Reviewerly/exHarmony huggingface dataset:
&amp;nbsp;La competencia informacional y derechos de autor en las bibliotecas de instituciones de educación superior de Brasil. (Information Literacy Competencies and Copyright in Brazilian Higher Education Institutions)

Information literacy (IL) is the natural evolution of the old “user training” in libraries, adapted to the new times where technology plays an important role. Legal and ethical use of information is one of the competencies incorporated in important international standards of IL. In order to know the impact of the ethical and legal use of information within these training plans in libraries of higher education entities in Brazil, a brief online questionnaire was designed and executed. The questionnaire aimed to research the existence of plans for IL and/or user training , the ethical and legal use of information, copyright, what kind of information they show, and the availability of staff members at libraries to address concerns on these issues. The results show that libraries of higher education entities in Brazil still have a lot of work to do in our area. Not all of them have adequate education plans for their users and those who do have them, and also include some information about copyright, the discourse focuses on disciplinary aspects, without training authors nor users about their rights, how to use the work of others, how to share their own work, amongst others.
The Hidden Effects of Computer Engineering on User Documentation

The mathematical notation that took its name from George Boole and reached the height of its fame in Principia Mathematica had a destiny as the basis of computer science even before that science emerged. The means used to minimize this dislocation or deal with it over time fall under the category of maintenance, which will be discussed in the sections on system evolution. This chapter illustrates this principle by planning a small software project. The intertwining logical relationships that make up a computer system—relationships that technical writers devote their careers to describing—somehow are deemed worthy of consideration when the writers discuss their work. The complexity of placing conditional actions within other conditional actions is considered a virtue rather than a problem, as we shall see in the sections on modularity. A fanatically stack-oriented programmer would nest functions even further, claiming for instance that Index should be invoked by Locate since the output of Index is used by Locate.
Learning C Language Programming with Executable Flowchart Language

Abstract Learning C language Programming with executable flowchart languageTeaching C language programming to students is a daunting task, especially to those withoutany background or experience in computer programming. Even simple assignment statementsseem hard for them to understand. We find that the students are having hard time visualizingwhat’s actually happening when the computer executes their code. Besides, silly syntax errorswill frustrate the students, only to find that they are not able to learn programming after all. In order to help the students out, we built an executable flowchart language called CFL,which stands for “C-like Flowchart Language.” There are a few reasons why we thought CFLmay help. First, instead of textual language, which is hard to learn, students can writeprograms by laying out graphical flowchart symbols and connecting them. Second, thestepwise execution enables the students to actually see the changes made in each step. Thevisualization highlights not only the variable values, but also the flow of control, the input andoutput, and activation record of function calls. Third, the syntax and concepts are in line withC programming language, thus it is easy to transition from CFL to C language. For instance,the input node can use simplified printf, scanf, getchar and putchar. Fourth, it eliminates theprocedure of compiling, which is one of the notorious sources of frustration. All syntax checkis done right at the time of entering each node. Currently it is implemented as a java applet.(http://turing.mju.ac.kr/cfl2/cfl_test.php) We prepared the experimentation as follows. There were two almost equal-sized(32, 33)classes of C programming, all freshmen, being taught by the same instructor. One grouplearned the control structure of “while” loop in C language syntax and given a few exercises.The other group first learned the same concept by using CFL and was given a bunch ofexercises, and then learned C language syntax later. We will call those groups A and B,respectively. The preparation times taken in two groups are the same. When the preparation stage is done, we gave the students a series of tasks of writing Cprograms, requiring the use of “while” statement. In the first 3 tasks, group A performed better(faster) than group B. After 3 exercises, students were given a slightly more difficult problem(printing a progression of differences), and group B started to outperform. The graph shows the completion time of the first 23 students in each class, from fast to slow. The remaining students cannot be compared because they failed. It is observed that “good students” are slightly better when directly taught C language, while average students are better when first learned with CFL and then by C language.
IDEA-Pen: Interactive Design and Analysis through a Pen-based Interface

