bluuebunny/crossref_metadata_2025_split huggingface dataset:
Capturing software processes through the generated objects
Authors: Rueher M. , Ladret D. , Legeard B. 
Published: July 2004

This paper mainly focusses on the representation of actual specification processes. However, the proposed scheme can be extended to the whole software process.
The specification process is the sequence of operations required for building up a complete specification. Performing these operations mainly yields information objects that can be as various as informal statements, exploratory prototypes, test cases, axiomatic descriptions, user constraints for the elaboration process, etc.
Thus, we propose to materialise the specification process through the representation of all the useful characteristics of these objects. The reason for this choice is the fact that objects are easier to comprehend than processes [Ost87].
Visualizing algorithms and processes with the aid of a computer
Authors: Mincy Jeffrey W. , Tharp Alan L. , Tai Kuo-Chung 
Published: July 2004

Communicating algorithms and processes is an integral part of computer science education yet in many instances is difficult to carry out effectively using traditional techniques. Using the computer as an aid in visualizing and understanding an algorithm is one way to improve this communication process. With the computer technology available to us today, it would be unfortunate if we did not make effective use of it in computer science education. (We don't want to be like the shoemaker's children.)
The prototype systems described in this paper exemplify how a computer might be used as an instructional aid; the observations resulting from their application suggest further experimentation and use.
Advanced problem solving and algorithm development
Authors: Cook Robert N. 
Published: July 2004

A course in advanced problem solving and algorithm development is described in this paper. This course differs from the approach taken in many algorithm texts in that it emphasizes the problem solving process involved in developing the algorithms rather than proofs of correctness. Algorithms are studied in the areas of number theory, array processing, sorting and searching, text processing, and data structures. The course concludes with a discussion of linear, binary, and non-linear recursive algorithms.
While some of the algorithms may have been seen previously in other courses, often the problem solving process involved in developing the algorithms is not treated. Thus, the course greatly enhances the students' understanding of the art of problem solving. In addition, it exposes the students to many important algorithms which they will find useful both in later computer science courses and in their professional careers.
Numerical methods and the micro
Authors: McBride William E. 
Published: July 2004

Most of us that teach in the numerical analysis/numerical methods area have been relying on large mainframes for years as a valuable tool in solving our problems of any size. Thus when the micros came along a few years back our natural inclination was to avoid them since they appeared to have nothing new to offer us. We perhaps thought “How could such a small machine compete with the real number crunchers we had become enamored with?” However, we only have to read the popular press to see the impact they are having all around us. Hence, it became imperative that we do look into the possibility that maybe they can make some valuable contributions. As Kelch and Hansen [1] implied in their article, there are many small colleges that can ill-afford the cost of a mainframe or even a mini but still they wish to teach meaningful courses. Aside from this perhaps there are concepts that can be illustrated in a more meaningful fashion even if a super-mini or mainframe is available. It was in this later vein that this project was undertaken.
After viewing the rather amazing graphics that one could realize on an Apple II in a game-playing environment, the author decided that there must be some way that they could be used in a meaningful way in a classroom or course. The purpose of this report is to discuss the way that the Apple II graphics were used to display several popular numerical algorithms. It should be pointed out here that there is nothing special about the Apple II and the graphics did not have to be done in color to illustrate most of the important points. It was simply the case that the author used the type of machine that was most readily available to him.
It was the author's feeling that beginning numerical methods students could more readily relate to many of the techniques if they had a visual image to relate to. The old adage “a picture is worth a thousand words” comes to mind. Although it is possible to give graphical illustrations in a textbook and in class, typically this is such a time-consuming task that one can only look at a few special cases. It was the plan of the author to allow the programs to accept a variety of functions for actual implementation by the user. The student will be able to alter various parameters as he runs an algorithm which will allow him to answer questions like “What if I do the following?”
Women in science and academe
Authors: Wieckert Karen , Dale Nell 
Published: July 2004

Karan Wieckert will outline the process, conclusions and recommendations of a report published in February of 1983 by the female graduate students and technical staff in computer science and artificial intelligence at the Massachusetts Institute of Technology. Incidents of subtle discrimination from the laboratory work environment will be described as well as general assumptions which give rise to these problems. Also, the effects these incidents have upon women and recommendations for alleviating the problems will be presented.
Nell Dale will present the results of a project of the Women in Science Career Facilitation Program of the National Science Foundation. Re-entry projects for women with undergraduate degrees in the sciences were funded over a seven year period. As a part of the final survey questionnaire sent to over 140 participants, a section on discrimination was included. The results of this section will be presented.
Secondary school model automatic test generation
Authors: Muscat Eugene J. 
Published: July 2004

