bluuebunny/crossref_metadata_2025 huggingface dataset:
Pander to ponder
Authors: Astrachan Owen
Published: May 2009

Ponder means "to weigh in the mind with thoroughness and care" [31]. Pander means "to cater to the weaknesses and base desires of others" [31]. We report on a course we have designed and delivered over a six year period. The course was originally designed as a technical writing course for majors, but has evolved into a non-major's version whose enrollment ranks it as one of the three most highly-enrolled and thus arguably most popular courses for undergraduates at our university. We have worked diligently to ensure that students ponder the topics and problems that comprise the material for the course --- and the material is deeply technical at many levels. We have also pandered to student needs in meeting curriculum requirements, offering the course at a time convenient for athletes and others, and using popular media when possible. We started with the goal of engendering interest and passion for computer science and how it affects the world. We report on our efforts to attain this goal while keeping material appropriately technical. We claim our students are engaged in a different type of computational thinking than that espoused in [32, 5, 15]. For the purposes of this paper and discussion we call our approach
pander-to-ponder
. We provide examples and illustrations of the material we cover, relate it to similar courses at other institutions, and show how we use problems to motivate learning. In the work we report on here the learning is specific to understanding how contributions from computer science are changing the world.
Rethinking computing
Authors: Mundie Craig
Published: May 2009

Computing is undergoing a major paradigm shift. Radical new approaches to hardware and software will transform our online and offline lives, seamlessly combining the power of the internet with a world of devices. Craig Mundie, Microsoft's chief research and strategy officer, will discuss the possibilities and show how close we are to realizing them.
Gr8 designs for Gr8 girls
Authors: Craig Michelle , Horton Diane
Published: May 2009

In order to address the under-representation of women in Computer Science, we have created a program for middle-school girls that specifically aims to change their attitudes about CS and encourages them to see it as a potential career. Our assessment of the program shows that it did indeed have a significant, positive impact and suggests that this was still in effect three months later. This paper describes the program and its assessment, and makes suggestions for those considering offering a similar program.
A scaffolded introduction to dynamic website development for female high school students
Authors: Rosson Mary Beth , Ioujanina Anastassia , Paone Timothy , Sheasley Gretel , Sinha Hansa , Ganoe Craig , Carroll John M. , Mahar Jan
Published: May 2009

We describe work on developing workshop activities that are part of
wConnect
, a project that is building an online community of women in computer and information science. The workshops are designed
by
college women
for
high school girls, with hands-on construction of dynamic web sites. Because of limited workshop time, the activities use scaffolding to help girls achieve the in-tended learning objectives. In this paper we describe the design of the activities, their formative evaluation in a series of four work-shops, and how we are using these results in the larger project.
Two mathematical gestalts for computer theory
Authors: McMaster Kirby , Rague Brian , Hadfield Steven
Published: May 2009

Many Computer Science educators have campaigned to increase mathematical content in the computing curriculum. However, mathematical concepts are often presented in a manner that conflicts with the general mental framework, or gestalt, of CS students. Fortunately, there is more than one gestalt in mathematics. In previous research, we developed two scales for measuring mathematical gestalt in books-a Logical Math scale and a Computational Math scale. In this paper, we apply our two scales to current Computer Theory books to assess the relative emphasis these books give to each gestalt. Our findings have relevance in the development of approaches for teaching mathematical topics in computer courses, especially Computer Theory courses.
The hidden injuries of overloading 'ADT'
Authors: Buck Duane , Stucki David J.
Published: May 2009

The most commonly stated definition of
abstract data type
(ADT) is that it is a domain of values and the operations over that domain. So, for example, a language's built-in types, like int are seen to be ADTs. It is our opinion that a pure interpretation of this definition yields a semantics in which using an ADT is the same as using built-in types: the operations are side effect free and there is no concern over alias, shallow copy or synchronization problems. Unfortunately, the term abstract data type has over time been associated with at least three distinct meanings, and those incompatible definitions have often been conflated, causing confusion to students and textbook authors alike. We believe that this has resulted in a loss of appreciation for the value-based semantics of ADTs.
Thinking about computational thinking
Authors: Lu James J. , Fletcher George H.L.
Published: May 2009

Jeannette Wing's call for teaching Computational Thinking (CT) as a formative skill on par with reading, writing, and arithmetic places computer science in the category of basic knowledge. Just as proficiency in basic language arts helps us to effectively communicate and in basic math helps us to successfully quantitate, proficiency in computational thinking helps us to systematically and efficiently process information and tasks. But while teaching everyone to think computationally is a noble goal, there are pedagogical challenges. Perhaps the most confounding issue is the role of programming, and whether we can separate it from teaching basic computer science. How much programming, if any, should be required for CT proficiency?

