using styles.
Step by step work
The algorithm for step-by-step laboratory work is as follows:
Heading styles (in the task pane in the "Formatting selected text" field):
Abstract text paragraph styles:
7. Cleaned up the abstract text format.
To clear the abstract text format, performed the following steps:
8. Completed the formatting of the text of the abstract.
For manual formatting, perform the following steps:
9. Performed automatic formatting of the abstract text.
To automatically assign styles to abstract text paragraphs, I performed the following steps:
As a result, I received the following styles of headings (headings of the third and fourth levels) and paragraphs of the main text:
10. Applied different formatting styles to the Headings and one of the body paragraphs.
For this I used the following methods:
Similarly applied to all headings 3 and 4 levels.
As a result, the headings of the third level are assigned the styles of the first level.
Headings of the fourth level are assigned styles of the second level.
Applied a different style to one of the body text paragraphs.
11. Changed the styles of the heading (Heading 1) and one of the paragraphs of the main text.
To change the style of "Heading 1" did the following:
- in the "Format" menu, select the "Styles and Formatting" command;
- set the cursor to Heading 1;
- in the task pane, the Formatting field of the selected text displays the style of the text under the cursor;
- moved the mouse pointer to the displayed text style in the "Formatting selected text" field, an icon appeared on the right to open the list of commands, clicked on it. A list of commands opens;
- clicked on the “Change” command, as a result, the “Change Style” dialog box opened;
- in the dialog window changed the name of the style - "lab-16";
- changed the font by clicking the "Format" button, and then in the window that opened, selected the attributes: font - Impact, style - regular, point size - 14, color - dark blue;
- after changing the attribute, clicked the "OK" button in the "Font" window, in order to return to the "Change style" window;
As a result, all first-level heading styles (Heading 1) have changed to the style shown in the screenshot: 
Similarly changed the style of one of the paragraphs.
As a result, the style shown in the screenshot was changed in all paragraphs of the main style: 
12. Created new styles of headings and paragraphs, formatted the headings and paragraphs of the main text of the abstract with them.
To create the Heading 1 style, I did the following:
- Select "Styles and Formatting" from the "Format" menu
- set cursor to Heading 1
- in the task pane, the Formatting field of the selected text displays the style of the text under the cursor
- moved the mouse pointer to the displayed text style in the "Formatting selected text" field, an icon appeared on the right to open the list of commands, clicked on it. Command list opened
- clicked on the "Create Style" command, as a result, the "Create Style" dialog box opened
- in the dialog box, entered the name of the style - "labor1"
- changed the font by selecting the Format/Font command, and in the window that opened, selected the attributes: font - Verdana, style - normal, point size - 16, color - Auto;
- after changing the attribute, clicked the "OK" button in the "Font" window, in order to return to the "Create Style" window;
- changed the paragraph by selecting the Format / Paragraph command, and in the window that opened, set the intervals: “before” and “after” - 6 pt;
- after changing the attribute, clicked the “OK” button in the “Paragraph” window in order to return to the “Create Style” window;
- After making the changes, click on the "OK" button.
As a result, I created the labor1 style for the first level headings: 
Similarly, I created the labor2 style for the second level headings: 
Similarly, I created the labor3 style for the body text paragraphs: 
Similarly, I created the labor4 style for numbered list paragraphs: 
Similarly, I created the labor5 style for bulleted list paragraphs:
Applied the created styles to the text of the abstract using the above methods of applying styles.
Attention! So that the lists do not continue throughout the text (if there are several lists in the text), you must place the cursor, for example, before the second list, right-click and select the command from the context menu - Start over.
13. Formatted the title page.
Formatted the title page to look like the title page of the original abstract template.
14. Updated the table of contents.
To update the table of contents, right-click on it and select the "Update field" command from the context menu. In the "Update Table of Contents" dialog box that opens, select the "Update Entire" command.
conclusions
In this lab, I became familiar with styles, how to view them, apply them, create and modify them, and format documents using styles.
A formatted sample abstract "referat_EI_lab_16" with created styles (labor1 - labor5) and this sample report in .doc format are attached to this report.
It should be noted that when changing one of the styles (labor1 - labor5), the styles of all paragraphs that are assigned this style will be automatically changed. For example, if you change the style of labor1 in the sample abstract "referat_EI_lab_16", the styles of all first-level headings will be automatically changed. Thus, an abstract in which styles are assigned for each paragraph can be easily reformatted (automatically change the appearance) by changing one or another style or all styles (labor1 - labor5).
