bluuebunny/crossref_metadata_2025 huggingface dataset:
A Systematic Methodology for Optimal Design of Two-Phase Micro-Channel Heat Sinks
Authors: Qu Weilin , Mudawar Issam
Published: November 2005

This study provides a comprehensive methodology for optimizing the design of a two-phase micro-channel heat sink. The heat sink parameters are grouped into geometrical parameters, operating parameters, and thermal/fluid parameters. The objective of the proposed methodology is to optimize micro-channel dimensions in pursuit of acceptable values for the thermal/fluid parameters corresponding to a given heat flux, coolant, and overall dimensions of the heat generating device to which the heat sink is attached. The proposed optimization methodology yields an acceptable design region encompassing all possible micro-channel dimensions corresponding to a prescribed coolant flow rate or pressure drop. The designer is left with the decision to select optimum channel dimensions that yield acceptable values of important thermal/fluid parameters that are easily predicted by the optimization procedure.
Design Optimization for Pin-Fin Heat Sinks
Authors: Chen Han-Ting , Chen Po-Li , Horng Jenn-Tsong , Hung Ying-Huei
Published: November 2005

An effective method for performing the thermal optimization of fully confined pin-fin heat sinks under constraints of pressure drop, mass, and space limitations has been successfully developed. This study shows how automated design optimization techniques can be successfully applied to optimal design of pin-fin heat sinks, which allows the thermal engineer to meet several design objectives and constraints simultaneously. The thermal and hydrodynamic models for pin-fin heat sinks have been developed. A statistical method for sensitivity analysis of the design factors, including the size of heat source and sink footprint, conductivity of sink base, fin material, fin pitch, fin diameter, fin height, thickness of sink base, and upstream mass flowrate, is performed to determine the key factors that are critical to the design. A response surface methodology is then applied to establish regression models for the thermal resistance and pressure drop in terms of the design factors with an experimental design. By employing the gradient-based numerical optimization technique, a series of constrained optimal designs can be efficiently performed. Comparisons between these predicted optimal designs and those evaluated by the theoretical calculations and numerical simulations are made with satisfactory agreements.
Experimental In Situ Characterization and Creep Modeling of Tin-Based Solder Joints on Commercial Area Array Packages at −40 °C , 23 °C , and 125 °C
Authors: Obaid Ahmad Abu , Sloan Jay G. , Lamontia Mark A. , Paesano Antonio , Khan Subhotosh , Gillespie John J.
Published: November 2005

The objective of this work was to experimentally determine the in situ creep behavior and constitutive model equations for a commercial area array package and printed wiring board assembly at −40, 23, and 125 °C through shear loading. The chip is connected to the printed circuit board by means of solder joints made of 62%Sn–36%Pb–2%Ag alloy. It was shown that the creep rate of solder ball arrays could be investigated using a stress relaxation method. Under the shear relaxation mode, the creep strain increases with temperature and can be described by a power law model with coefficients determined by finite element modeling (FEM). An analytical model was developed to describe the stress relaxation of an array with an arbitrary number of solder balls by defining an equivalent solder ball shear area as a fitting parameter. The resulting constitutive model is in excellent agreement with both FEM and experimental results at all test temperatures. A parametric study is conducted to investigate the creep response as a function of temperature for arrays consisting of a wide range of solder balls.
A Numerical Study of the Enhancement of Chip Cooling via a Flow-Disturbing Obstruction Block
Authors: Wang S. Kong , Hung Tzu-Chen , Pei Bau-Shi , Chen An-Fong , Du Ja-Lin
Published: November 2005

Two-dimensional convection heat transfer on a chip with a flow-disturbing obstruction block above it, as induced by natural coupling between flow and structure, was investigated numerically. The effects of various induced trajectories of the obstruction block on chip cooling were investigated. A numerical algorithm PISO, a conjugate heat transfer scheme for fluid-solid thermal interactions with moving grids was used to solve a coupled system of governing equations. The study shows that the induced trajectories of the obstruction block, as a result of natural coupling between the block and the flow, have a noticeable impact on chip cooling. The present study successfully simulated the motion of an obstruction block on a heated chip and the associated “lock-in” phenomenon due to natural coupling. When lock-in occurs, the trajectory of the block movement follows the shape of an oval. If this occurs, the cross-stream movement is much larger than the stream-wise movement. Passively induced disturbance of the flow field for the case with a large oval trajectory yields an enhancement of heat dissipation from the chip. In general, the vibration of the block as induced by an unbalanced pressure field around the chip would disturb the thermal boundary above the chip. Hence, the induced vibration enhances heat dissipation from the chip. It is concluded in this study that a vibrating obstruction block with a lock-in mode of oscillation is a vital condition for achieving an enhancement of heat dissipation as can be observed by an increase of Nusselt number on the chip top surface.
A Strain Rate Ratio Approach for Assessing Creep-Fatigue Life of 63Sn-37Pb Solder Under Shear Loading
Authors: Tsukada Yutaka , Nishimura Hideo , Yamamoto Hiroki , Sakane Masao
Published: November 2005