We believe that to successfully broaden participation in computer science, efforts must be made to lay the foundations of CT long before students experience their first programming language. We posit that programming is to Computer Science what proof construction is to mathematics, and what literary analysis is to English. Hence by analogy, programming should be the entrance into higher CS, and not the student's first encounter in CS. We argue that in the absence of programming, teaching CT should focus on establishing vocabularies and symbols that can be used to annotate and describe computation and abstraction, suggest information and execution, and provide notation around which mental models of processes can be built. Lastly, we conjecture that students with sustained exposure to CT in their formative education will be better prepared for programming and the CS curriculum, and, furthermore, that they might choose to major in CS not only for career opportunities, but also for its intellectual content.
Engaging middle school teachers and students with alice in a diverse set of subjects
Authors: Rodger Susan H. , Hayes Jenna , Lezin Gaetjens , Qin Henry , Nelson Deborah , Tucker Ruth , Lopez Mercedes , Cooper Stephen , Dann Wanda , Slater Don
Published: May 2009

This paper describes the integration of the Alice 3D virtual worlds environment into a diverse set of subjects in middle school, including the development of tutorials, example worlds and lesson plans. In the summer of 2008 our experiences with middle school teachers included three-weeks of training in Alice and guidance in the development of lesson plans. Our experiences with middle school students involved two one-week summer camps of instruction in Alice. We found both the teachers and the students strongly engaged with Alice. The teachers created lesson plans with Alice worlds to interactively teach a topic and other lesson plans in which students build an Alice world on a particular topic either from scratch or using a template world. The students in the Alice camps had both instruction in Alice and free time to develop Alice worlds of their choice. We found that the students used a large variety of basic Alice concepts and computer science concepts in the worlds they built in their free time.
Filling the gap in programming instruction
Authors: Cheung Joey C.Y. , Ngai Grace , Chan Stephen C.F. , Lau Winnie W.Y.
Published: May 2009

To address the unique demands and challenges of educational computing, various kinds of environments, including graphics-rich and textual environments, have been proposed for use in introductory courses to provide students with a rich and interesting learning environment. In our experience, students in Grade 7 and younger respond best to the graphics environments while senior high school students prefer a conventional textual programming environment. Clearly, this leaves a gap at Grade 11-13, with students often on the one hand finding the graphics-based environments too limited and on the other finding the textual environments too difficult. In this paper, we propose a text-enhanced graphical programming environment which is innovative and interactive, and designed for junior high students with no programming experience. This environment allows students to design their own creative stories or programs. They build their programs using drag-and-drop iconic blocks, but unlike other, similar icon-based programming languages, they are also presented with the syntax of the actual program they are constructing in real-time. Once a particular icon block has been dropped in the programming area, the syntax statements corresponding to that block is immediately generated and presented to the user. The environment also allows them to modify the code without any limitations. Our results show that our textual-graphical hybrid environment has a positive impact on the learning experience of the students.
Introducing computer programming via gameboy advance homebrew
Authors: Kacmarcik Gary , Kacmarcik Sylvie Giral
Published: May 2009

This paper describes our work motivating a group of students (grades 5-8) to learn real-world computer programming by introducing them to homebrew development for the Nintendo Gameboy Advance (GBA) and DS (NDS) systems using C. Students use a freely available professional toolchain (devkitPro) for development. A custom application was written that allowed the students to easily create their own tilesets (sprites and background maps) and quickly get started building their first ROMs. A series of tutorials was created to complement the program and help the students through the creation of their first game.
An international collaboration in software engineering
Authors: Tabrizi M. H.N. , Collins Carol B. , Kalamkar Vipul
Published: May 2009

Students in software engineering need experiences that prepare them for a global work environment that is more and more likely to be structured around team work in which team members may come from a variety of disciplines and cultures and be geographically dispersed. New grads in software engineering are more and more likely to communicate with team members and managers solely via electronic means (e.g. teleconference, videoconference, e-mail, e-file sharing). This paper describes a highly successful international collaboration of students from two universities enrolled in undergraduate software engineering classes, one in the USA and the other in India. Within a semester, these students collaborated remotely to produce software for a leading international software development company. This collaboration, repeated for two semesters and planned for a third, met all learning objectives while successfully producing the desired software. This experience truly engaged our students and enabled the students to learn via a standard course in software engineering about many aspects of professional practice without resorting to special programs like co-op/internships, honors/research independent study, or capstones.
The heart of a whistle-blower
Authors: Brinkman Bo
Published: May 2009