Abstract IDEA-Pen: Interactive Design and Analysis through a Pen-based InterfaceIt is important to teach students how to support their design decisions with analysis and toexplore several alternative ideas. Current computational tools have a steep learning curveresulting in a significant investment of time and also in increased cognitive load which leads tothem being used as tools to validate a design rather than in them being used for exploratorydesign iterations. The IDEA-Pen project aims to provide students with a more coherent andconnected experience with learning engineering design and analysis by facilitating the learningof both design and analysis through a natural, intuitive, and portable pen-and-tablet-based systemcalled ‘IDEA-Pen’. This tool can be used to provide immediate answers to questions like ‘what-if’, ‘why’ and ‘how’ through new modes of multi-user and computing interaction, increasingunderstanding of concepts and student satisfaction, both inside and outside the classroom. Wewill explore if the nature and quality of discussions improves as a result of introducing this toolto support classroom and laboratory discussions and instruction in a course. IDEA-Pen bridges acritical gap between engineering design and design engineering by enabling users to study theirdesign behavior and to explore different design options at an early stage even before the detaileddesigns are made. The tool will impact the conversations in the classroom of today, stimulating amore dynamic environment by increasing active student participation and teacher-studentinteractions, and quality and new types of in-class demonstrations. This can potentially changesome of the pedagogical principles followed in the classroom today and also enable the transitionfrom a teacher-centered to a student-centered model of education.
A Study of Individual Learning in Software Engineering Team Projects

A large scale experiment to determine if improved team cognition leads to improved individual learning has been designed.Specifically, the goal of this research is to determine if working on an effective team benefits or impedes a student's learning of the course content.The literature appears to focus on team performance, team outcomes, and benefits of teams by combining individual resources; but does not focus on the benefits of the individuals on the team, where a benefit could be learning for example.Our results, however, do not support the hypothesis that the guidelines that facilitate effective student teams also improve individual team member learning.
Information Visualization Applied In Presenting Some Fundamental Power Systems Topics

Visualization methods are widely credited for simplifying presentation of difficult subjects as well as aiding cognition.Its use in the power engineering industry and education is enjoying significant growth.However, developing visualization systems for fundamental power system topics is a time-consuming task.This paper presents a series of student-created applications of visualization concepts in teaching a number of power system topics.The simple visualization schemes emanating from students' perspectives serve to both aid understanding of concepts as well as enable the instructor to systematically integrate the valuable inputs into instruction delivery.
Region of Interest and Feature-based Analysis to Detect Breast Cancer from a Mammogram Image

This paper discusses the categorisation of breast cancer based on mammography images—MLO perspective. This research presents a method for finding malignant tumours in mammography images utilising the Gabor cut algorithm for region of interest from the morphologically upgraded image for cancer detection with better detection rate and accuracy. To eliminate spurious matching points, the features were examined using the enhanced feature extraction technique. The improved ORB method with RANSAC implementation is utilised in this work to extract the necessary features by masking the background data. The methods offered provide characteristics with exact information about cancerous tissues. This automated extraction has a 98.006% accuracy.
Virtual Reality Exposure Therapy

Virtual reality exposure therapy (VRET) is based on the assumption that anxiety subsides through a process of habituation after a person has been exposed to a fearful situation for a prolonged period of time. During VRET, patients are exposed to an anxiety‐provoking stimulus via a headmounted display (HMD), which is connected to a computer system that generates real‐time 3D images. An alternative way to offer VRET is via a computer‐animated virtual environment (CAVE), a projection‐based virtual reality system. Recent research shows temporal synchronicity in therapeutic processes involved in VRET and exposure in vivo. This chapter discusses the therapy outcome in VRET as well as the therapeutic processes involved. It discusses three studies that show that VRET, in combination with cognitive‐behavioral therapy (CBT) or as stand‐alone treatment, is an efficacious treatment for panic disorder with or without agoraphobia. VRET offers an excellent opportunity to do standardized research into therapy processes.
PERANCANGAN STUDIO DIGITAL IMAGING “IMAGINE”

Since the emergence of social media, especially instagram image’s quality become an attention, it had a positive impact on the development of photography and other things that support such as photo studios, photographers, and camera. However, the camera certainly has limitations on the result, the sharpness of the colors and the dimensions of the resulting image from the camera can be maximized and some photographers may not be particularly good at editing especially digital imaging. Therefore this study aimed to design a digital imaging studio. The study was conducted with qualitative, quantitative and literature studies. Results of the study are expected in the form of digital imaging studio focused in terms of editing, compositing, and modification of visual elements in the final image.
Using twenty-question game to improve the ability of writing descriptive text of the seventh grade students of MTs Hasyim Asy'ari Piyungan Bantul DIY / Risnaryanto