This paper studies creep-fatigue life prediction under shear loading by making extensive torsion creep-fatigue experiments using four kinds of strain waves. The linear damage rule, strain range partitioning method, frequency modified fatigue life, and ductility exhaustion model were applied to the experimental data, but no methods accurately predicted the creep-fatigue life. A new method based on the strain rate ratio, which predicted the creep-fatigue life within a factor of 4 scatter band, was developed.
Systematic Study on Thermo-Mechanical Durability of Pb-Free Assemblies: Experiments and FE Analysis
Authors: Zhang Qian , Dasgupta Abhijit , Nelson Dave , Pallavicini Hector
Published: November 2005

As the ban of the Pb use in electronics products is approaching due to the waste electrical and electronic equipment (WEEE) and restriction of hazardous substances (ROHS) directives, electronics companies start to deliver the products using the Pb-free solders. There are extensive databases of mechanical properties, durability properties (for both mechanical and thermal cycling), and micromechanical characteristics for Sn-Pb solders. But similar databases are not readily yet available for Pb-free solders to predict its mechanical behavior under environmental stresses. In this study, the thermo-mechanical durability of the Pb-free Sn3.8Ag0.7Cu solder is investigated by a systematic approach combining comprehensive thermal cycling tests and finite element modeling. A circuit card assembly (CCA) test vehicle was designed to analyze several design and assembly process variables when subjected to environmental extremes. The effects of mixed solder systems, device types, and underfill are addressed in the thermal cycling tests. The thermal cycle profile consisted of temperature extremes from −55to+125° Celsius with a 15min dwell at hot, a 10min dwell at cold, and a 5–10° Celsius per minute ramp. Thermal cycling results show that Sn3.8Ag0.7Cu marginally outperforms SnPb for four different components under the studied test condition. In addition, the extensive detailed three-dimensional viscoplastic finite element stress and damage analysis is conducted for five different thermal cycling tests of both Sn3.8Ag0.7Cu and Sn37Pb solders. Power law thermo-mechanical durability models of both Sn3.8Ag0.7Cu and Sn37Pb are obtained from thermal cycling test data and stress and damage analysis. The results of this study provide an important basis of understanding the thermo-mechanical durability behavior of Pb-free electronics under thermal cycling loading and environmental stresses.
BV-GENERATORS AND LIE ALGEBROIDS
Authors: MICHÉA SÉBASTIEN , NOVITCHKOV GLEB
Published: November 2005

Let [Formula: see text] be a Gerstenhaber algebra generated by [Formula: see text] and [Formula: see text]. Given a degree -1 operator D on [Formula: see text], we find the condition on D that makes [Formula: see text] a BV-algebra. Subsequently, we apply it to the Gerstenhaber or BV algebra associated to a Lie algebroid and obtain a global proof of the correspondence between BV-generators and flat connections.
ELLIPTIC GENERA OF COMPLETE INTERSECTIONS
Authors: MA XIAOGUANG , ZHOU JIAN
Published: November 2005

We propose a new definition of the elliptic genera for complete intersections, not necessarily nonsingular, in projective spaces. We also prove they coincide with the expressions obtained from Landau–Ginzburg model by an elementary argument.
MINIMUM-ERROR DISCRIMINATION AMONG MIXED QUANTUM STATES
Authors: CHOU CHIH-LUNG
Published: November 2005

We review the problem of discriminating with minimum error among mixed quantum states, with emphasize on the analytically solved quantum ensembles.
A UNIVERSAL QUANTUM ESTIMATOR
Authors: KWEK L. C. , CHOO K. W. , DU JIANGFENG , EKERT ARTUR K. , ALVES CAROLINA MOURA , HORODECKI MICHAł , HORODECKI PAWEł , KASZLIKOWSKI D. , NAZIMUDEEN NAVEEN , OH C. H. , OI DANIEL K. L.
Published: November 2005

Almost all computational tasks in the modern computer can be designed from basic building blocks. These building blocks provide a powerful and efficient language for describing algorithms. In quantum computers, the basic building blocks are the quantum gates. In this tutorial, we will look at quantum gates that act on one and two qubits and briefly discuss how these gates can be used in quantum networks.
ORGANIC SEMICONDUCTOR MICRO-PILLAR PROCESSED BY FOCUSED ION BEAM MILLING
Authors: HUNG WEN-CHANG , ADAWI A. , TAHRAOUI A. , CULLIS A. G.
Published: November 2005