Laboratory work involves actions in the laboratory, that is, a workshop. But students, especially at the beginning, face such a problem: it is difficult to understand how to draw a conclusion at the end of the laboratory work.
The answer is simple: the conclusion of the laboratory work is the result of the work done. You can write a conclusion to the laboratory only after the study has been done. It is carried out under the supervision of the teacher, in accordance with manuals and manuals. Before that, a briefing on safety precautions and the rules for using the devices is carried out. This is a prerequisite, especially in chemical experiments and experiments with electricity, for example, in a physics workshop.
conclusion = conclusion
In every educational or scientific work there is a main goal that must be achieved by solving experimental problems, measuring, processing results. At the end of the work, its results are described, what the student came to with the help of the experiment and what he received. The meaning of the conclusion of the work corresponds to a given goal (achieved or not achieved). In the conclusion, which is presented in the form of a conclusion in the laboratory work, it is necessary to highlight what the actions led to and what is the result. This is the answer to the question of how to write a conclusion to a laboratory on any subject.
The conclusion is the result of the work done, which means it comes from the task assigned to the author.
In order not to rack your brains on how to write a conclusion to a laboratory work, use the tips:
- Don't stretch your sentences.
- You should not use other styles of speech, except for scientific and business.
- Do not repeat and rewrite the goal exactly.
- Stick to the result and articulate terms accurately.
Differences in conclusions to laboratory work
Now let's move on to the differences that may be in the conclusions depending on the subject being studied.
How to write a conclusion to a laboratory work on a subject that you have not encountered before, for example, computer science? The principle of writing is the same, the differences may lie in the features of the analysis and the methods of work used. Computer science does not use any experiments with substances or changes in their states. Work at the computer rules the ball there.
The main thing is that the conclusion should be meaningful and concise, so that the teacher sees the actions and the result of the student, what he understood and what he learned.
Nbsp; FEDERAL AGENCY FOR EDUCATION Federal State Budgetary Educational Institution of Higher Professional Education "Tyumen State Oil and Gas University" Noyabrsk Institute of Oil and Gas (branch)
Lab #1
Topic: Information resources of society. Educational information resources. Working with software.
Completed:
1st year student
ATPt group - 12 - (9) - 1
Embulaev Oleg Alexandrovich
Checked:
Informatics teacher:
__________________________
__________________________
Noyabrsk 2012
Exercise 1
1.Download the Internet
2. In the search bar, enter the phrase “catalog of educational resources”
3. List which sections the educational resources include
Internet
1. Federal educational resource
2. Regional educational resources
3. Educational publishing and educational press
4 Conferences, exhibitions, competitions, olympiads
5 Software tools
6Electronic libraries, dictionaries, encyclopedias
7Resources for administration and methodologists
8Resources for distance learning
9Information support for the exam
10Resources for Applicants
11Resources on the subjects of the educational program
12Extracurricular and extracurricular activities
4 Describe any 3
Name Federal educational resource
Description - The section contains a list of websites of federal educational authorities, educational institutions of the federal level, information sites of federal programs and projects, a list of federal information and educational portals, as well as descriptions of the latest systems for accessing educational resources on the Internet, created at the state level within the framework of the Federal Target education development programs.
Title: Regional Educational Resources
Description - The section contains a list of sites of regional educational authorities and regional information and educational portals. The section presents the projects "Education" and "Informatization of the education system", implemented in the regions of the Russian Federation. The study of the resources of the section allows you to get a general idea of the features of the functioning and prospects for the development of the education system in the Russian regions.
Educational publishing and educational press
The section presents information resources covering the issues of educational book publishing for general education, educational resources published on the Internet by the main mass media, publishers of educational and scientific-methodical literature, as well as lists of sites of large bookselling enterprises and online stores in which you can order and purchase the publications you are interested in. The resources of the section are intended for administration, methodologists, school librarians, teachers and students of educational institutions, as well as parents and members of the public who are interested in this topic.