This study was focused to improve the students’ writing ability in Englishthrough Twenty-question game and step by step guidance. The teaching modelwas selected since it built the students’ skill to use descriptive questions, to applytransformation skill, to add their own details and to have writing process guidancein such a fun way that they were more absorbed in the writing process so that theirwriting ability improved. The formulation of the problem was: “How can Twentyquestiongame improve the ability of the seventh grade students of MTs. HasyimAsyari Piyungan Bantul DIY in the academic year of 2008/2009 in writing adescriptive text?”The design of the study was classroom action research in which theresearcher and the collaborative teacher designed the lesson plan, implemented,observed and reflected the action together. The subjects were the seventh gradestudents of MTs. Hasyim Asyari Piyungan Bantul DIY in the academic year of2008/2009. The research was conducted in two cycles following the steps ofplanning, implementing, observing, and reflecting.It can be concluded that the strategy of involving Twenty-question game andstep by step guidance on the writing process improves the students’ ability inwriting a descriptive text. The average scores of the students’ writing frompreliminary study, cycle one to two proves the conclusion. The scoring on thestudents’ product results in 50 in the preliminary study, 61 in cycle one and 69 incycle two.The procedures of the teaching model in this study were: (1) introducingand presenting the way, rules and required skills to play the game, (2) playing thegame, (3) presenting yes/no question transformation knowledge, (4) conveyingvarious sentence types used to describe the object in order that they can add theirown description, (5) giving text models to be analyzed, (6) completing the missingelements of construction before the draft is revised and edited, (7) exchanging thedraft to other group or student to be evaluated and given feedback in the aspects oforganization, grammatical accuracy and mechanics, (8) writing the group’s orindividual’s final version, (9) publishing activity by reading aloud or submittingthe products, and (10) reflecting the process of writing.Following the conclusion, it is suggested that (1) English teachers apply andmodify this model if their students have poor ability concerning grammaticalaccuracy as well as instruct their students to make small groups, practice the gameand develop the topic of the game into a descriptive text; and (3) futureresearchers vary the game with a set of pictures to increase its effectiveness.
LibGuides: Fluid Power: Websites

Research resources, tips, and support from SCC librarians Links to professional associations & other websites recommended by librarians
The Artificial Memory of Mr. Polly: Memory Simulation in Databases and the Emergence of Knowledge

Human memory may be characterized by five dimensions: (1) large capacity; (2) associativity; (3) diversity of memory systems; (4) change over time; and (5) a unified memory experience. The organization and multidimensionality underlying memory can be represented with set theory. This offers a new mathematical perspective, which is the foundation for the cognitive memory architecture Ardemia. The authors present a relational database implementation of Ardemia that supports the creation of the artificial memory of Mr. Polly, the main character in H.G. Wells’s novel The History of Mr. Polly. In addition to the implementation of Mr. Polly’s artificial memory using TimeGlue, his memory is probed with a collection of everyday memory queries that are related to temporal and schema knowledge. The investigation of Mr. Polly’s knowledge suggests an alternative representation of schemas; rather than fixed structures or explicit associations, it is possible to model schemas as the results of the interaction between existing knowledge and remembering.
Security Incident Tracking in Virtualized Linux Environment

2010 Created a minesweeper game, which can set mines' number.Created a high school grade management system with the Basic C by Visual Studio 2010 Created a database for a high school which could help the school manage their students' grades
Assessing The Effectiveness Of An Outcome Based Information Systems Curriculum