In order to control light, different strategies have been applied by placing an optically active medium into a semiconductor resonator and certain applications such as LEDs and laser diodes have been commercialized for many years. The possibility of nanoscale optical applications has created great interesting for quantum nanostructure research. Recently, single photon emission has been an active area of quantum dot research. A quantum dot is place between distributed Bragg reflectors (DBRs) within a micro-pillar structure. In this study, we shall report on an active layer composed of an organic material instead of a semiconductor. The micro-pillar structure is fabricated by a focused ion beam (FIB) micro-machining technique. The ultimate target is to achieve a single molecule within the micro-pillar and therefore to enable single photon emission. Here, we demonstrate some results of the fabrication procedure of a 5 micron organic micro-pillar via the focused ion beam and some measurement results from this study. The JEOL 6500 dual column system equipped with both electron and ion beams enables us to observe the fabrication procedure during the milling process. Furthermore, the strategy of the FIB micro-machining method is reported as well.
I'm glad the future doesn't need us: a critique of Joy's pessimistic futurism
Authors: Messerly John G.
Published: November 2005

In his well-known piece, Why the future doesnt need us, Bill Joy
argues that 21st century technologiesgenetic engineering, robotics,
and nanotechnology (GNR)will extinguish human beings as we now know
them, a prospect he finds deeply disturbing. I find his arguments
deeply flawed and critique each of them in turn.
One child's learning
Authors: Lawler Robert W.
Published: November 2005

This is a case study of how one child learned to write in a computer-rich setting. Although computer access did affect her learning significantly, the detail presented here go beyond supporting that claim. They provide a simple example of what a computer-based introduction to writing might be like for other children. We conclude with a short discussion of issues raised by the study.
The use of computer-aided instruction in the teaching of macroeconomic principles
Authors: Pratt Leila J. , Davis Lloyd D.
Published: November 2005

In a paper, entitled, "The Use of Computer-Aided Instruction in the Teaching of Macroeconomic Principles," which appeared in the January, 1981 SIGCUE Bulletin, I we reported the results of a study undertaken during the Spring semester of 1978 at the University of Tennessee at Chattanooga. These results indicated that CAI and traditional instructional methods performed equally well in teaching overall economic principles and in enhancing a student's analytical ability. Since the 1978 study contained a relatively small sample (n=76), we decided to repeat the study during the Spring semester of 1979 and thus enlarge our overall sample.
CAL & AI at the open university
Authors: Jones Ann , Scanlon Eileen
Published: November 2005

In Milton Keynes, from Sept. 25th - 18th the Open University hosted bienniel summer school of the Artificial Intelligence and Simulation of Behaviour Society (AISB). However, this time it was an autumn school on skills in Artificial Intelligence consisting of an introduction to the history, methods and predictions about future developments in all the major areas of interest in artificial intelligence (AI).
Microcomputers in education
Authors: Malone Thomas W.
Published: November 2005

One of the issues raised at the workshop involved how best to aid designers of instructional software. On the one hand, analytic design principles run the risk of missing key points altogether and can easily degenerate into being useless platitudes. On the other hand, good examples of actual systems may not help much in designing new systems unless it is clear which elements of the good systems are fundamental to their success and which are incidental and non-generalizable.
The need for training and education in the use of computer technology
Authors: Gore Albert
Published: November 2005

I appreciate the opportunity to be with you today to discuss the subject of the need for training and education in the use of computer technology. All of you are keenly aware of the need for training and education in computer technology or you would not be here at this meeting.
E
2
= M x C
2
Authors: Aiken Robert M.
Published: November 2005

What is our goal in education? I t is to promote this "holy curiosity of inquiry," to motivate students and to create an exciting environment in which they want and are able to learn. What are the ingredients necessary to achieve this goal, and how does the introduction of computer systems into the classrocrn help or hinder the achievement of excellence in education? Also, is the use of computers in the classroom a growing concern or a passing fancy that is not of basic importance? Let's tackle this last question first.
Monitoring the effect of computers on education
Authors: Anderson Ronald E.
Published: November 2005

Before making recommendations for national policy priorities, it is fundamental to assess why these actions should be taken. In the first working session of the Task Group on National Educational Computing Policy Alternatives a discussion took place toward identifying assumptions about underlying values for education and computers. While a total consensus was never attained within the group, there was general agreement on a number of basic assumptions. These assumptions were included in my Statement on September 29, 1983 at the Hearings before a Subcommittee of the U. S. House of Representatives (1). These premises are outlined below in two groups: those that apply to education in general and those that apply to the use of computers in education. Taken as a whole they provide a rationale for interpreting the results of educational evaluations and for planning ways to monitor the impact of computers on education.
Computers and the shape of the future
Authors: Castellan N. John
Published: November 2005