Task 2
Use the encyclopedia's universal reference guide to find answers to the following questions
| Question | Answer |
| 1) indicate the date of approval of the Gregorian calendar | February 14, 1918 |
| 2) what is the diameter of the dust grain | 100 microns |
| 3) indicate the lethal sound level | 180 dB |
| 4) What is the boiling point of iron | 2862°C. |
| 5) What is the melting point of iodine | 113.5°C |
| 6) indicate the speed of revolution of the earth around the sun | about 30 km/s |
| 7) what is the mass of the earth | 5.9736 1024 kg |
| 8) what is the highest mountain in Australia | Kosciuszko |
| 9) characterize the people of the Campa | |
| 10) indicate the years of the reign of Ivan III | 03/28/1462 - 10/27/1505 |
| 11) indicate the years of the reign of Catherine II | from 1762 to 1796 |
| 12) indicate the years of the reign of Ivan IV | 1547-1574, 1576-1584 |
| 13) indicate the years of Khrushchev's reign | from 1953 to 1964 |
| 14) in what year was the first wooden bicycle depicted | 1818 |
Task number 3. Answer the questions
| № | Question | Answer |
| 1 | What do you understand by information resources? | Information resources are the ideas of mankind and instructions for their implementation, accumulated in a form that allows their reproduction. These are books, articles, patents, dissertations, research and development documentation, technical translations, data on advanced production experience, etc. Information resources (unlike all other types of resources - labor, energy, mineral, etc. ) grow the faster, the more they spend. |
| 2 | List the parameters for classifying information resources | the subject of the information stored in them; form of ownership - state (federal, subject of the federation, municipal), public organizations, joint-stock, private; availability of information - open, closed, confidential; belonging to a certain information system - library, archival, scientific and technical; source of information - official information, publications in the media, statistical reporting, results of sociological research; the purpose and nature of the use of information - mass regional, departmental; form of information presentation - text, digital, graphic, multimedia; type of information carrier - paper, electronic. |
| 3 | What is meant by educational information resources? | Educational information resources include any information resources used for educational purposes. Since education in modern society becomes continuous, different categories of students require different types of educational resources. The most demanded educational resources include library educational resources, archival resources and information on various scientific fields. |
| 4 | What can be attributed to educational electronic resources? | Electronic educational resources are educational materials for the reproduction of which electronic devices are used. |
Task number 4 Make a conclusion about the laboratory work done
| Explanatory note…..…………………………………………………………........... | |
| Requirements for knowledge and skills when performing practical work………………. | |
| Practical lesson number 1. Information resources of the society………………………………………………………………… | |
| Practical lesson number 2. Legal norms of information activity………… | |
| Practical lesson number 3. Discrete representation of various types of information. | |
| Practical lesson number 4. Representation of information in binary number system………………………………………………………………………………......... | |
| Practical lesson number 5. Logical foundations of a computer……………………………………………………………………………… | |
| Practical lesson number 6. The software principle of computer operation…………………………………………. | |
| Practical lesson number 7. Working with the data archive……………………………............. | |
| Practical lesson No. 8 Search engines and information retrieval………………….. | |
| Practical lesson №9 Modem. Data Rate Units……………………………………………………………………………………….. | |
| Practical lesson No. 10 Working with automated control systems (ACS)……………………………………………………………………………………….... | |
| Practical lesson №11 Operating system. Graphical user interface…………………………………………………………………………………. | |
| Practical lesson №12 Computer networks. Server. Network operating systems…………………………………………………………………………………………. | |
| Practical lesson №13 Differentiation of access rights in the network………………………… | |
| Practical lesson number 14. Requirements for the workplace ……………………………... | |
| Practical lesson number 15. Creation and editing of a text document, computer publications…………………………………………………………………… | |
| Practical lesson number 16. Programs - translators. Hypertext representation of information………………………………………………………………... | |
| Practical lesson number 17. Possibilities of dynamic (electronic) tables……... | |
| Practical lesson number 18. Creation of tables, forms, database queries……............. | |
| Practical lesson number 19. Working with the electronic catalog………………………….. | |
| Practical lesson number 20. Creating and editing presentations…………………. | |
| Practical lesson number 21. Use of presentation equipment………… | |
| Practical lesson number 22. Demonstration of computer-aided design systems………………………………………………………………………………… | |
| Practical lesson number 23. Browser. Working with Internet resources………………….... | |
| Practical lesson number 24. Editing the site………………………………............. | |
| Practical lesson number 25. Using network software features………………. | |
| Information support of methodological recommendations…………………………… |
Explanatory note
Discipline "Informatics and ICT" sets the task of forming a scientific picture of the world among students, the role of information processes in society, mastering the skills to apply, analyze, transform information models of real objects and processes, using information and communication technologies, developing cognitive interests by mastering and using computer science methods, educating a responsible attitude to observance of ethical and legal norms of information activity.
In accordance with the curriculum, 150 hours are allotted for studying the general educational discipline Computer Science and ICT, of which 50 hours are spent on practical classes in the specialty SPO 260807.01 "Cook, confectioner".