A review of the literature dealing with automatic test generation yields a wide variety of subject matter applications. Most decriptives, however, deal with college level projects. This paper out lines secondary school requirements that may encourage the development of appropriate test generation models. Our discussion will center on a common need for remediation at the secondary level, namely, mathematics skill building (addition, subtraction, multiplication and division). The subject matter selection is only to assure that the suggestions made are as concrete as possible. The paper will concentrate on the structural and procedural aspects of school site test generation and will not deal with the computer programming requirements.
The basic model assumes remedial curriculum that will be directed as a student population of 500 students. This supposes that the entire student population is not utilizing a single test generation package. The recommendations allow for adding additional curriculum services and increasing student use. A test generating laboratory should emerge that would operate as a service bureau. This center will be detailed below.
The discussion will be organized under the following headings:
The discussion will be organized under the following headings:
Hardware Requirements
Turnaround
Personnel
Cost
Speech synthesis for computer assisted instruction
Authors: Sanders William R. , Benbassat Gerard V. , Smith Robert L. 
Published: July 2004

The Institute for Mathematical Studies in the Social Sciences at Stanford (IMSSS) has developed a synthesis system, MISS (Microprogrammed Intoned Speech Synthesizer), designed to test the effectiveness of computer-generated speech in the context of complex CAI programs. No one method of computer controlled speech production is completely satisfactory for all the uses of computer-assisted instruction (CAI). The choice of synthesis method is strongly related to the kinds of curriculums and instructional designs that will use speech. We chose to use acoustic modelling by linear predictive coding as the method of synthesis for MISS.(1)
In Section 2 we describe criteria appropriate for organizing the comparison of voice response systems for use with instructional computers. Then we describe the particular requirements imposed by curriculums at IMSSS, review general voice synthesis techniques, and finally discuss our actual choice. In Sections 3 and 4 we outline the hardware and software that have been created to support MISS in operational CAI at Stanford.
In Section 5 we discuss the applications of audio to CAI.
Another look at the discrete structures course
Authors: Prather Ronald E. 
Published: July 2004

Over the last several years since the introduction of B3 (Discrete Structures) into the undergraduate computer science curriculum, the course has been the subject of continuing controversy. The major difficulties later found in implementing the course were easy to foresee from the most casual reading of its original description in Curriculum '68 [1]. The necessary placement of the course in the sophomore year, the relative sophistication of the intended subject matter, and the lack of sufficient preparation of most beginning students in these areas and in appropriate computer science areas of application, all have contributed to problems in the implementation of the ACM Curriculum Committee recommendations.
We will discuss each of these problems in turn, and hope to provide new insights toward achieving a satisfactory solution.
How much cai is hidden in commercial software?
Authors: Sobel Helen L. 
Published: July 2004

It is somewhat astonishing to find that a well-developed software package designed for business uses provides an extremely interesting teaching instrument with an as yet unrealized potential
For many years report generating systems such as REPORTER have been extensively used as work horses in business and industry. Administrators in these areas require up-to-date information presented in an understandable, well-organized form. The business executive may need a daily, weekly, or monthly report of the sales records of the company's employees, listing for each sales representative the number of items sold in each category, the amount of income produced, the number of items returned in each category, etc.

The Burroughs
REPORT
writ
ER
is based upon an entirely different premise which not only permits but encourages user involvement and understanding. The programs which create each REPORT are accessible, small, modular in structure, and limited to the specific options requested by the user. While it can be easily used in a non-technical manner, and need not be explored in any depth, there are no formidable barriers to a more intelligent mastery of this tool.

The unique characteristic of the Burroughs REPORTER is its production of an independent COBOL program for each set of specifications entered. It
A proposed course on data processing economics
Authors: Phister M. 
Published: July 2004

