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added my calculator and snake projects.

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This commit is contained in:
Joshua Ashton
2025-01-07 15:23:46 -07:00
parent 867e7a5706
commit ce253bd79f
19 changed files with 21798 additions and 34 deletions
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src/App.jsx
+28 -2
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@@ -30,18 +30,44 @@ export default function App() {
"AES encryption",
"SHA-256 hashing",
"file uploads in Base64",
"dynamic LLM routing",
],
image: "/images/one-ai-cropped.png",
imageGallery: null,
url: "https://github.com/quaxlyqueen/one-ai",
},
{
title: "Snake",
descriptionA:
"A Snake clone in the command line, written in C#. Utilized a Queue data structure to keep track of the snake's body. Implemented features include:",
featureList: [
"basic pseudo-randomized obstacle generation",
"difficulty selection by adjusting the frequency of obstacle generation",
"keyboard input",
"ASCII art",
],
image: "/images/snake.gif",
imageGallery: null,
url: "https://github.com/quaxlyqueen/2410-Snake",
},
{
title: "Calculator",
descriptionA:
"A simple and themable calculator written in Python. This uses CustomTKinter for the GUI and the eva CLI package for the actual calculator functionality. Supports MacOS and Linux. Implemented features include:",
featureList: [
"custom theming read in from a global .theme file",
"button hover effects",
"keyboard input",
],
image: "/images/calculator.gif",
imageGallery: null,
url: "https://github.com/quaxlyqueen/calculator",
},
{
title: "D&D Character Builder",
descriptionA:
"A Dungeons and Dragons character builder, following the 5th edition rules and creation process. A collaborative project creating a GUI in Java with Swing. Features include:",
featureList: [
"serializing data into custom filetype",
"serialization of character data into custom filetype",
"image import",
"export to PDF",
"button hover effects",
src/SlccCourseView.jsx
+152
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@@ -34,6 +34,17 @@ export default function SlccCourseView() {
},
],
},
{
name: "COMM 2110",
header: "COMM 2110 - Interpersonal Communications",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "ENGL 1010",
header: "ENGL 1010 - Introduction to Writing",
@@ -55,6 +66,147 @@ export default function SlccCourseView() {
},
],
},
{
name: "ENGL 2010",
header: "ENGL 2010 - Intermediate Writing",
sections: [
{
header: "Non-Profit Evaluation",
text: "In this designed paper, I evaluated the American Civil Liberties Union (ACLU) based on the following criteria: the number of lawsuits won, the number of landmark lawsuits, and how non-partisan the ACLU has been. This was written as if I was the Executive Director or Political Director for the ACLU, and I used the ACLU's design book to make this appear as if it was an official ACLU document as well.",
pathToPdf: "/slcc/ENGL 2010 Evaluation.pdf",
},
{
header: "Non-Profit Report",
text: "This report was designed with the same principles in mind as the above evaluation. This report detailed the current issues the ACLU is involved with regarding court-packing and explored some of the primary reasons the ACLU should push for court reform.",
pathToPdf: "/slcc/ENGL 2010 Report.pdf",
},
{
header: "Non-Profit Proposal",
text: "With this conclusion of the non-profit assignments, I proposed three measures the ACLU could potentially take to advocate and lobby for court reform. I then elaborated and expanded upon one, a Nomination Commission, that would still remain within the bounds of our Constitution.",
pathToPdf: "/slcc/ENGL 2010 Proposal.pdf",
},
],
},
{
name: "THEA 1033",
header: "THEA 1033 - Acting I",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "PHIL 1000",
header: "PHIL 1000 - Introduction to Philosophy",
sections: [
{
header: "Signature Assignment",
text: "Introduction to Philosophy was an incredible course to take. Beyond the excitement of learning about Ancient Greek sophists, I was pleasantly surprised by the intensity of the course content. The more we dove into various philosophies, the more I began to examine my own philosophies more closely. When I form views and beliefs, I tend to be somewhat unwavering in them, but this course pushed me to examine the beliefs I hold more critically. That isn't to indicate any kind of belief changing, rather deconstructing the belief into the same foundations of Ontology and Epistemology that we learned about for dozens of philosophers.",
pathToPdf: "/slcc/Individual Creative Paper.pdf",
},
],
},
{
name: "HIST 1310",
header: "HIST 1310 - Modern Latin America",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "NUTR 1020",
header: "NUTR 1020 - Human Nutrition",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "HLAC 1000",
header: "HLAC 1000 - Cardio Fitness",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "PHYS",
header: "PHYS",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "MATH 1050",
header: "MATH 1050 - College Algebra",
sections: [
{
header: "Signature Assignment",
text: "",
pathToPdf: "/slcc/Credit Card Lab.pdf",
},
],
},
{
name: "MATH 1210",
header: "MATH 1210 - Calculus I",
sections: [
{
header: "Related Rates",