The value of practical work lies in the fact that it equips students not only with the knowledge necessary for life in the field of information technology, but also with useful skills that are necessary in the modern information world.
The teacher developed 25 practical works. Each work contains theoretical information, goals, material support, the order of work.
As a result of practical work, students reveal their knowledge, skills and abilities in working with a text and spreadsheet editor, a program for creating a database, presentations, automated control programs, network software, etc.
As practice shows, the use of a workshop is an effective means of forming not only intellectual abilities, but also the development of students' cognitive activity, which in turn is one of the indicators of students' social and professional mobility.
When performing each practical work, the student must make a report on the work done, which should contain:
1. Title of work.
2. The purpose of the work.
3. Task and its solution.
4. Conclusion about the work done.
Requirements for knowledge and skills in the performance of practical work
As a result of the practical work provided for by the program in this specialty, the student must
know:
Units of measurement of information;
Appointment of the most common means of automating information activities (text editors, word processors, graphic editors, spreadsheets, databases, computer networks);
Purpose and types of information models describing real objects or processes;
Using the algorithm as a way to automate activities;
be able to:
Assess the reliability of information by comparing various sources;
Recognize information processes in various systems;
Use ready-made information models, evaluate their compliance with the real object and modeling goals;
To carry out the choice of the method of presenting information in accordance with the task;
Illustrate educational work using information technology tools;
Create information objects of complex structure, including hypertext ones;
View, create, edit, save records in databases;
Search for information in databases, computer networks, etc.;
Present numerical information in various ways (table, array, graph, chart, etc.);
Comply with safety regulations and hygiene recommendations when using ICT tools.
Practice #1
Task number 1
1. Download the Internet.
2. In the search bar, enter the phrase "educational resource catalog".
3. List which sections include educational resources on the Internet.
4. Describe any three of the educational resources found.
| Name | Characteristic |
| Federal educational resources | The section contains a list of websites of federal educational authorities, educational institutions of the federal level, information websites of federal programs and projects, a list of federal information and educational portals, as well as descriptions of the latest systems for accessing educational resources on the Internet, created at the state level within the framework of the Federal Target Development Program education. |
| Regional educational resources | The section contains a list of sites of regional educational authorities and regional information and educational portals. The section presents the projects "Education" and "Informatization of the education system", implemented in the regions of the Russian Federation. The study of the resources of the section allows you to get a general idea of the features of the functioning and prospects for the development of the education system in the Russian regions. |
| Resources for the subjects of the educational program | The section presents a list of resources on the main subjects of the educational program of basic general and secondary (complete) general education. Resources are classified into subsections that strictly correspond to the 13 main disciplines of general education. The resources included in the section contain educational and reference material that can be used by both educators and students. Electronic tests, interactive models, colorful illustrations, ready-made developments, simulators and other educational and methodological materials contained in the resources of the section will help teachers to prepare and conduct interesting, informative, vibrant classes, and students to complete homework, research projects or other types of independent works. The section is intended for teachers, methodologists and students of educational institutions. |
Task number 2
Use the Universal Reference Encyclopedia to find answers to the following questions:
| Question | Answer |
| 1) indicate the time of approval of the Gregorian calendar | January 31, 1918 |
| 2) what is the diameter of the dust grain | 0.001 m |
| 3) indicate the lethal sound level | 180 decibels. |
| 4) what is the boiling point of iron | 2862°C |
| 5) what is the melting point of iodine | 113.7 (°C) |
| 6) indicate the speed of revolution of the Earth around the Sun | 108 thousand km per hour |
| 7) what is the mass of the Earth | 5.97×10²⁴ kg |
| 8) what is the highest mountain in Australia | Kosciuszko |
| 9) describe the Campa people | Campa - one of the peoples of Peru, living in the basins of the Ucayali, Apurimac, Pachitea rivers. An alternative name is Ashaninka or Asheninka. The number in Peru is 50 thousand people. Individual representatives also live in Brazil. The number of 120 thousand people. The traditional social organization is a community of several related paired families. |
| 10) indicate the years of the reign of Ivan III | 1462 - 1505 |
| 11) indicate the years of the reign of Catherine II | from 1762 to 1796 |
| 12) indicate the years of the reign of Ivan IV | 1533-1584 |
| 13) indicate the years of Khrushchev N.S. | from 1958 to 1964 |
| 14) in what year was the first wooden bicycle invented | 1817 |
Task number 3. Answer the questions:
| 1. What do you understand by information resources? | Information resources are the ideas of mankind and instructions for their implementation, accumulated in a form that allows their reproduction. |
| 2. List the parameters for classifying information resources. | 1. content; 2. coverage; 3. time; 4. source; 5. quality; 6. compliance with needs; 7. way of fixation; 8. language; 9. Cost |
| 3. What is meant by educational information resources? | These are books, articles, patents, dissertations, research and development documentation, technical translations, data on advanced manufacturing experience, etc. |
| 4. What can be attributed to educational electronic resources? | In the most general case, EER includes educational videos and sound recordings, for which a household tape recorder or CD player is enough to play. The most modern and effective for the education of EER are reproduced on a computer. These are the resources we will focus on. |
Task number 4. Draw a conclusion about the work done:
Practice #2
Legal regulation
Considering that information is practically no different from another object of ownership, such as cars, houses, furniture and other tangible products, we should talk about the existence of similar property rights for information products. The right of ownership consists of three important components: the right of disposal, the right of possession and the right of use.