Universities are often criticized for being too academic—too far removed from society's real problems. One reason for this remoteness is the academic preoccupation with analysis, despite the fact that the solution to many practical problems requires synthesis or invention. Another reason—and this is the one I want to discuss—is that faculties in science and engineering by and large are interested in the science of technology, and devote little or no time to teaching the economics of technology.
The problem is a general one and I believe it deserves attention by all scientific and engineering faculties of the university (?). It is particularly important in the computer field, where growth and change are the norm, and where we all must be careful, in making decisions, to take into account trends and directions in the economics of data processing. I propose a course entitled “Data Processing Technology and Economics” as a solution to the problems described above, and in this paper I will describe the course, which is based on a textbook I have been preparing for the past several years. The course has been taught twice: at Harvard University in the Fall Semester 1974-1975; and at the University of Sydney, in Australia, in the Michaelmas Term, ]975. However, before describing the course in detail, I would like to explain, with the help of some examples, why I believe this subject is important to the student of Computer Science.
Report on acm's activity on community and junior college curriculum career program in computer programming
Authors: Little Joyce Currie , Seeds Harice , Lenhardt Ronald , Dineen John , Maniotes John 
Published: July 2004

A Workshop in Two Year College Programs in Computer Science was held August 11-13, 1975 in Gloucester Point, Virginia. Sponsored by the ACM's Special Interest Group in Computer Science Education (SIGCSE), it brought thirteen community and junior college participants together at the Virginia Institute for Marine Science (VIMS) to work toward recommendations for a two year program.
Representing ACM were Dr. Richard Austing, Chairman, SIGCSE, Associate Professor in the Computer Science Department of the University of Maryland, and Dr. Gerald L. Engel, Executive Secretary of the ACM Curriculum Committee on Computer Science (C S), Director of Computing and Statistical Services at VIMS, Dr. Bruce Barnes of the National Science Foundation also attended.
Joyce C. Little, Chairman of the ACM's Two Year College Subcommittee of C S and Professor and Chairman of the Data Processing and Computing Sciences Department at the Community College of Baltimore, served as Chairman of the Workshop.
This panel presentation, given by participants in the workshop, is the first public discussion of the material under development by this group, being chaired by Joyce Currie Little, Chairman of the Ad Hoc Subcommittee for 3 Community and Junior College Curriculum, serving under the Curriculum Committee in Computer Science (C S). Reaction to, and discussion of, the preliminary findings of this group, will been couraged from the audience.
A generalized system for university mathematics instruction
Authors: Smith Robert L. , Blaine Lee H. 
Published: July 2004

EXCHECK is a system for developing mathematically-based CAI courses. It is currently being used at Stanford University to teach a college-credit course in axiomatic set theory
The design of this system had several goals. First, we wanted an instructional system that would provide a semantic base for our work on processing natural language and computer-generated audio. Axiomatic mathematics fits this description in that the underlying semantics is relatively well understood, but many of the interesting problems of natural language are also involved in the informal language of mathematics and the informal expression of mathematical proofs.
Second, we recognized that traditional proof checkers were inadequate for teaching mathematics, or for that matter, introductory logic. People understand mathematical concepts and arguments at a level much higher than the traditional formal systems of mathematical logic.
Finally, we designed the EXCHECK system to be an extensible system in which other curricula could be implemented with incrementally less work.
Learning theory and political socialization
Authors: Swigger Kathleen M. 
Published: July 2004

The purpose of this C.A.I. module is to introduce students enrolled in undergraduate courses in political science, sociology, and education to aspects of learning theory that have direct application to a study of political socialization. The interactive module demonstrates how various models representing learning theories can be used to describe the process by which individuals acquire their political behavior. The purpose of this C.A.I. module is to describe learning theory in such a way as to guide students in critically constructing and evaluating their own assumptions concerning the nature of the process of political socialization. Thus, it is felt that these lessons can contribute to a better understanding of the prominent literature that deals with questions considered relevant to a discussion of political socialization.
The lessons in the module were written in the Instructional Dialogue Facility (IDF) on a Hewlett-Packard 2000 at the University of Iowa. These lessons call over a dozen BASIC programs specifically written for the module. The lessons allow for self-pacing and freedom of choice concerning the number and type of learning subtasks that the student undertakes at any particular time. The module not only enhances the courses for which they were designed but also adds to the inventory of interactive lessons available to all users of computer assisted instruction.
Computing science courses - training or education?
Authors: Willis Neil 
Published: July 2004

The debate about the usefulness or otherwise of Computing Science degrees has raged for some time.
Critics of these degree courses have stated that the courses do not satisfy the needs of commercial and industrial users; that they do not train the graduate to be of immediate use or that the subject is developing too rapidly for degrees to impart any lasting knowledge and so on.