This paper proposes a method for assessing the effectiveness of an outcome-based Information Systems (IS) Curriculum.Two sets of learning outcomes are identified to provide focus to an IS curriculum: the college major learning outcomes, which form the basis of the curriculum and serve as a focus for curricular design and improvement and the University learning outcomes, which are higher-level outcomes.Master course syllabi are developed for all courses in the curriculum and posted on the University Intranet and on Blackboard ® .All master course syllabi include the course contributions to specific learning outcomes.Instructors use the master syllabus to design course content and develop learning experiences that are used to address particular learning outcomes.Students develop an electronic portfolio that includes samples of their most important learning experiences which may be projects, term papers, extracurricular experiences, as well as capstone and internship reports.The electronic portfolio is regularly reviewed and assessed by faculty members to monitor student progress and assess their achievement of various learning outcomes.A course-outcome matrix is developed for program assessment.The matrix includes a list of all IS courses, their learning outcomes and the expected achievement levels for these outcomes.At the end of a semester, all courses are analyzed for their effectiveness in covering various learning outcomes.The results of this analysis are used to identify courses that seem weak in covering particular outcomes.This exercise allows the IS College to study the effectiveness of individual courses and the program overall in achieving the college and University learning outcomes.It is anticipated that using a measurement tool such as the course outcome matrix may enable academic institutions monitor and improve information systems programs.
Software Quality Assurance For Software Engineers

Software Quality Assurance (SQA) is an important aspect of Software Engineering (SE) but there exists a wide variety of ways in which this topic is covered in an undergraduate curriculum at various institutions.At some schools, SQA is typically taught as a "topic" in a software engineering course, whereas in some other curricula, there are entire courses devoted to this area.There also exist broad spectrums of topics that are covered in these courses ranging from preliminary testing types & techniques to testing process, test metrics, inspections, configuration management etc.This paper questions as to what are some of the essential topics that should be a requirement for an undergraduate software engineering curriculum and the rationale behind it.Various strategies on how SQA can be integrated vertically as well as horizontally throughout a "sound" curriculum are also discussed.Milwaukee School of Engineering has one of the first ABET accredited SE programs in the United States.This paper also describes how SQA is being taught at MSOE and discusses the advantages and limitations of our approach. Intr oductionA Joint Task Force on Computing Curricula (CC2001) was established in 1998 by Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association for Computing Machinery (ACM) to undertake a major review of curriculum guidelines for undergraduate programs in computing.The task force was assigned the task of providing curriculum guidance in the areas of (i) Computer Science, (ii) Computer Engineering, (iii) Software Engineering and (iv) Information Systems, so that the enhanced curriculum takes into account the latest developments in computing of the past decade and can be relevant through the next decade.The Steering Committee that was responsible for the area Software Engineering was called Computing Curricula Software Engineering (CCSE).
Creating and Implementing Cloud-Based Simulations

A Cloud resource at Boise State University was used to enhance a large section of Multivariable and Vector Calculus (MATH 275) taken by engineering majors.This section was developed to deal with rapidly-increasing engineering enrollment.Our hypothesis was that curricula could be successfully delivered to a very large class (120 students) by augmenting instruction with Cloud resources and Clicker technology.Interactive exercises, hosted on the Cloud, were assigned instead of traditional text-based homework.Exercises were developed by a team of faculty and graduate students funded by a Hewlett-Packard Labs grant 1 .Exercises were created using MATLAB 2 and Working Model 3 software.Student satisfaction and perception of learning were measured using Clicker-based surveys associated with each exercise.Cloud computing resources hosted on university workstations provide access to licensed software used by STEM students.University students access our cloud resource using the same user id's and passwords that they use to access other University resources.Remote Graphics Software (RGS) 4 , available from Hewlett-Packard, enables students to remotely access any software made available to them on the cloud.Moreover, RGS enables the students to work together on the same file.Finally, RGS Sender software enables the host computer to do most of the video processing, so that the remote user can run graphics-intensive software using a low-end PC or thin client without performance impairment.The cloud was hosted on 16 Blade workstations provided by a Hewlett-Packard Innovations in Engineering (IOE) award 5 .Providing easy access to our cloud resource was fundamental in achieving our goals.We developed a rubric for accessing and using our cloud resource.Clicker surveys conducted during classes at the beginning, middle, and end of the semester provided data elucidating student opinions on accessing and using the cloud resource.Comments were also elicited during the end of semester course evaluation.Results showed students became more comfortable with the cloud resource as the semester progressed.Almost all of the students were comfortable with accessing and using the cloud resource by the end of the semester.Our template for providing cloud resources might be useful for others considering the implementation of cloud technology.