♦ The right of disposal consists in the fact that only the subject-owner of information has the right to determine to whom this information can be provided.
♦ The right of ownership should ensure that the information owner keeps the information unchanged. No one but him can change it.
♦ The right to use gives the subject-owner of information the right to use it only in their own interests.
Thus, any user entity is obliged to acquire these rights before using the information product of interest to him. This right must be regulated and protected by public infrastructure and relevant laws. As for any property, such an infrastructure consists of a chain:
legislative power (laws) -> judicial power (court) -> -» executive power (punishment).
Any ownership law must govern the relationship between the owner entity and the user entity. Such laws should protect both the rights of the owner and the rights of rightful owners who legally acquired the information product. The protection of information property is manifested in the fact that there is a legal mechanism for protecting information from disclosure, leakage, unauthorized access and processing, in particular copying, modification and destruction.
In the Russian Federation, a number of decrees, resolutions, laws have been adopted, such as: “On information, informatization and information protection”, “On copyright and related rights”, “On the legal protection of computer programs and databases”, “On the legal protection of topologies integrated circuits, etc.
The Law of the Russian Federation "On Information, Informatization and Protection of Information" is a basic legal document that opens the way to the adoption of additional regulatory legal acts for the successful development of the information society. With its help, it is partially possible to solve the issues of legal settlement of a number of problems: the protection of the rights and freedoms of the individual from threats and damage associated with the distortion, damage and destruction of "personal" information.
The law consists of 25 articles grouped into five chapters:
v general provisions;
v information resources;
v use of information resources;
v informatization, information systems, technologies and means of their support;
v protection of information and the rights of subjects in the field of information processes and informatization.
The law creates conditions for the inclusion of Russia in the international information exchange, prevents mismanagement of information resources and informatization, ensures information security and the rights of legal entities and individuals to information. It defines a comprehensive solution to the problem of organizing information resources, defines the legal provisions for their use. Information resources are proposed to be considered in two aspects:
♦ as a material product that can be bought and sold;
♦ as an intellectual product subject to intellectual property rights and copyright.
It is extremely important and relevant to adopt such legal acts that could ensure:
Protection of the rights of producers and consumers of information products and services;
Protection of the population from the harmful effects of certain types of information products;
The legal basis for the functioning and application of information systems, the Internet, telecommunications technologies.
Information security methods
When developing methods for protecting information in the information environment, the following important factors and conditions should be taken into account:
Ø expanding the areas of computer use and increasing the growth rate of the computer park (that is, the problem of information protection should be solved at the level of technical means);
Ø a high degree of concentration of information in the centers of its processing and, as a result, the emergence of centralized databases intended for collective use;
Ø expanding user access to global information resources (modern data processing systems can serve an unlimited number of subscribers located hundreds and thousands of kilometers away);
Ø complicating the software of the computing process on a computer, since modern computers can work:
In multiprogram mode, when several tasks are solved simultaneously;
In multiprocessor mode, when one task is solved by several parallel processors;
In the time sharing mode, when the same computer can serve a large number of subscribers at the same time.
To traditional methods of protection Deliberate information threats include: restriction of access to information, encryption (cryptography) of information, control of access to equipment, legislative measures. Let's consider these methods.
Restriction of access to information is carried out at two levels:
At the level of the human environment, that is, by creating an artificial barrier around the object of protection: issuing special passes to admitted persons, installing a security alarm or video surveillance system;
At the level of protection of computer systems, for example, by dividing information circulating in a computer system into parts and organizing access to it by persons in accordance with their functional duties. When protected at the software level, each user has a password that allows him to have access only to the information to which he is allowed.