There are reasonable inferences (as well as bold speculations) we can make about the nature of work over the next few decades. If these inferences are correct, then we face fundamental questions about how and what we teach and how and what we must learn. There is already some evidence concerning the transformation which underscores both the challenge and the promise of electronic technology in education.After a general overview of the dimensions of the challenges facing education, four general topics are explored. The first is a general outline of some ideas about what the future will be like. This is followed by a summary of several different ways in which computers can be used in teaching and learning. Next, the notion of the computer as a tool for the future is outlined. Finally, some suggestions and strategies are sketched about how we might proceed to ensure that computers are used creatively and appropriately as we move towards the full integration of computers and electronic technology into education in the next decade.
Learning from the past
Authors: Nathan Joe
Published: November 2005

"There is no reason to believe that simply providing the schools with microcomputers will do much to improve education. Indeed, the thrust of our experience in the United States gives us every reason to believe that doing so will mostly be a waste. Time and time again we have flooded the schools with new instructional technologies--film projectors, television, language labs, scientific equipment, and more---always with high expectations, always to be disappointed in the end. There is no (easy) technological fix to be had, no magical machines to solve our educational problems quickly, painlessly, cheaply." Jim Rutherford, President, American Association for the Advancement of Science, June 5, 1984.
Difficulties in realizing large-scale educational computing projects
Authors: Scacchi Walt
Published: November 2005

Many initiatives spurring the development and use of new computing technologies are beginning to appear in numerous higher educational settings. National recognition, the need to maintain or increase student enrollments, the increased availability of industrial grants and gifts, and persistent national forecasts of computing-skilled labor shortages are all apparent motivating reasons for the initiatives. However, in the public presentations and debates of these educational computing initiatives, a number of unsettling dilemmas appear which threaten the success of the initiatives, as well as raise the possibilities of significant social costs that may also be likely outcomes. This analysis draws upon studies of the production and consumption of computing technologies within a variety of organizations in the United States to help understand these dilemmas. Attention is directed at first to understanding some of the problems of performing analyses supporting the formulation of national computerization policies. Second, a number of fundamental barriers that impede the diffusion and adoption of new educational camputing technologies are examined. Next, a discussion of the problematic aspects of computerization policy action precedes an examination of the role government agencies may pursue to manage both the causes and consequences of computerization efforts. Last, conclusions drawn from the analysis describe the need to develop a research agenda for educational computing policy that provides strategies for confronting the fundamental barriers to large-scale educational computing projects, as well as the limitations in the supporting policy analysis.
Federal assistance for computers in elementary and secondary schools
Authors: Stedman James B.
Published: November 2005

The litany is by now familiar--elementary and secondary schools are awash in a sea of microcomputer hardware, but school officials have little sense of what they want to accomplish with the hardware, nor do they have the trained teachers and the software necessary to achieve whatever objectives they do choose. There are many questions that can be asked about this litany, and one question seems to lead invariably to another. Does the growth in the number of microcomputers really mean that schools are flooded with the hardware? Would that not depend, in part, on what we want to do with the machines? Do we know what the educational impact is of the microcomputer? Are the machines relevant to students' future jobs? Do all or a majority of school officials genuinely not have specific goals for the machines? Have some chosen objectives and uses that certain observers consider inappropriate? How inadequate is the software? Is the private sector responding to software needs? Are there particular uses, such as word processing, for which currently available software is more than adequate? Is there truly no planning or perhaps in some instances, too much planning? What are the effects of the widespread state and local efforts to set computer-use policies? And so on.
2
The Digital Society and Its Enemies: A Critique of 'On the Internet'
Authors: Champion Erik M.
Published: November 2005

In his recent publication On the Internet Professor Hubert
Dreyfus makes some interesting criticisms on the effectiveness of
Internet-based distance learning and on the use of the Internet in
general.

There is still relatively little written on the philosophical
and social implications of the Internet that is both clear and
cohesive. Professor Dreyfus' book is exemplary in this regard, and
it has attracted many followers extolling its virtues. However,
there are serious issues with both the metho d and the content of
his approach. His content is arguably restricted by a limited view
of the Internet while his selective method of projecting the
thoughts of long dead writers to a current phenomenon far from
finished or even fully understood, may be considered a perilous
undertaking for a system atic philosopher.

For example, Professor Dreyfus offers the unusual suggestion
that the Internet is the successor to the popular press of the
mid-nineteenth century. It was the popular press that the Danish
philosopher Søren Kierkegaard derided for its instant
opinions, anonymity, and lack of an ethical (or even reli gious)
position.