I describe a simple game for use in starting a class discussion about corporate decision-making and whistle-blowing. The game allows students to experience the power of managers to influence (for good or bad) the decisions of their underlings, and the counter-balancing powers held by workers.
Using games in introductory courses
Authors: Bayliss Jessica D.
Published: May 2009

Computer Science degree program enrollments have fallen precipitously since the year 2000 and it is not surprising that novel approaches to education are being tried to both attract and retain students. One of the areas with a record of success is with using games in introductory programming courses. While there are several successful programs, the drawbacks of these approaches are not commonly discussed along with their benefits. Having run a successful game-based program that retained students within the CS major at a 93% rate, we discuss both the benefits of the program as well as the problems that need to be considered and overcome.
Weighted game developer qualifications for consideration in curriculum development
Authors: McGill Monica
Published: May 2009

Game development programs are being added to computer science departments as either a track, minor, or major in post-secondary institutions across the United States. These programs are being developed with little published quantitative or qualitative research on what such programs should entail. The quantitative research in this pilot study defines qualifications sought when hiring game developers for positions in industry. Using cross-sectional data, qualifications from job advertisements were coded, categorized, and then subcategorized and weighted totals were calculated based on skills being either required or desired. Weighted totals in each subcategory were compared and ranked. The top 10 qualifications are provided, along with a breakdown of rankings of all subcategories within each category. Subcategories of Languages and Tools/Environments are also discussed briefly to highlight key qualifications in each.
Revising an assessment plan to conform to the new ABET-CAC guidelines
Authors: Sanderson Donald B.
Published: May 2009

This paper will describe the changes made to an existing student outcomes assessment system to more closely conform to the new assessment guidelines of the Computer Accreditation Commission of ABET. The processes, results and effectiveness of the techniques will be examined.
Methods, metrics and motivation for a green computer science program
Authors: Talebi Mujtaba , Way Thomas
Published: May 2009

Computer science educators are uniquely positioned to promote greater awareness of Green Computing, using the academic setting to encourage environmentally conscious use of technology. This paper reports on practical techniques that can engage faculty and students, enabling Green Computing to be integrated into the classroom and research laboratory. Analysis and empirical evaluation of each reported technique is given, comparing the efficacy of each in terms of energy, environmental and financial cost savings. These results are provided as technological and economic evidence for the benefits of "Going Green," and to promote education in Green Computing in the classroom, department and research lab.
Using programming to help students understand the value of diversity
Authors: Wick Michael R.
Published: May 2009

This paper describes an entry-level programming assignment that can be used to help students learn the value of diversity through computer programming. The assignment was given as part of a preliminary experiment to establish the impact of a student programming assignment on student attitudes toward cultural diversity. The results provide suggestive evidence that students learn to value diversity via the given programming assignment.
Teaching programming and problem solving to CS2 students using think-alouds
Authors: Arshad Naveed
Published: May 2009

Many studies have shown that students often face difficulty in applying programming concepts to design a program that solves a given task. To impart better problem solving skills a number of pedagogical approaches have been presented in the literature. However, most of these approaches provide a general strategy of problem solving. But in reality problem solving is a skill that is developed with experience over a period of time. In this paper, we present a pedagogical approach to teach problem solving using think-alouds. In a think-aloud problem solving approach students learn the skill of problem solving by closely observing an 'experienced programmer. We used this approach in a CS2 class and our evaluation results show that think-aloud problem solving is an extremely effective pedagogical technique, particularly for female students.
Fabrication
Authors: Reiser Susan L. , Bruce Rebecca F.
Published: May 2009

In this paper, we describe our CS0 course, 3D Modeling and Fabrication, that includes a service-learning CNC milling project as a high tech hook to interest students, both our own and middle school students, in computer science and engineering. Among the CS0 learning outcomes achieved through the design and fabrication projects are computer literacy, writing-across-the curriculum, and development of problem-solving skills such as quantitative reasoning and critical thinking.

This course is situated in the Integrated Liberal Studies program at University of North Carolina at Asheville. It can be offered as part of any general education program to fulfill a computer literacy or writing-across-the-curriculum requirement. Taking an idea and nurturing it from a concept to a model, to a series of working drawings, and then to a three-dimensional prototype is exciting and fun, and leaves a tangible reminder of the creativity inherent in computer science.
Using modes of inquiry and engaging problems to link computer science and mathematics
Authors: Flatland Robin Y. , Matthews James R.
Published: May 2009