text: "Solving related rates problems involves a systematic approach: first, identifying the variables that are changing and how they are related, then setting up equations that describe these relationships. After that, differentiation with respect to time is used to relate the rates of change. A common challenge I encountered was ensuring that all terms in the equation were differentiated correctly. When I stumbled on a particularly tricky problem, I revisited the relationships and diagrams, which helped clarify the dependencies between the variables. Completing this assignment deepened my understanding of how different rates of change interact, enhancing my problem-solving skills. I’m curious to explore the application of related rates within graph data structures, but similarly they seem very applicable to networking in computer science. If we have two rates, the number of active users and the amount of data being sent and received, those two rates could be used to identify the rate with which an increase in users increases data. Given that related rate, this would serve as a useful metric in optimizing server-side code, as the goal would be to lower that rate. Having this knowledge would allow me to write it into a test function, so every time I make a change to my code it calculates the related rate of data per user.",
pathToPdf: "/slcc/Related Rates.pdf",
},
{
header: "The Optimization Problem",
text: "In tackling optimization problems, I’ve learned that a systematic approach is essential. Drawing diagrams and identifying variables helps clarify the relationships between different elements of the problem. In this assignment, I utilized key formulas related to perimeter and area, specifically for a Norman window. However, I encountered challenges in deriving the equations and ensuring accuracy in my calculations. When my initial attempts at finding the maximum area didn’t yield plausible results, I revisited my derivatives, which allowed me to pinpoint errors in my algebra. This iterative process taught me the value of double-checking each step. One key insight I gained was the importance of translating real-world scenarios into mathematical terms, which enhances problem-solving skills. A contrasting real-world optimization problem in computer science is the Traveling Salesman Problem (TSP), where the goal is to determine the shortest route that visits a set of cities exactly once and returns to the origin. This problem is crucial in logistics and transportation, as optimizing delivery routes can significantly reduce costs and improve efficiency. Understanding TSP emphasizes how optimization techniques are vital not only in theoretical contexts but also in practical applications that affect everyday business operations.",
pathToPdf: "/slcc/Optimization Problem.pdf",
},
{
header: "Course Reflection",
text: "",
pathToPdf: "/slcc/Math - Course Reflection.pdf",
},
],
},
{
name: "SOC 1010",
header: "SOC 1010 - Introduction to Sociology",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
{
name: "CJ 1010",
header: "CJ 1010 - Intro. to Criminal Justice.",
sections: [
{
header: "",
text: "",
pathToPdf: "",
},
],
},
];
const [selectedCourse, setSelectedCourse] = useState(0);
src/components/PdfViewer.jsx
+1 -1
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@@ -33,7 +33,7 @@ export default function PdfViewer({ file }) {
}}
className="pdf-document"
>
<Page pageNumber={pageNumber} />
<Page pageNumber={pageNumber} scale={0.66} />
</Document>
<div className="pdf-buttons shadow">
<button className="pdf-button" onClick={() => prev()}>
src/components/SlccGEGoal.jsx
+13
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@@ -0,0 +1,13 @@
import React from "react";
export default function SlccGEGoal({ goal, text, link }) {
return (
<>
<div className="slcc-ge-goal">
<p>
<strong>{goal}</strong> {text}
</p>
</div>
</>
);
}
src/components/SlccGoals.jsx
+96 -1
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@@ -1,5 +1,100 @@
import React from "react";
import SlccGEGoal from "./SlccGEGoal";
export default function SlccGoals() {
return <p>Hello cruel world</p>;
const geGoals = [
{
goal: "Students acquire substantive knowledge.",
text: "This includes substantive knowledge throughout the General Education requirements for their program.",
link: "TODO",
},
{
goal: "Students communicate effectively.",
text: "This includes developing critical literacies—reading, writing, speaking, listening, visual understanding—that they can apply in various contexts; organizing and presenting ideas and information orally, visually, and in writing according to standard usage; and understanding and using the elements of effective communication in interpersonal, small group, and mass settings.",
link: "TODO",
},
{
goal: "Students develop quantitative literacies necessary for their chosen field of study.",
text: "This includes interpreting, calculating, and communicating with quantitative evidence; and collecting, interpreting, analyzing, and visualizing data.",
link: "TODO",
},
{
goal: "Students think critically.",