On the Internet applies Kierkegaard's criticisms to the Internet
and further argues that hypermedia (and Internet information
retrieval) is hype. Dreyfus believes that Internet-based learning
cannot develop mastery or convey a sense of presence of other
people or of reality in general.

This paper will investigate whether we can definitely view the
Internet as analogous to Kierkegaard's enemy, the popular press,
and if there are current examples where the Internet augments our
understanding and experiencing of the world without us actually
being at the `virtual' scene.
Playing the game
Authors: Brooke Phillip J. , Paige Richard F. , Clark John A. , Stepney Susan
Published: November 2005

A broad range of interactive and distributed systems are essentially virtual worlds; these include examples such as multiplayer games, and even operating systems. They enable the formation and maintenance of virtual societies, which must be healthy in order to be prosperous and useful. We describe properties, inspired by writings on law and psychology, that we use to define the notion of fairness, which is an essential characteristic of a healthy society. By using multiplayer gaming as a running example, we discuss how a fair virtual society will interact with its real-world counterparts, and outline how one might choose to detect and deal with transgressors who violate rules designed to enable fair interaction and prohibit cheating. This is a conceptual paper, and raises a number of issues and problems that must be considered when designing virtual worlds. Our aim is to develop guidelines for the design of fair virtual societies.
Creation machines
Authors: Midbon Mark
Published: November 2005

A retrospective look at the movie
2001: A Space Odyssey
shows that Stanley Kubrick paid a great deal of attention to computer developments of the late 1960s. In particular, the recurring image of the monolith turns out to represent a monolithic integrated circuit. The movie shows that computers and other tools have an important role in creating the human race. And the film teaches a set of ethics for using the computer.
Technology policy
Authors: Lilback Mark
Published: November 2005

Technology and/or industrial policy refers to government actions, conscious or unconscious, that effect a country's competitiveness in high technology sectors of the economy. President Clinton has recently proposed one for America, a country that has never had a coordinated industrial policy. This paper gives a historical context for American industrial policy, and then summarizes Clinton's plan, comparing it to the qualities an optimal technology policy would include. A brief look is also taken at the arguments made against technology policy, and why they are incorrect.
The memory of stack
Authors: Gannon Maureen T.
Published: November 2005

An elementary school teacher describes her experiences with the Memory Stack. The Memory Stack is a HyperCard based tool which she designed to help her second and third grade Chapter 1 students integrate their oral language fluency into the process of learning to write.
Computer supported success in the modified-accelerated reading classroom
Authors: Kelso Lois F. , Ross Ruth A.
Published: November 2005

The Belmont Reading Program has successfully used computer-supported writing and library research to help students with a history of poor grades, low self-esteem, and lack of interest in school work make substantial gains in reading level, performance in other classes, and personal attitude. Inexpensive computers supported individual student writing and reading in a program where a personal interest was identified for each student to make them active participants in their own learning process.
A software environment for teaching introductory algorithms
Authors: Guimarães Mário André Mayerhofer , Pereira de Lucena Carlos José
Published: November 2005

This paper describes an environment for teaching introductory algorithms. The main characteristics are data and code animation of predefined algorithms, construction of algorithms through icons and menus, introduction to reusability, automatic semantic testing of the constructed algorithms, and a hypertext environment for teachers to follow-up trainees' work closely through student cards.
A collaboration to apply advanced information technologies in education
Authors: Mills Kim , Shelly Barbara
Published: November 2005

A collaboration between teachers, education researchers, and computational scientists to apply advanced information technology in the K-12 classroom is described. Over the past year in the Living Schoolbook project, prototype Education Information Infrastructure (EII) services were developed, teacher team training conducted, and teacher projects to create multimedia content for EII services established. Large scale projects combining the expertise and resources of teachers, education researchers, computational scientists, the media industry, and computing and commounications vendors are needed to develop education as a National Challenge application.
Technology and collegiallity
Authors: O'Neill Adrienne , Coe Mary Ann
Published: November 2005

Using technology in a school/school district will foster the collegiality necessary for sustaining enthusiasm for teaching and will contribute to the professional development of each teacher.
Teaching computer science
Authors: Allan V. H. , Kolesar M. V.
Published: November 2005

The typical programming course is not an appropriate first course for many students. Results indicate that our skill-based approach to computer science is a better preparation for the traditional first programming experience than even prior programming. (This work was partially supported by the National Science Foundation under grant DUE-9254186.
A computer curriculum guideline for junior high schools in Taiwan
Authors: Chiou Guey-Fa , Wu Cheng-Chi
Published: November 2005