It may be (and is) argued by some, that an Institute of Higher Education (be it College, Polytechnic* or University) should not aim to train students to be of immediate use to industry. However there is obviously a demand for trained personnel in the computing field, as demonstrated by the proliferation of courses run by manufacturers, various professional bodies and commercial organizations, and it is to satisfy this demand that a number of Polytechnics in England, and Sheffield Polytechnic in particular, have designed courses aimed at
educating
students in the field of computing.
A computer-aided flow diagram teaching system
Authors: Koffman Elliot B. , Friedman Frank L. 
Published: July 2004

This paper describes a system intended to aid beginning computer science students develop a systematic approach towards problem solution using structured flow diagrams. The student is carefully monitored during the specification of an initial flow diagram and through successive stages of refinement. As each new flow diagram symbol is entered, the system checks to see that the student is being consistent with earlier work and has not introduced potential errors.
The flow diagram is an intermediate level representation of an algorithm which is independent of the particular programming language chosen for implementation. When the structured flow diagram has been completely refined, the final translation to a programming language is relatively automatic. To test the program logic, the resultant source code should be executed. The student can modify the flow diagram, generate new code, and re-execute until the program runs correctly.
A unique graduate program in computer science at Jackson State University
Authors: Iynengar S. Sitharama , Lewis Jesse C. 
Published: July 2004

The two key elements of decision-making in today's environment are (i)efficient information processing and management and (ii) a degree of maturity in effective use of a broad range of analytical tools and techniques which pass under the general label of Mathematical Sciences.
The Department of Computer Science at Jackson State University started a Graduate Program during the 1974 academic year which offers a unique interdisciplinary program leading to a Master's Degree in Computer Science. This program emphasizes in programming languages, systems programming, operating systems, information systems analysis and design, the role of the computer as an integral part of the decision-making process, and the computer applications in the areas of statistics and management science. Advanced placement may be given via examination or acceptable certificate presentation from traditional or non-traditional institutions such as IBM Corporation. The students are presently using both the interactive and the batch capability of our IBM 360/40 for their course and project works. The university is upgrading to an IBM 370/145 during the spring semester (1976).
A computer science curriculum for a two year upper division university
Authors: Berk Toby S. , Gotterer Malcolm H. 
Published: July 2004

Florida International University is a two year upper division University in the State University System of Florida.
The Mathematical Sciences Department is located within the College of Arts and Sciences, and offers three undergraduate major programs: mathematics, computer science, and statistics.
The computing facilities available are quite good. The computer center operates a UNIVAC 1106 with an adequate array of peripherals, terminals, and memory. In addition, the department owns a NOVA 2/10 mini-computer and an IMLAC PDS-4 intelligent graphics system.
Relevance of computer science education to industry and government needs - A critique of the proposed update to curriculum '68
Authors: Armstrong Russell , Oliver Paul , Orchard Robert , Shoosmith John , Conti Dennis 
Published: July 2004

It is frequently suggested that computer science curricula are generated in a vacuum with little or no regard for the “real-world needs” of the student's ultimate employer. Furthermore, the question has recently been raised whether computer science programs should prepare their graduates to be “tool users” or “tool builders.”
The panel, composed of distinguished representatives from industry and Government, will relate their past experience with computer science graduates and will address their immediate personnel needs (i.e., areas of required expertise for new employees). Each panel member will then present his candid view of the proposed updates to “Curriculum '68” currently being prepared by ACM's Curriculum Committee on Computer Science.
Computer manpower development in Saudi Arabia
Authors: Aird Charles L. 
Published: July 2004

While looking in ecstasy at the new horizons of computer technology, developing countries often underestimate the computer's dependency upon man. Computers are unlike any other machine.
Not unlike many developing countries, the vast petroleum and mineral resources of Saudi Arabia pose complex and challenging problems at all levels of education. The physical resources of the Kingdom far outstrip the human resources. For a country with some 3,000 college graduates as of 1975, the rapid technical and economic developments could easily become too burdensome.
Saudi Arabia has few trained personnel for the development and management of modern computer systems, even though the first unit record equipment was installed by the Arabian American Oil Company (ARAMCO) in 1952. The requirements for data processing services has rapidly increased.
Microprocessors in a computer science curriculum
Authors: Lin Benjamin M. 
Published: July 2004

In computer technology one of the most important developments in recent years is that of microprocessors. Thousands and thousands of microcomputers, which use microprocessors as their central processing units, have been marketed today.
We will discuss the actual course implementation of microprocessor topics in a typical undergraduate computer science curriculum. At the beginning, we will discuss how a microcomputer system is used in various aspects of computer science education. Then we will discuss how the subject matter of microprocessors can be integrated into an existing curriculum. In addition, a separate course sequence is suggested to provide good training for computer science majors who are seriously interested in microprocessor applications.