In this paper we show how an engaging problem can be used in both a discrete mathematics course and a programming course as a way to expose students to multiple methods of inquiry and to strengthen the links between the two courses. Since students typically take Discrete Mathematics and a programming course simultaneously, this is an opportunity for them to analyze a problem from multiple perspectives during a single semester. We describe how we have accomplished this using a relatively new problem that is easily stated and has a surprising solution that defies intuition. In the programming course, students experienced a design/empirical approach to the problem by implementing simulations of various solutions and collecting experimental results. By adjusting the emphasis of the programming assignment, we show that it can fit naturally into a range of programming courses, i.e. courses on introductory programming, data structures, and object-oriented techniques. In the Discrete Mathematics course, students analyzed solutions using tools from counting, probability, and calculus. We observed that by linking the two courses using a common problem, our students were more cognizant of inquiry methods and student engagement increased.
Combining distinct graduate and undergraduate HCI courses
Authors: Brown Christopher , Pastel Robert
Published: May 2009

We developed combined graduate and undergraduate courses in which undergraduates created a prototype based on user-centered design, and graduate students worked with them to evaluate those prototypes based on common usability principles. It provided undergraduate students experience practicing user centered design, while providing graduate students experience with usability evaluation. It also provided graduate students the opportunity to introduce current HCI research areas to students who may be considering graduate school. The course successfully engaged both graduate and undergraduate students while providing a beneficial experience through their interactions.
Advanced placement computer science
Authors: Astrachan Owen , Walker Henry , Stephenson Chris , Diaz Lien , Cuny Jan
Published: May 2009

The Advanced Placement (AP) Computer Science program is intended to reflect enough of a common core of a first semester or year of university-level computer science so that placement or credit can be awarded for work done before college. The SIGCSE symposia have a long history of providing forums for discussing the evolution of the AP program from its inception [1] to the transition from Pascal to C++ [3] to the transition from C++ to Java [2,5,7,8,9]. Panels related to how credit and placement are awarded have also been part of the SIGCSE conferences [4,6]. This special session is a report of the ongoing process of developing new and possible wide-ranging changes to the AP program.
Do LEGO® Mindstorms® motivate students in CS1?
Authors: McWhorter William Isaac , O'Connor Brian C.
Published: May 2009

The purpose of the research study described in this paper was to investigate the effectiveness of using LEGO Mindstorms robotic activities to influence student motivation in an introductory university computer programming course. Various aspects relating to student motivation were measured using the Motivated Strategies for Learning Questionnaire. Tests revealed no statistically significant differences between groups in relation to intrinsic goal orientation, task value, control of learning beliefs, self-efficacy, and test anxiety at the alpha = .05 level. The experiment did detect a statistically significant difference between groups in relation to extrinsic goal orientation. The LEGO group, however, showed a larger decrease in levels of extrinsic goal orientation, suggesting they were less motivated in learning the material for rewards such as grades. While this is not necessarily a bad thing, ideally a decline in extrinsic goal orientation would be accompanied by a statistically significant increase in intrinsic goal orientation suggesting students were instead motivated because they were interested in the content of the material. This was not the case in this study. Despite the lack of positive quantitative results, responses to student follow-up questions suggest that at least some of the students enjoyed the LEGO Mindstorms activities. A discussion of possible factors influencing these results is provided.
Build an operating system from scratch
Authors: Black Michael D.
Published: May 2009

This paper describes a semester project where students design an operating system from the ground-up, capable of booting from a floppy disk on an actual machine. Unlike previous projects of this kind, this project was designed for students with only one semester of programming experience and no prior exposure to data structures, assembly language, or computer organization. Students nevertheless wrote a full system consisting of system calls, program execution, a file system, a command-line shell, and support for multiprocessing. The project was assigned to a class and successfully completed by nearly every student.
Predictive vs. passive animation learning tools
Authors: Taylor David Scot , Lurie Andrei F. , Horstmenn Cay S. , Johnson Menko B. , Sharma Sean K. , Yin Edward C.
Published: May 2009

We investigate the effectiveness of a predictive interaction animation tool for understanding graph algorithms. We compare performance improvement of students after they have used two different animation tools for the given algorithms, when one of the tools forces a more active, predictive approach while the other is a more traditional animation. Results show significant improvement in performance after students use the predictive tool.
Data space animation for learning the semantics of C++ pointers
Authors: Kumar Amruth N.
Published: May 2009

We incorporated animation of the data space into a web-based tutor for solving problems on C++ pointers and made the tutor available to students. In evaluation of the tutor, we found that data space animation indeed helps students learn the semantics of pointers. But, it is no more effective at this than text explanation of the step-by-step execution of the program.
Learning programming through fashion and design
Authors: Lau Winnie W.Y. , Ngai Grace , Chan Stephen C.F. , Cheung Joey C.Y.
Published: May 2009

As enrollments in engineering and computer science programs around the world have fallen in recent years, those who wish to see this trend reversed take heart from findings that children are more likely to develop an abiding interest in technology if they are exposed to it at an early age [3, 9]. In line with this research, we now see more summer camps and workshops being offered to middle school students with the objective of teaching programming and computer technology [1, 6, 8, 12]. To offer students a stimulating and interesting environment while teaching computing subjects, the learning tools in these camps usually revolve around robots and graphical programming of animations or games. These tools tend to mainly attract youngsters who like robotics or game design. However, we believe that we can improve the diversity of the student pool by introducing other topics. In this paper, we describe our experience in designing and organizing a programming course that focuses on wearable computing, fashion and design for middle school students. We will show that 1) wearable computing is interesting and inspiring to the students, 2) wearable computing motivates both boys and girls to learn technology and computing, which implies that it may be able to increase the potential computer science population, 3) wearable computing can provide a space for students to exercise their creativity while at the same time, teaching them about technology and programming.
Young women in computing
Authors: Pivkina Inna , Pontelli Enrico , Jensen Rachel , Haebe Jessica
Published: May 2009

This paper describes the
Young Women in Computing
program, an ongoing outreach program in Computer Science at New Mexico State University (NMSU). Features of the program include summer camps and academic year activities, computing in context, peer mentoring, and role models. The main goal is to increase interest in computing among female high school students. The paper discusses lessons learned from three years of experience with the program.
Injecting rapid feedback and collaborative reasoning in teaching specifications
Authors: Leonard Dana P. , Hallstrom Jason O. , Sitaraman Murali
Published: May 2009

We describe an approach to teaching formal interface specifications using aspects of the
Collaborative Reasoning Paradigm
. The module requires students to construct test cases independently and cooperatively based on their understanding of a given set of method specifications. Students are supported by software-based
reasoning assistants
that guide them through their exercises and provide realtime feedback as they work --- both for the students and the instructor. We describe the design of the course module, the supporting reasoning assistant, and representative reasoning exercises. We conclude with a discussion of evaluation results from a recent pilot study conducted at Clemson University.
Embedding computer science concepts in K-12 science curricula
Authors: Lin Chi-Cheng , Zhang Mingrui , Beck Barbara , Olsen Gayle
Published: May 2009

To engage a broader audience in computer science, we have developed a set of curriculum units embedded with computer science concepts for K-12 science education. We chose bioinformatics as a vehicle to deliver these units. Our curriculum development cycle began with the identification of a set of computer science concepts which are potentially relevant to life sciences. Problems in life sciences as well as bioinformatics tools to be used for solving these problems were carefully examined for the delivery of identified computer concepts. They were later presented to groups of regional K-12 science teachers in our summer workshop on bioinformatics. With their help, we adapted and polished these curriculum units to meet Minnesota state standards for K-12 science education. This paper describes our approach in developing the curriculum units.
What makes CS teachers change?
Authors: Ni Lijun
Published: May 2009

Computer Science (CS) education researchers hope their research has real impact on teaching practices. Developers of innovative curricula and tools for CS education want teachers to adopt their new approaches. What convinces a CS teacher to change and adopt something new--or not? This paper explores factors that influence CS teachers' adoption and change. We studied our workshop participants to determine factors influencing their decision on whether to adopt a new CS curriculum. The results from our study indicate that multiple factors, some surprising, influence CS teachers' adoption. Our findings suggest that teacher excitement in a new approach drives adoption, while more organizational or social issues inhibit adoption.
Make IT matter
Authors: Abowd Gregory D.
Published: May 2009

Years ago I was trained as a software engineering researcher, well versed in the mathematical abstractions of programming. However, influenced by the writings and research of Mark Weiser and his Xerox PARC Ubiquitous Computing group, I started to think about a different way of doing research in computing. Computing technology, as Weiser predicted, has become so prevalent in our lives that we almost don't recognize everything that is computationally-based in our everyday world.

In this talk, I will focus on how information technologies woven into our everyday lives can address significant problems in the delivery of health care for vulnerable populations. My main experience, driven by personal necessity, is with developmental disabilities, but I hope that my story will show how the integration of the physical and digital worlds makes a real difference in our lives and the lives of others.
On exploiting the power of time in data mining
Authors: Böttcher Mirko , Höppner Frank , Spiliopoulou Myra
Published: May 2009

We introduce the new paradigm of Change Mining as data mining over a volatile, evolving world with the objective of understanding change. While there is much work on incremental mining and stream mining, both focussing on the adaptation of patterns to a changing data distribution, Change Mining concentrates on understanding the changes themselves. This includes detecting when change occurs in the population under observation, describing the change, predicting change and pro-acting towards it. We identify the main tasks of Change Mining and discuss to what extent they are already present in related research areas. We elaborate on research results that can contribute to these tasks, giving a brief overview of the current state of the art and identifying open areas and challenges for the new research area.
Incremental pattern discovery on streams, graphs and tensors
Authors: Sun Jimeng
Published: May 2009

Incremental pattern discovery targets streaming applications where the data continuously arrive incrementally. The questions are how to find patterns (main trends) incrementally; or how to efficiently update the old patterns when new data arrive; or how to utilize the patterns to solve other problems such as anomaly detection?

We first investigate a powerful data model,
tensor stream
(TS), where there is one tensor per timestamp. To capture diverse data formats, we have a zero-order TS for a single time-series (e.g., the stock price over time), a first-order TS for multiple time-series (sensor measurement streams), a second-order TS for matrices (graphs), and a high-order TS for multi-arrays (Internet communication network, source-destination-port). Second, we develop different online algorithms on TS: 1) the centralized and distributed SPIRIT [7] for mining a
1st-order
TS, as well as its extensions for local correlation function and privacy preservation; 2) the compact matrix decomposition (CMD) [5] and GraphScope [4] for a
2nd-order
TS; 3) the dynamic tensor analysis (DTA) [2], streaming tensor analysis (STA) and window-based tensor analysis (WTA) for a
high-order
TS. All the techniques are extensively evaluated for real applications such as network forensics, cluster monitoring.
KDD cup 2008 and the workshop on mining medical data
Authors: Rao R. Bharat , Yakhnenko Oksana , Krishnapuram Balaji
Published: May 2009

In this report we summarize the KDD Cup 2008 task, which addressed a problem of early breast cancer detection. We describe the data and the challenges, the results and summarize the algorithms used by the winning teams. We also summarize the workshop on Mining Medical Data held in conjunction with SIGKDD on August 24, 2008 in Las Vegas, NV that brought together researchers working on various aspects of applying machine learning and data mining to challenging tasks in medical and health care domains.
Breast cancer identification
Authors: Perlich Claudia , Melville Prem , Liu Yan , Świrszcz Grzegorz , Lawrence Richard , Rosset Saharon
Published: May 2009

We describe the ideas and methodologies that we developed in addressing the KDD Cup 2008 on early breast cancer detection, and discuss how they contributed to our success. The most important components of our solution were 1) the identification of predictive information in the patient identifier, 2) a linear SVM on the 117 provided features, and 3) a heuristic post-processing approach to optimize the evaluation criteria.
PinKDD'08
Authors: Bonchi Francesco , Ferrari Elena , Jiang Wei , Malin Bradley
Published: May 2009

This report summarizes the events of the 2nd International Workshop on Privacy, Security, and Trust in KDD, at the 14th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. The workshop was held on August 24, 2008 in Las Vegas, Nevada and brought together computer scientists working on how data protection issues factor into the context of data mining.
Chronic Pancreatitis: Genetics and Pathogenesis
Authors: Chen Jian-Min , Férec Claude
Published: May 2009

Chronic pancreatitis (CP) is a persistent inflammation of the pancreas. Over the past 12 years, genetic studies of hereditary, familial, and idiopathic forms of CP have made great progress in defining the disease pathogenesis. Identification of gain-of-function missense and copy number mutations in the cationic trypsinogen gene (PRSS1) and loss-of-function variants in both the pancreatic secretory trypsin inhibitor (SPINK1) and chymotrypsinogen C (CTRC) genes has firmly established the pivotal role of prematurely activated trypsin within the pancreas in the etiology of CP. Loss-of-function variants in the cystic fibrosis transmembrane conductance regulator (CFTR) and calcium-sensing receptor (CASR) genes also increase the risk of CP. Here, we review recent developments in this rapidly evolving field, highlight the importance of gene-gene and gene-environment interactions in causing the disease, and discuss the opportunities and challenges in identifying novel genetic factors that affect susceptibility/resistance to CP.
Genotyping Technologies for Genetic Research
Authors: Ragoussis Jiannis
Published: May 2009

The past few years have seen enormous advances in genotyping technology, including chips that accommodate in excess of 1 million SNP assays. In addition, the cost per genotype has been driven down to levels unimagined only a few years ago. These developments have resulted in an explosion of positive whole-genome association studies and the identification of many new genes for common diseases. Here I review high-throughput genotyping platforms as well as other approaches for lower numbers of assays but high sample throughput, which play an important role in genotype validation and study replication. Further, the utility of SNP arrays for detecting structural variation through the development of genotyping algorithms is reviewed and methods for long-range haplotyping are presented. It is anticipated that in the future, sample throughput and cost savings will be increased further through the combination of automation, microfluidics, and nanotechnologies.
Duchenne and Becker Muscular Dystrophy: Contribution of a Molecular and Immunohistochemical Analysis in Diagnosis in Morocco
Authors: Bellayou Hanane , Hamzi Khalil , Rafai Mohamed Abdou , Karkouri Mehdi , Slassi Ilham , Azeddoug Houssine , Nadifi Sellama
Published: May 2009

Duchenne muscular dystrophy (DMD) and Becker muscular dystrophy (BMD) are X‐linked recessive disorders caused by mutations of the DMD gene located at Xp21. In DMD patients, dystrophin is virtually absent; whereas BMD patients have 10% to 40% of the normal amount. Deletions in the dystrophin gene represent 65% of mutations in DMD/BMD patients. To explain the contribution of immunohistochemical and genetic analysis in the diagnosis of these dystrophies, we present 10 cases of DMD/BMD with particular features. We have analyzed the patients with immunohistochemical staining and PCR multiplex to screen for exons deletions. Determination of the quantity and distribution of dystrophin by immunohistochemical staining can confirm the presence of dystrophinopathy and allows differentiation between DMD and BMD, but dystrophin staining is not always conclusive in BMD. Therefore, only identification involved mutation by genetic analysis can establish a correct diagnosis.
Towards a Serious Game to Help Students LearnComputer Programming
Authors: Muratet Mathieu , Torguet Patrice , Jessel Jean-Pierre , Viallet Fabienne
Published: May 2009

Video games are part of our culture like TV, movies, and books. We believe that this kind of software can be used to increase students′ interest in computer science. Video games with other goals than entertainment, serious games, are present, today, in several fields such as education, government, health, defence, industry, civil security, and science. This paper presents a study around a serious game dedicated to strengthening programming skills.
Real‐Time Strategy, which is a popular game genre, seems to be the most suitable kind of game to support such a serious game. From programming teaching features to video game characteristics, we define a teaching organisation to experiment if a serious game can be adapted to learn programming.
Large Animal Models of Heart Failure
Authors: Dixon Jennifer A. , Spinale Francis G.
Published: May 2009

Congestive heart failure (HF) is a clinical syndrome, with hallmarks of fatigue and dyspnea, that continues to be highly prevalent and morbid. Because of the growing burden of HF as the population ages, the need to develop new pharmacological treatments and therapeutic interventions is of paramount importance. Common pathophysiologic features of HF include changes in left ventricle structure, function, and neurohormonal activation. The recapitulation of the HF phenotype in large animal models can allow for the translation of basic science discoveries into clinical therapies. Models of myocardial infarction/ischemia, ischemic cardiomyopathy, ventricular pressure and volume overload, and pacing-induced dilated cardiomyopathy have been created in dogs, pigs, and sheep for the investigation of HF and potential therapies. Large animal models recapitulating the clinical HF phenotype and translating basic science to clinical applications have successfully traveled the journey from bench to bedside. Undoubtedly, large animal models of HF will continue to play a crucial role in the elucidation of biological pathways involved in HF and the development and refinement of HF therapies.
Progress With Genetic Cardiomyopathies
Authors: Hershberger Ray E. , Cowan Jason , Morales Ana , Siegfried Jill D.
Published: May 2009

This review focuses on the genetic cardiomyopathies: principally dilated cardiomyopathy, with salient features of hypertrophic cardiomyopathy and arrhythmogenic right ventricular dysplasia/cardiomyopathy, regarding genetic etiology, genetic testing, and genetic counseling. Enormous progress has recently been made in identifying genetic causes for each cardiomyopathy, and key phenotype and genotype information is reviewed. Clinical genetic testing is rapidly emerging with a principal rationale of identifying at-risk asymptomatic or disease-free relatives. Knowledge of a disease-causing mutation can guide clinical surveillance for disease onset, thereby enhancing preventive and treatment interventions. Genetic counseling is also indicated for patients and their family members regarding the symptoms of their cardiomyopathy, its inheritance pattern, family screening recommendations, and genetic testing options and possible results.
Alteration in Left Ventricular Strains and Torsional Mechanics After Ultralong Duration Exercise in Athletes
Authors: Nottin Stéphane , Doucende Grégory , Schuster Iris , Tanguy Stéphane , Dauzat Michel , Obert Philippe
Published: May 2009

Background—

Numerous studies have reported evidence of cardiac injury associated with transient left ventricular (LV) systolic and diastolic dysfunction after prolonged and strenuous exercise. We used 2D ultrasound speckle tracking imaging to evaluate the effect of an ultralong-duration exercise on LV regional strains and torsion. We speculated that systolic dysfunction after exercise is associated with depressed LV strains and torsion, and diastolic dysfunction results from decreased and delayed untwisting, a key factor of LV suction and early filling.

Methods and Results—

Twenty-three triathletes underwent conventional and speckle tracking imaging echocardiography at rest before and immediately after an ultralong distance triathlon. Measurements included LV longitudinal, circumferential and radial strains, LV rotations, and LV torsion. After the race, LV systolic dysfunction was characterized by a decrease in LV longitudinal, radial, and circumferential strains, especially for apical radial strains (44.6�15.1% versus 31.1�13.8%,
P
<0.001). Peak torsion was slightly decreased (8.3�5.1� versus 6.4�3.9�, respectively,
P
=0.09) and significantly delayed (91�18% versus 128�31% of systolic duration,
P
<0.001) beside end-ejection. Peak untwisting was also depressed and delayed beside isovolumic relaxation.

Conclusions—

This study documented major alterations in cardiac strains and torsion after an ultralong distance triathlon. LV systolic strains were depressed but not delayed, whereas twisting was decreased and delayed. This altered pattern hampered the rapid untwisting during isovolumic relaxation phase, reducing LV diastolic suction and early filling.
Home-Based Blood Pressure Interventions for Blacks
Authors: Feldman Penny H. , McDonald Margaret V. , Mongoven Jennifer M. , Peng Timothy R. , Gerber Linda M. , Pezzin Liliana E.
Published: May 2009

Efforts to increase blood pressure (BP) control rates in blacks, a traditionally underserved high-risk population must address both provider practice and patient adherence issues. The home-based BP Intervention for blacks study is a 3-arm randomized controlled trial designed to test 2 strategies to improve hypertension management and outcomes in a decentralized service setting serving a vulnerable and complex home care population. The primary study outcomes are systolic BP, diastolic BP, and BP control; secondary outcomes are nurse adherence to hypertension management recommendations and patient adherence to medication, healthy diet, and other self-management strategies. Nurses (n=312) in a nonprofit Medicare-certified home health agency are randomized along with their eligible hypertensive patients (n=845). The 2 interventions being tested are (1) a “basic” intervention delivering key evidence-based reminders to home care nurses and patients while the patient is receiving traditional postacute home health care; and (2) an “augmented” intervention that includes that same as the basic intervention, plus transition to an ongoing Hypertension Home Support Program that extends support for 12 months. Outcomes are measured at 3 and 12 months after baseline interview. The interventions will be assessed relative to usual care and to each other. Systems change to improve BP management and outcomes in home health will not easily occur without new intervention models and rigorous evaluation of their impact. Results from this trial will provide important information on potential strategies to improve BP control in a low-income chronically ill patient population.
Counseling African Americans to Control Hypertension (CAATCH) Trial
Authors: Ogedegbe Gbenga , Tobin Jonathan N. , Fernandez Senaida , Gerin William , Diaz-Gloster Marleny , Cassells Andrea , Khalida Chamanara , Pickering Thomas , Schoenthaler Antoinette , Ravenell Joseph
Published: May 2009

Despite strong evidence of effective interventions targeted at blood pressure (BP) control, there is little evidence on the translation of these approaches to routine clinical practice in care of hypertensive blacks. The goal of this study is to evaluate the effectiveness of a multilevel, multicomponent, evidence-based intervention compared with usual care in improving BP control among hypertensive blacks who receive care in community health centers. The primary outcomes are BP control rate at 12 months and maintenance of intervention 1 year after the trial. The secondary outcomes are within-patient change in BP from baseline to 12 months and cost-effectiveness of the intervention. Counseling African Americans to Control Hypertension (CAATCH) is a group randomized clinical trial with 2 conditions: intervention condition and usual care. Thirty community health centers were randomly assigned equally to the intervention condition group (n=15) or the usual care group (n=15). The intervention comprises 3 components targeted at patients (interactive computerized hypertension education, home BP monitoring, and monthly behavioral counseling on lifestyle modification) and 2 components targeted at physicians (monthly case rounds based on Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure guidelines, chart audit and provision of feedback on clinical performance and patients’ home BP readings). All outcomes are assessed at quarterly study visits for 1 year. Chart review is conducted at 24 months to evaluate maintenance of intervention effects and sustainability of the intervention. Poor BP control is one of the major reasons for the mortality gap between blacks and whites. Findings from this study, if successful, will provide salient information needed for translation and dissemination of evidence-based interventions targeted at BP control into clinical practice for this high-risk population.