A computer curriculum guideline for Taiwan junior high schools was announced in 1994 and will be nationally implemented in 1998. Due to the specific educational system in Taiwan, the guideline will affect computer textbook writing, computer teaching and learning, computer teachers' professional development, and computer education researches. This paper is to introduce the guideline, discuss its impacts, and describe issues. We believe that a mandatory curriculum guideline or standard is necessary for providing computer concepts and skills to all our next generations. A solid computer education research base should be established to provide usable and promising perspectives and strategies for computer education practices.
Taking the byte out of cookies
Authors: Lin Daniel , Loui Michael C.
Published: November 2005

We consider the privacy of personal information on the World Wide Web, emphasizing a concept of privacy as an aspect of social relationships between individuals. We make three contributions to understanding the right to privacy on the Web: (1) we highlight the role of informed consent as an important consideration for privacy, (2) we identify conditions under which the collection and centralization of personal information can be ethically justified, and (3) we offer an interpretation of a "reasonable expectation of privacy" for Internet cookies, a mechanism used by Web sites to remember information about visits to that site.The views, opinions, and conclusions of this paper are not necessarily those of the University of Illinois. Preliminary versions of this paper were presented at the Seventh Annual Meeting of the Association for Practical and Professional Ethics, Dallas, TX, February 26[28, 1998, and the ACM Policy 98 Conference, Washington D.C., May 10-12, 1998.Address for correspondence: Michael C. Loui, Graduate College, 801 S. Wright Street, Champaign, IL 61820-6210, e-mail: m-loui@uiuc.edu, telephone: (217) 333-6715, fax: (217) 333-8019.
Where are the desks for the virtual class?
Authors: Rushby Nick
Published: November 2005

The need for desks on which to put desktop computers and for laps on which to use laptop computers seems an unnecessary constraint for the virtual class. The concept of flexibility in learning is central to the virtual class and that is going to require mobile learning solutions. The current generation of mobile devices give us Internet and world wide web access: the next generation will have greater bandwidth and will be able to support multimedia. This paper draws upon experience of mobile solutions in business and training, to explore the potential of current and future mobile technologies and explore the spectrum of mobility in an educational context.
Developing a digital library of computer science teaching resources
Authors: Grissom Scott , Knox Deborah , Copperman Elana , Dann Wanda , Goldweber Michael , Hartman Janet , Kuittinen Marja , Mutchler David , Parlante Nick
Published: November 2005

We describe recommendations for how to plan and develop a web-based digital library to support computer science education, i.e., the online Computer Science Teaching Center (CSTC) . This report details three facets: the identification of appropriate resources for inclusion in the CSTC, the review process for submissions, and the development and promotion of CSTC. A taxonomy of teaching resources is provided, and includes informal feedback from ITiCSE '98 conference participants enumerating desirable materials. Categories recommended for inclusion are: Labware / Courseware, Presentation / Exposition, On-line Course, Small Assignment, and Large Assignment. A formal review process is defined and detailed in order to insure that high quality materials are contained in the CSTC. A core set of reviewer guidelines is presented, suitable for the resources identified. Finally, recommendations for the marketing and the mechanics of the site are presented. The CSTC initially will support materials of visualizations, laboratory projects, and NSF CISE Education Innovation projects. Strong association with professional organizations, such as ACM and IEEE, is recommended. The working group unanimously recommends that access to CSTC resources should remain free of charge, to serve the widest possible audience.
Information technology and mathematical modelling, the software crisis, risk and educational consequences
Authors: Booss-Bavnbek Bernhelm , Pate Glen
Published: November 2005

Destructive use, real and potential, of mathematics based new technology at the borders of our knowledge, its military and civilian impact is the object of growing concern. The risk involved in increasing dependence upon computer supported systems calls for a responsive profound, democratic education with emphasis on critical competence in creation, use and evaluation of formal models.A central issue is the mathematical nature and the extra-mathematical status of information technology (IT) based models: their development context and their use context. IT experience provides massive evidence of pit-falls due to lack of attention to societal factors as well as to inadequate technical mastery. An incipient paradigm change, induced by the permanent software crisis, from a machine centered computer science, a science of algorithms, seen as an outgrowth of mathematics, to a humanistic discipline informatics, understood as the study of information aspects of phenomena in nature and society, that is, an interdisciplinary science of modelling, suggests an educational program quite different from much propagated programs of computer literacy.
Teaching public administators about computers
Authors: Stipak Brian
Published: November 2005