text: "This includes reasoning effectively from available evidence; taking imaginative and complex positions in their work; engaging in reflective thinking and expression; demonstrating higher-order skills such as analysis, synthesis, and evaluation; problem solving; and applying interdisciplinary and scientific methods to the inquiry process.",
link: "TODO",
},
{
goal: "Students express themselves creatively.",
text: "This includes engaging in the creative process to produce unique artwork, designs, or performances; analyzing, interpreting, and critiquing creative works; and producing a unique and professional General Education ePortfolio.",
link: "",
},
{
goal: "Students develop civic literacy and the capacity to be community-engaged learners who act in mutually beneficial ways with community partners.",
text: "This includes producing learning artifacts indicating understanding of the political, historical, economic or sociological aspects of social change and continuity; thinking critically about—and weighing the evidence surrounding—issues important to local, national, or global communities; and participating in a broad range of community-engagement and/or service-learning courses for community building and an enhanced academic experience.",
link: "",
},
{
goal: "Students develop the knowledge and skills to work with others in a professional and constructive manner.",
text: "This includes engaging with a diverse set of others to produce professional work, contributing to team meetings and performances, making individual contributions outside of team meetings and performances, fostering a constructive team climate, and creating fair and equitable roles based on team members’ diverse backgrounds and skills.",
link: "",
},
{
goal: "Students develop information literacy.",
text: "This includes the demonstrated ability to find, synthesize, assess, create, engage with, and cite information in a professional and ethical manner; to conceive that the research process is reflective and iterative; and to understand how information is produced and valued. These abilities and dispositions are rooted in the Framework for Information Literacy developed and adopted by the Association of College & Research Libraries (ACRL).",
link: "",
},
{
goal: "Students develop computer literacy.",
text: "This includes demonstrating the ability to create, name, organize, save and retrieve data and/or information in an electronic file management system; using online and electronic resources to communicate, collaborate, and retrieve information; using a variety of technology to support personal, academic, and professional life-long learning and productivity; determining when technology is useful and selecting the appropriate tool(s) and technology resources to address a variety of tasks and problems; and advocating and applying security principles and ethical behaviors when using technology and identify the consequences of misuse.",
link: "",
},
];
return (
<>
<div id="slcc-goals-section">
<h1>Goals & Outcomes</h1>
<div id="slcc-goals">
<table>
<thead>
<tr>
<th>Short-term Goals</th>
<th>Long-term Goals</th>
</tr>
</thead>
<tr>
<th>
Proficiency of Java, from core syntax and object-oriented
programming to data structures.
</th>
<th>Develop grit and follow-through.</th>
</tr>
<tr>
<th>Develop a personal portfolio.</th>
<th>
Focus on web development by mastering a full technology stack.
</th>
</tr>
<tr>
<th>Contribute to an open-source project.</th>
<th>
Become a freelance developer and build a successful independent
career.
</th>
</tr>
</table>
</div>
<div id="slcc-ge-goals-section">
<h2>SLCC's General Education Learning Outcomes</h2>
{geGoals.map((goal, index) => (
<SlccGEGoal
key={index}
goal={goal.goal}
text={goal.text}
link={goal.link}
/>
))}
</div>
</div>
</>
);
}
src/main.css
+21 -9
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@@ -491,17 +491,15 @@ p {
/**PDF Viewer**/
.pdf-container {
margin: 0 auto;
width: max-content;
display: grid;
grid-template-columns: 100%;
grid-template-rows: 90% 10%;
border: 1px solid red;
}
.pdf-document {
overflow: hidden;
height: 100%;
width: 50%;
width: max-content;
object-fit: scale-down;
}
@@ -569,19 +567,21 @@ p {
height: 70vh;
width: 90%;
display: grid;
grid-template-columns: 10% 80%;
grid-template-columns: 10% 90%;
grid-template-rows: 100%;
margin: 50px auto;
border: 1px solid white;
}
#course-view-selector {
display: grid;
grid-template-rows: repeat(7, 10%);
grid-template-rows: repeat(13, 7.15%);
}
.course-nav-selector {
border: 2px solid #4a245e;
border-bottom: 1px solid #4a245e;
background-color: #ebd2ff;
color: #4a245e;
height: 100%;
@@ -594,6 +594,12 @@ p {
background-color: #4a245e;
}
#course-view {
height: max-content;
width: 100%;
border: 1px solid white;
}
.course-header {
margin-left: 2vw;
}
@@ -604,9 +610,11 @@ p {
display: grid;
grid-template-columns: 47.5% 47.5%;
column-gap: 5%;
border: 1px solid white;
}
.course-section-text {
border: 1px solid white;
width: 100%;
}
@@ -709,16 +717,17 @@ p {
#slcc-splash {
width: 100%;
display: grid;
grid-template-rows: 50% 50%;
grid-template-rows: 40% 40% 5%;
grid-template-columns: 100%;
}
.header {
height: 100%;
width: 100%;
display: grid;
grid-template-columns: 100%;
grid-template-rows: 50% 50%;
grid-template-rows: 35% 65%;
}
.header .header-image {
@@ -811,6 +820,9 @@ p {
.button {
border-radius: 10px;
}
.down-indicator {
}
}
@media (max-width: 485px) {