Encryption (cryptography) of information consists in the transformation (coding) of words, letters, syllables, numbers using special algorithms. To get acquainted with encrypted information, a reverse process is needed - decoding. Encryption provides a significant increase in the security of data transmission on the network, as well as data stored on remote devices.
Access control to equipment means that all equipment is closed and sensors are installed in the access points to it, which are triggered when the equipment is opened. Such measures allow you to avoid, for example, connecting third-party devices, changing the operating modes of the computer system, downloading third-party programs, etc.
Legislative measures consist in the implementation of laws, regulations, instructions existing in the country that regulate the legal liability of officials - users and service personnel for leakage, loss or modification of information entrusted to them.
When choosing information protection methods for a particular computer network, a thorough analysis of all possible methods of unauthorized access to information is necessary. Based on the results of the analysis, planning of measures that provide the necessary protection is carried out, that is, the development of a security policy is carried out.
A security policy is a set of technical, software and organizational measures aimed at protecting information in a computer network.
Let's consider some methods of protecting computer systems from deliberate information threats.
Protection against theft of information is usually carried out using special software tools. Unauthorized copying and distribution of programs and valuable computer information is theft of intellectual property. Protected programs are subjected to pre-processing, which brings the executable code of the program into a state that prevents its execution on "foreign" computers (encrypting files, inserting password protection, checking a computer by its unique characteristics, etc.). Another example of protection: to prevent unauthorized access to information in the local network, an access control system is introduced both at the hardware and software levels. An electronic key connected, for example, to a printer connector can be used as a hardware access control device.
To protect against computer viruses, "immune-resistant" software tools (analyzer programs) are used that provide for access control, self-control and self-healing. Antivirus tools are the most common means of protecting information.
As a physical protection of computer systems, special equipment is used to detect industrial espionage devices, to exclude the recording or relaying of computer radiation, as well as speech and other information-carrying signals. This prevents leakage of informative electromagnetic signals outside the protected area. The most effective means of protecting information in communication channels is the use of special protocols and cryptography (encryption).
To protect information from random information threats, for example, in computer systems, tools are used to increase the reliability of equipment:
Ø increasing the reliability of electronic and mechanical components and elements;
Ø structural redundancy - duplication or tripling of elements, devices, subsystems;
Ø functional control with failure diagnostics, that is, the detection of failures, malfunctions and software errors and the exclusion of their influence on the information processing process, as well as an indication of the location of the failed element.
Every year the number of threats to information security of computer systems and ways to implement them is constantly increasing. The main reasons here are the shortcomings of modern information technology and the ever-increasing complexity of the hardware. The efforts of numerous developers of software and hardware methods for protecting information in computer systems are aimed at overcoming these reasons.
http://infdeyatchel.narod.ru/_private/metodik/urok/prav_norm.swf
2. Answer the following questions:
1. Who keeps order in the network? admin
2. What are the requirements for information security?
these requirements apply to documents
3. What rights does the user have?
Anti-virus protection, software environment limitation
4. How can the owner protect?
5. What is information law?
6. What are the acts of federal legislation?
7. What are the ways to protect information?
8. What are the penalties for information offences?
9. What are the most serious violations in the field of information security?
3. Make a conclusion about the practical work done:
The most popular raster formats:
Bit Map image (BMP) is a universal bitmap graphic file format used in the Windows operating system. This format is supported by many graphics editors, including the Paint editor. Recommended for storing and sharing data with other applications.
Tagged Image File Format (TIFF) is a raster image file format supported by all major graphics editors and computer platforms. Includes a lossless compression algorithm. Used to exchange documents between different programs. Recommended for use when working with publishing systems.
Graphics Interchange Format (GIF) is a raster graphics file format supported by applications for various operating systems. Includes a lossless compression algorithm that allows you to reduce the file size by several times. Recommended for storing images created programmatically (diagrams, graphs, and so on) and drawings (such as appliqué) with a limited number of colors (up to 256). Used to place graphics on Web pages on the Internet.
Portable Network Graphic (PNG) is a raster graphics file format similar to the GIF format. Recommended for placing graphics on Web pages on the Internet.
Joint Photographic Expert Group (JPEG) is a bitmap graphics file format that implements an efficient compression algorithm (JPEG method) for scanned photographs and illustrations. The compression algorithm allows you to reduce the size of the file dozens of times, however, it leads to the irreversible loss of some information. Supported by applications for various operating systems. Used to place graphics on Web pages on the Internet.