Public administration curricula typically offer only very limited exposure to computers, despite the growing importance of computers in public management. This paper examines an approach to teaching computer management in a masters of public administration program, and relates that approach to the broader question of what public administrators need to know about computers. The approach involves instruction in computer literacy, computer applications, and management of computer resources. Instruction in these three areas appears to increase the importance students place on managing computer resources and on understanding computer concepts, and to decrease the relative importance students place on managers' knowledge about specific computer applications. This shift in viewpoint appears appropriate based on interviews which suggest that practicing administrators place greater emphasis on understanding the broad issues of computer resource management, rather that on more specific computer knowledge or skill.
The Internet, ethical values, and conceptual frameworks
Authors: Spinello Richard A. , Tavani Herman T.
Published: November 2005

What exactly isCyberethics? How did the field develop? What are some of the central issues and themes in this field, and what methodologies are used by those working in this area of applied ethics? These and related questions are considered in the readings included in Chapter 1. It is perhaps important to note at the outset that the field that many are now beginning to refer to as "cyberethics" has until quite recently been referred to by the more general label "computer ethics." Other expressions that are also now used to refer to ethical issues involving computing and Internet technologies are "information ethics," "information technology ethics," "information and communication technology (ICT) ethics," "global information ethics," and "Internet ethics." As in the case of "Internet ethics," "cyberethics" is intended to refer to ethical concerns involving the Internet, in particular. And it is primarily with ethical issues involving that particular medium that we will be concerned in this textbook of readings. It is also important to note that the expression "computer ethics" describes better the impact that computing technology in general has had for ethics as well as for our social and political institutions. Although our main concern will be with those ethical issues involving the Internet, many of the readings included in Chapter 1 are also concerned with ethical issues in a broader sense of computing technologies. Hence, the expressions "cyberethics" and "computer ethics" may, at times, be used interchangeably in this chapter.
Distributed virtual environment realizing collaborative environmental education
Authors: Okada Masaya , Tarumi Hiroyuki , Yoshimura Tetsuhiko , Moriya Kazuyuki
Published: November 2005

We have developed a support system for collaborative environmental education by using distributed virtual environment accessible from real and virtual worlds. With this system, learners in the real world and experts in a virtual world can communicate with each other while sharing not only a 3D virtual world implemented with VRML, but learners' achievements and experts' knowledge. It also realizes databases of real experiences, education supported by knowledgeable experts from all over the world, and virtual tours to accessible natural environment. The system is expected to raise consciousness of environmental protection by providing users with environmental knowledge accumulated in the learning process. The system makes all these functions possible, which have been difficult to realize with conventional environmental education.
The development of the 'ethical' ICT professional
Authors: Grodzinsky F. S.
Published: November 2005

It has been a decade since Computer Ethics came into prominence within the field of computer science and engineering, changing not only the profession but the classroom as well. The commercialization and globalization of the World Wide Web has impacted us all, both producers and consumers alike. What was once the province of the few has become the virtual society of the multitudes. Ethical issues concerning security, privacy, information, identity, community and equity of access once contained and localized, have assumed additional complexity in the global environment. Every day, the front pages of our newspapers and magazines report violations of one sort or another.This paper will address two questions: As we move into the 21
st
century, how can we shape 'ethical' information communication technology (ICT) professionals? And, is our vision of an 'ethical' global on-line society a realistic one?
Disclosive computer ethics
Authors: Brey Philip
Published: November 2005

This essay provides a critique of mainstream computer ethics and argues for the importance of a complementary approach called disclosive computer ethics, which is concerned with the moral deciphering of embedded values and norms in computer systems, applications and practices. Also, four key values are proposed as starting points for disclosive studies in computer ethics: justice, autonomy, democracy and privacy. Finally, it is argued that research in disclosive computer ethics should be multi-level and interdisciplinary, distinguishing between a disclosure level, a theoretical level, and an an application level.
Gender and computer ethics
Authors: Adam Alison
Published: November 2005

This paper reviews the relatively small body of work in computer ethics which looks at the question of whether gender makes any difference to ethical decisions. There are two strands of writing on gender and computer ethics. The first focuses on problems of women's access to computer technology; the second concentrates on whether there are differences between men and women's ethical decision making in relation to information and computing technologies (ICTs). I criticize the latter area, arguing that such studies survey student audiences, that they emphasize the result of an ethical decision over the process of arriving at the decision, that they are problematic in relation to research methodology and that they are undertheorized. Given that traditional ethical theories largely ignore gender, I offer a gender based ethics in terms of feminist ethics as the best place to look for theoretical substance. The paper concludes by considering how feminist ethics can be combined with empirical studies that emphasize observation and interviewing in order to move gender and computer ethics onward from statistical studies of men's and women's ethical decisions toward more substantially theorized studies of areas in computer ethics which have gender implications, such as privacy and power.
Teacher certification
Authors: Poirot J. L. , Early G. G.
Published: November 2005

The need for computer education for secondary school teachers has become quite apparent over the past few years. Such education has been accomplished, for the most part, by in-service training, summer institutes or graduate programs.This paper recommends undergraduate teacher certification in computer science and gives the steps necessary for approval of a certification program for the state of Texas. In addition, coursework for a certification program is discussed.
Computer-augmented learning programs for college instructors
Authors: Bell Frederick H.
Published: November 2005

A regional network of five small colleges supported by a university timesharing computer system provided the experimental setting for a teacher education program in educational applications of computers. The conclusions resulted from a three-year project to develop, implement, and evaluate a prototype program to educate college professors in techniques for using computers in their classrooms. The findings indicate that system reliability (as defined by the user) and significant professional assistance in computer-related curriculum development are key factors for the success of a regional program.
Classroom communication media
Authors: Goldberg Adele , Tenenbaum Bonnie
Published: November 2005

As part of our investigations into the design and development of media for expressing and viewing dynamic processes, we have been teaching children from ages 8 to 15 the Smalltalk programming language. Our intention in this paper is to introduce a new communication medium with which young children create and explore powerful computing tools, including free-hand and programmed graphics, animation, and music synthesis. It is our objective here to offer suggestions and to specify guidelines by which teachers and learners can design, plan, and expand their programming projects.
An introductory COBOL course with structured programming
Authors: Khailany Asad
Published: November 2005

ORIS 316 was designed as a core course to teach COBOL programming language and Business Information Systems to students majoring in Business Computer Information Systems. Students from other areas such as Mathematics, Computer Science, Sociology, Economics, Political Science, Marketing, Accounting, Management, etc., take this course to enhance their employment opportunities. Most of the students who take this course have some knowledge of some computer programming language, especially in FORTRAN. In the last four years, I have taught this course eight times. In the beginning, perhaps like many other instructors have done, I took the normal path to teach this course. This path was more or less influenced or determined by some textbooks or manual references. These text and manual references have different approaches; however, to teach the COBOL language, all of them agree on one point, namely, to present the PERFORM statement, the tool of structured programming in COBOL, in the late sections of their texts. And of those sources which I'm familiar with, none had the structured programming approach.

Because of the popularity of structured programming especially in the business data processing environment, and since many of our students start their professional work as a programmer or as a systems analyst, it was determined that the structured programming technique and modular programming concept should be introduced as early as possible in the semester. This has been done in the last three offerings of the course and the results have been impressive. Students' evaluations of the same instructor and the same course were considerably higher than before and their response to the new approach has been encouraging.
In-service education for teachers of computer science
Authors: Jackson Alyce
Published: November 2005

The kind of training needed for teachers of computer science in secondary education must reflect the trends in technological changes and curriculum innovations.

Presented in this paper is a discussion of in-service education for teachers of computer,s cience based on the concept of computer literacy as a measurable criterion for accessing computer science objectives.
An experimental program in computer usage for secondary students
Authors: Platt Joan , Curran Jeanne
Published: November 2005

This paper presents an experimental program designed to introduce high school students to the use and interpretation of computer data. The program has evolved from a model research center in the Department of Sociology at California State College, Dominguez Hills. The Center is operated and administered by undergraduates and graduates as a part of their curricular experience in research methods.
Teaching teachers about computers
Authors: Marsh Barbara
Published: November 2005

I believe computers will continue to expand their areas of application, and so am forced to the conclusion that school curricula will have to deal with them. And if computer curricula are to be introduced into the schools, teacher training institutions must prepare teachers to teach about computers.

The context I choose is education itself. "Education" is of course rather a broad term; computer uses in education are many and varied. Some of these applications are similar enough to those in other areas that some very general principles of computer use will automatically be raised. Others are quite unique, and raise specific questions which teachers will have to deal with in their own professional lives, so that the study of computers can be seen to be very relevant to being a teacher. By teaching about computers in this context instead of more abstractly or generally, and by drawing attention constantly to the educational implications of computer uses, I hope that the teachers who are my students will in turn pass on to their own students the habit of attending to the social implications of what is done by computers.
Computer-scored, programmed test monitors student progress
Authors: Boyle Thomas A.
Published: November 2005

This paper introduces an achievement test format which, in combination with computer scoring, provides some unusual capabilities. The format is an adaptation of one used in programmed instruction. It enables a considerable degree of response contingency, yet is readily scored by computer in batch mode. Short achievement tests of this type, referred to here as branched-program tests, have demonstrated unusual diagnostic capability and inherent security. They thwart common forms of cheating, both by students and by teachers, and single tests of this type can be used several times during a term of related instruction. The unusual characteristics of this type of test have prompted administration in several modes; in one the test appears as an appendix to each student's textbook. Here the test effectively becomes the basis or specifying a principal goal of the learning to be done. Repeated administrations of the test serve to monitor each student's progress.