Binary audio coding
The use of a computer for sound processing began later than numbers, texts and graphics.
Sound is a wave with continuously changing amplitude and frequency. The greater the amplitude, the louder it is for a person, the greater the frequency, the higher the tone.
Sound signals in the world around us are extremely diverse. Complex continuous signals can be represented with sufficient accuracy as the sum of a certain number of simple sinusoidal oscillations.
Moreover, each term, that is, each sinusoid, can be precisely specified by a certain set of numerical parameters - amplitude, phase and frequency, which can be considered as a sound code at some point in time.
In the process of encoding an audio signal, its temporal sampling is performed - a continuous wave is divided into separate small time sections and a certain amplitude value is set for each such section.
Thus, the continuous dependence of the signal amplitude on time is replaced by a discrete sequence of loudness levels.
Each volume level is assigned its code. The more volume levels will be allocated in the process of encoding, the more information will be carried by the value of each level and the better the sound will be.
The quality of binary audio encoding is determined by the encoding depth and sampling rate.
Sampling frequency– number of signal level measurements per unit of time.
The number of volume levels determines the encoding depth. Modern sound cards provide 16-bit audio encoding depth. In this case, the number of volume levels is N = 2 16 = 65536.
Practice #4
Practice #5
Scheme
The AND circuit implements the conjunction of two or more Boolean values. Symbol on the block diagrams of the circuit And with two entrances
Circuit truth table And
| x | y | x . y |
The unit at the output of the AND circuit will be if and only if there are ones at all inputs. When at least one input is zero, the output will also be zero.
The connection between the output z of this circuit and the inputs x and y is described by the relationship: z = x . y(read as "x and y"). The operation of conjunction on block diagrams is denoted by the sign "&" (read as "ampersand"), which is an abbreviation of the English word and.
Scheme OR
The OR circuit implements the disjunction of two or more logical values. When at least one input of the OR circuit is one, its output will also be one.
Symbol on the block diagrams of the OR circuit with two inputs. The sign "1" in the diagram is from the obsolete notation of the disjunction as ">=1" (i.e. the value of the disjunction is equal to one if the sum of the values of the operands is greater than or equal to 1). The connection between the output z of this circuit and the inputs x and y is described by the relationship: z = x v y (read as "x or y").
Circuit truth table OR
Scheme I-NOT
The NAND circuit consists of an AND element and an inverter and negates the result of the AND circuit. The relationship between the output z and the inputs x and y of the circuit is written as follows: , where it reads as "inversion of x and y". Symbol on the block diagrams of the AND-NOT circuit with two inputs
Truth table of the NAND circuit
| x | y | |
Task number 1. Determine which of the following sentences are logical statements and which are not (explain why):
a) "The sun is a satellite of the earth"; +
b) "2+3 ?4 "; -
in) "great weather today"; +
G) "in the novel by L.N. Tolstoy "War and Peace" 3,432,536 words"; +
e) "Saint Petersburg is located on the Neva"; +
e) "Bach's music is too complicated"; -
and) "first escape velocity is 7.8 km/s"; +
h) "iron - metal"; +
and) "if one angle in a triangle is right, then the triangle is obtuse";
to) "if the sum of the squares of two sides of a triangle is equal to the square of the third, then it is a right triangle".
Task number 2. Draw diagrams for these formulas
Task number 3. Write logical formulas for these circuits
a) 
b) 
in) 
G) 
Task number 4. Make a conclusion about the work done
Practice #6
Linear Algorithms
Linear algorithm is an algorithm in which blocks are executed sequentially from top to bottom from start to finish.
On the figure an example of a block diagram of the algorithm for calculating the perimeter P and area S of a square with a side of length A is given.
Branching Algorithms
Branching Algorithm this is algorithm, in which, depending on the condition, either one or another sequence of actions is performed.
Cyclic algorithms
Often, when solving problems, it is necessary to repeat the execution of operations on the same dependencies with different values of the variables included in them and to make multiple passes through the same sections of the algorithm. Such areas are called cycles. Algorithms containing loops are called cyclical. The use of loops significantly reduces the volume of the algorithm.
There are cycles with a priori known and a priori unknown number of passes.
First, the loop is entered. After that, its execution begins.
Loop structure
Cycle header structure
Inside the header, the counter is initially assigned the value i = j. Then the blocks that form the loop body are executed. Blocks are processed in a clockwise direction within the loop. As a result, after the first execution of the loop body, control is again transferred to the header. Here, a step will be added to the current value of the counter. Now, if the new value of the counter has not gone beyond its limits (that is, it has not become greater than its final value with a positive step or less than its final value with a negative step), then the loop body is executed again, again after returning to the header, a step is added to the counter . So the loop will be executed until the value of the counter once goes beyond the prescribed limit. As soon as such a limit is overcome, the loop will exit and control will be transferred to the block that immediately follows the loop.
Let's return to the block diagram of Fig. Its loop header is represented by block 4. The role of the loop counter is played by the variable i, which should change from 1 to N in the loop. Since the step is not explicitly specified, it is assumed to be 1 by default. The loop body is formed by blocks 5 and 6.
Immediately after entering the loop
Laboratory work
Topic: Working with catalogs of educational information resources.
Target: learn to use catalogs of information educational resources, search for the necessary information with their help.
Theoretical information for practical work
The concept of "information resource of society" (SRI) is one of the key concepts of social informatics. The widespread use of this concept began after the publication in 1984 of the book by Gromov G.R. "National Information Resources: Problems of Industrial Exploitation".
“An information resource is knowledge presented in a project form,” such a short and insufficiently strict definition was proposed by Professor Yu.M. Kanygin.
Thus, information resources are knowledge prepared for expedient social use.
The concept of IRO, accumulated in the knowledge society, can be considered in the narrow and broad sense of the word.
IRO in the narrow sense of the word is knowledge that is ready for expedient social use, that is, alienated from carriers and materialized knowledge.
IRO in the broad sense of the word includes all knowledge alienated from carriers and included in the information exchange, existing both in oral and in materialized form.
concept resource is defined in the Dictionary of the Russian Language by S.I. Ozhegov as a reserve, a source of something.
As for information resources, this concept is relatively new. It is just beginning to enter the life of modern society, although in recent years it has become more and more common not only in scientific literature, but also in social and political activities. The reason for this, of course, is the global informatization of society, in which the especially important role of information and scientific knowledge is becoming increasingly recognized.
For classification of information resources The following most important parameters can be used:
the subject of the information stored in them;
form of ownership - state (federal, subject of the federation, municipal), public organizations, joint-stock, private;
availability of information - open, closed, confidential;
belonging to a certain information system - library, archival, scientific and technical;
source of information - official information, publications in the media, statistical reporting, results of sociological research;
the purpose and nature of the use of information - mass regional, departmental;
form of information presentation - text, digital, graphic, multimedia;
type of information carrier - paper, electronic.
By educational information resources we will understand textual, graphic and multimedia information, as well as executable programs (distributions), that is, electronic resources created specifically for use in the learning process at a certain level of education and for a certain subject area.
When working with educational resources, concepts such as subject and an object these resources. We will classify the subjects of information activity as follows:
the subject that creates objects (all users of the educational system - teacher, student);
the subject using the objects (all users of the educational system);
a subject that administers objects, that is, provides an environment for working with objects of other subjects (network administrators);
the subject that controls the use of objects by subjects (engineers).
Educational e-resources include:
educational materials (electronic textbooks, teaching aids, abstracts, diplomas),
educational materials (electronic methods, curricula),
scientific and methodological (dissertations, candidate's works),
additional textual and illustrative materials (laboratory works, lectures),
testing systems (tests - electronic knowledge testing),
electronic full-text libraries;
electronic periodicals in the field of education;
electronic table of contents and annotations of articles of periodicals in the field of education,
electronic archives of issues.
Task number 1
Download Internet.
In the search bar, enter the phrase "educational resource catalog".
List which sections include educational resources on the Internet.
Describe any three.
Name
Characteristic
Task number 2
Use the Universal Reference Encyclopedia to find answers to the following questions:
Question
Answer
1) indicate the time of approval of the Gregorian calendar
2) what is the diameter of the dust grain
3) indicate the lethal sound level
4) what is the boiling point of iron
5) what is the melting point of iodine
6) indicate the speed of revolution of the Earth around the Sun
7) what is the mass of the Earth
8) what is the highest mountain in Australia
9) describe the Campa people
10) indicate the years of the reign of Ivan III
11) indicate the years of the reign of Catherine II
12) indicate the years of the reign of Ivan IV
13) indicate the years of Khrushchev N.S.
14) in what year was the first wooden bicycle invented
Task number 3. Answer the questions:
What do you understand by information resources?
List the parameters for classifying information resources.
What is meant by educational information resources?
What can be attributed to educational electronic resources?
Task number 4. Make a conclusion about the lab work done:
