bluuebunny/crossref_metadata_2025_split huggingface dataset:
Brazil's pioneer undergraduate program in information systems
Authors: Lisbôa Maria Lúcia Blanck 
Published: July 2004

In the early 70's, the number of computers installed in Brazil was growing at a rate of 30% per year, which was higher than in European countries, the U. S. and Japan, placing Brazil among the eight top world users of computers.
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By that time, only few Brazilian Universities were offering courses in data processing. The lack of a formal education structure resulted in data processing positions being mainly filled with people trained by manufacturers.

The high demand for data processing professionals, mainly in the top levels of the career, became one of the Brazilian government's concerns.
Since Brazil is a developing nation, resources had to be efficiently used and foreign reserves could not be spent on equipments which were not used to their full potential. Therefore, highly qualified professional were needed.
In view of these facts, the Federal Government decided to support and encourage the creation of professional data processing programs, mainly at the Universities. The role of the University in education is extremely important, since it makes possible to improve the qualification of the labor power and also to improve the education professionals themselves.
In 1973 and 1974, with the support of the Federal Government, about 15 programs for graduation of technicians in systems programming, analysis and design have been created. Those programs, with the duration of two years, were intended to be a short term solution, providing a highly qualified labor force.
Besides the programs created directly by the Government, several courses have been implemented at Universities that assumed the task of preparing qualified data processing man power, accomplishing their social role. With this purpose, the Pontifical Catholic University of Rio Grande do Sul, in 1974, implemented an undergraduate' program in Information Systems Analysis. The pioneering aspect rises from the area involved, that of Information Systems.
Plagiarism in computer sciences courses(Panel Discussion)
Authors: Dodrill William , Lidtke Doris K. , Brown Cynthia , Shamos Michael , Fosberg Mary Dee Harris , Miller Philip L. 
Published: July 2004

What constitutes cheating on programming assignments? What methods can be used to detect cheating? What should be done with offenders? How can cheating be eliminated in programming courses? These are all pertinent questions, but they are directed more towards treating symptoms rather than towards correcting some very fundamental problems.
How can student interest in computer programming be stimulated? What can be done to reduce the frustrations inherent in writing and debugging code? What should be expected (and what should not be expected) of students taking introductory programming courses? How can individual performance and achievement be measured effectively for grading purposes?
With critical problems of computer fraud and software theft increasing all the time, making Computer Science students aware of the ethics of the computer industry seems not only appropriate but necessary.
A project-oriented course (Computer Programming II)
Authors: Teague David B. 
Published: July 2004

In our first programming course we introduce elements of machine organization and JCL, and the balance of the course is FORTRAN and algorithm development in equal portions. To support the second course, we introduce the concept of program structure and top-down design, although there is not enough time to treat these adequately in a one semester course. Documentation is taught: internal, external, user, and maintenance. Structured control constructs and their implementation within FORTRAN are given.
Our objectives are to teach structured design and programming and to provide a setting that reinforces student use of software engineering techniques.
A comparison of non-business and business student test scores in basic
Authors: Lemos Ronald S. 
Published: July 2004

An experiment is described that analyzes differences in BASIC test scores between a group of 58 non-business and 104 business majors. All students were given four weeks of instruction in BASIC and took a common BASIC examination testing their knowledge of language rules and their ability to read programs.
Analysis of multiple covariance was used to statistically adjust BASIC test scores for performance on a computer concepts examination and age. The results showed no significant difference between the scores of the non-business and business majors on the BASIC examination.
These findings are important since they provide empirical evidence that the ability to understand programming language is independent of students' academic direction. Thus, the benefits of programming experience appear to be realizable for both business and non-business students.
Computers and the law (An experimental undergraduate course)
Authors: Roth R. Waldo 
Published: July 2004

At the challenge of some good students, the Information Sciences Department at Taylor University decided to offer an overview course on computers and their legal implications for computer science majors and others interested in such a perspective. A two hour selected topic course was offered in the spring of 1980 to computer science majors, but open to any students who have taken at least one computer science course and had performed well in it.
This paper reviews the content, successes and failures of this experimental course, with a view to assisting others who may wish to consider such an offering in the future.
HARD - hardware simulation in education
Authors: Tomek Ivan 
Published: July 2004

Introduction to digital circuits and computer organization is usually a required course in computer science curricula. The subject is often taught as a textbook course although experience shows that students enormously benefit from simple laboratory experiments and enjoy them. Another form of contact with basic physical realities is via computer simulation of hardware. The use of simulation can not only replace experiments if necessary but also add insight into aspects of the function of hardware not easily observable in the lab, such as the effect of delays and noise and allow the study of phenomena that cannot be observed such as data transfer between registers hidden inside a component. Exposure to simulation also introduces students to one major application of computers - simulation - which is often some-what neglected in computer science curricula. Moreover, simulation is becoming an essential component of design and student's perspective of the design process is incomplete without some experience with it. Three main reasons why hardware simulation is not usually used in introductory hardware courses are the orientation of typical hardware simulation languages towards the professional designer and the resulting structure poorly suited for education, the scarcity of easily available, inexpensive, and portable languages, and the lack of coverage of the subject in most textbooks on hardware.
A hardware simulation language called HARD developed at Acadia University is an attempt to remedy the above mentioned problems. It is designed specifically for education. It includes features typically required in a computer organization course, namely simulation at the gate and RTL levels, and simulation of delays and noise. The syntax is quite flexible in that there are practically no reserved words. The language is not based on any programming language so that no previous experience with computers is necessary. The structure of circuit descriptions is natural and English-like. The translator and simulator are interactive. The language allows modular descriptions and their connections into multi-level hierarchies as required by the problem. The system is very portable since it is written in Pascal with a minimal use of non-standard features. The language is not as complete as a professional design tool since its intended use is in education. It is, however, expected that new features will be added to it in the future in response to the feedback from the system's users.
Tutorial on structure charts as an algorithm design tool
Authors: Hassell Johnette , Law Victor J. 
Published: July 2004

Structure charts have been presented via seminars to groups of computing professionals. Some of these software designers have adopted structure charts as their standard design tool. These practitioners are providing impressive anecdotal evidence that structure charts have significant practical value and are not merely of academic interest.The precise origin of structure charts is not accurately recorded. Their first appearance in a textbook was in Bowles(1) who cites Doran and Tate(2) as their originators. Bowles used the name structurediagram. Jensen and Tonies(3) presented some very similar design notation which they calledschematic logic. They claimed that their work was a modification of some previous design methodology due to Jackson.(4) Jensen later presented a modification of schematic logic and called the new notationprocessing logic trees.(5) The particular geometric shapes used in the structure charts of this paper are the same as those suggested in a forthcoming textbook by one of the authors(6). This tutorial presents structure charts as a design tool which has many desirable characteristics for students of computer science as well as for practicing software designers.
Micro computers - the procurement process (Panel Discussion)
Authors: Pitts Gerald N. , Harvison James S. , Newman J. Richard , Bateman Barry L. 
Published: July 2004

The rapid proliferation of microcomputers in higher education for uses which vary from process and instrumentation control to computer aided instruction has caused many universities and state coordinating agencies to reevaluate their master plans for computing. This panel will discuss these issues and offer insight into possible solutions to some of the most common problems facing present and potential users of this technology.
The use of microcomputers in the classroom and methods of acquisition utilized by a private university will be the concern of Dr. Pitts. Comparisons of the acquisition process between a large state institution with which he was recently affiliated and the private university will be emphasized.
A different approach to the acquisition process and microcomputer utilization will be presented by Dr. Newman.
A computer science option in industrial engineering
Authors: Webster Dennis B. , Zaloom Victor A. 
Published: July 2004

This paper is concerned with the justification and development of a computer science option which has been approved for inclusion within Auburn University's Industrial Engineering curriculum. From a specification of many of the areas covered by the field of industrial engineering, it became clear that the use of the computer is an integral part of the industrial engineer's work. An analysis of the courses thought to be most useful to an industrial engineer further indicated that such courses fell into a logical sequence from which a minor area of competence in computer science could be developed.
The courses comprising the option are presented by means of a precedence diagram which indicates suggested course sequencing. Also presented is the Auburn Industrial Engineering program with the embedded computer science minor.
A statistical analysis of the effect of discrete mathematics on the performance of computer science majors in beginning computing classes
Authors: Sidbury James R. 
Published: July 2004

During the 1983-84 academic year, the University of Scranton instituted an experimental two semester discrete mathematics course for freshman students majoring in computer science. Approximately one-third of them were enrolled in this sequence while the remaining freshmen were enrolled in a traditional algebra-calculus mathematics sequence. At the end of the academic year the records of the freshman computer science majors were examined to see if there was any difference in performance between those who took discrete mathematics and those who did not.
There is a strong indication that students who take discrete mathematics make higher grades in computer science than do the students who take the algebra-calculus sequence of courses. There is no indication that students who take discrete mathematics are more (or less) likely to change majors during the freshman year than those who take a traditional mathematics course.
APL as a lingua franca in the computer science curriculum
Authors: Konstam Aaron H. , Howland John E. 
Published: July 2004

In the last decade computer science has been struggling to establish it's independent identity, pressured on one side by those who refuse to admit the existence of any new sciences and on the other by those who see computer science as no more than the art of constructing computer programs.
We who are teaching computer science are caught in the middle. We must teach our students some of the art of computer technology through programming courses, but we also must instill in them those principles of the science of computing which set it apart as a discipline in its own right. We must keep ourselves from spending all our time teaching our students to program in a variety of different languages so they can get jobs as technologists. But we must also beware of spending an inordinate amount of time on the theory without teaching programming basics.
Computer Science at Staten Island Community College
Authors: Chi Emile C. , Moroh Marsha , Tausner Miriam R. 
Published: July 2004

Teaching Computer Science on an open admissions campus with no tuition raises two major problems: many students are poorly prepared for college-level work; the students have extremely diverse aspirations and needs.
In response to this challenge, the Computer Science faculty at Staten Island Community College has evolved the teaching methods described below, which include use of a non-mathematical approach especially in lower-level courses, and a practical programming laboratory to be taken as a part of each course. In addition, a variety of new course and curriculum options have been developed.
Innovative computer services for minority colleges
Authors: Lewis Jesse C. 
Published: July 2004

The word “innovative” in the title of this paper does not imply that the colleges involved have found or invented some new computer technology to apply to instruction and research. If the word innovative in appropriate at all, it applies to the way we are using the computer or to the fact that for the first time students in a few minority institutions have access to what maybe one of the most valuable tools in education.
I have long advocated that the motivational effect and other advantages of the instructional uses of computers should be applied where it is needed most. It is my opinion that the culturally and economically advantaged students (for example, those students who can afford to go to college in Hanover, N. H.) would be successful in college and life with or without access to computer based instruction. However, this may not be true for some students who go to college in Itta Bena, Ms. There is a great need to motivate and provide individualized instruction for students who have net been exposed to many of the advantages of our society.
A Computer Science program at a college with limited resources
Authors: Wardle Caroline 
Published: July 2004

At Hunter College, the B.A. degree in Computer Science was the work of two people, whose goals were to provide a high quality degree, with as much choice of program specialization as possible under the constraints imposed by Hunter. It was felt that the program should be structured so as to provide a useful background for obtaining a job in industry or business, for those students not intending to go on to graduate school. The City University of New York is committed to Open Enrollment which means that our students have extremely diverse academic backgrounds.
Because of limited commitment and resources, we have been forced to rely heavily on part-time instructors. Consequently we have not been able to offer all of the advanced courses on a regular basis.
As a result of these factors, we settled on a small program, offering two specializations, that could be covered with a minimum of full-time faculty backed up by adjuncts.
The Master's Practicum
Authors: Webre Neil 
Published: July 2004

There has been a continuing discussion in the SIGCSE Bulletin over the “gap” between the subject matter and methodology of Computer Science curricula and the needs of industry (1, 2, 3, 7, 8). There have been both denials that a gap exists, and reaffirmations of its existence. Two of the proposals for a solution to the problem have called for direct contact between students and industry during the education process. Goddard (9) discussed the internship and cooperative program at both the undergraduate and graduate levels. The ACM curriculum recommendations for a Master of Information Systems degree(4) contain a course proposal for Systems Development Projects (course D3) which involves significant contact between students and industry.
This paper discusses the need for professional training during the education process and our attempt to provide such training within a Computer Science Masters degree program by means of a course, the Master's Practicum.
A proposed Computer Science curriculum for two-year colleges
Authors: Peck Josephine 
Published: July 2004

In the past decade many two-year colleges have developed and implemented various curricula in Data Processing and/or Computer Science. These programs grew out of existing vocational needs for computer operators, data prepares, EAM equipment operators and application programmers. Since very few four-year institutions offered a bachelor's program in Computer Science, the two-year schools generally did not develop a sequence of courses geared to the needs of the transfer student. These students were usually advised to concentrate in either mathematics or business administration - a situation which persists in many colleges today.
This paper will offer a discussion of several factors which have affected the needs of both the terminal and the transfer student of two-year colleges and which consequently warrant a revision of the existing two-year Computer Science curricula. A curriculum and description of revised course content will be suggested as one possible alternative.
The establishment and use of measures to evaluate the quality of software designs
Authors: Yin B. H. , Winchester J. W. 
Published: July 2004

It has been recognized that success in producing designs that realize reliable software, even using Structured Design, is intimately dependent on the experience level of the designer. The gap in this methodology is the absence of easily applied quantitative measures of quality that ease the dependence of reliable systems on the rare availability of expert designers.
Several metrics have been devised which, when applied to design structure charts, can pinpoint sections of a design that may cause problems during coding, debugging, integration, and modification. These metrics can help provide an independent, unbiased evaluation of design quality. These metrics have been validated against program error data of two recently completed software projects at Hughes. The results indicate that the metrics can provide a predictive measure of program errors experienced during program development.
Guidelines for interpreting the design metric values are summarized and a brief description of an interactive structure chart graphics system to simplify metric value calculation is presented.
A measurement of structure for unstructured programming languages
Authors: Cobb Gary W. 
Published: July 2004

Software Science is a field of Natural Science which deals with the development of measurements which reveal properties of software programs. These measurements are qualified as to their degree of correlation to human beings being able to construct or understand a subject program. Maurice Halstead has pioneered much of the theories in this field ((5) through (10)), which applies statistical and psychological testing techniques to the evaluation of the measurements. The basic inputs to the Halstead predictors are easily measured: the number of distinct operators and operands, and the number of occurrences of the operators and operands. Due to the statistical nature of the measurements, there can be erroneous results when applying them to small sample spaces. However, the predictors are very adequate when applied to large samples, that is, large software systems. In an excellent review article by Fitzsimmons and Love (4), it is pointed out that several of the estimators defined by Halstead assumed that the subject programs were well-structured, and inaccurancy in the predictors can result if they are applied to "unpolished" programs. In fact, Halstead qualified six classes of impurities in code which can cause the length predictor to be inaccurate.
The definition of volume for software, another predictor introduced in Halstead's book, is related to the level of the specification of the program. An algorithm which is written in assembly language will have a greater volume than the same algorithm written in Pascal, due to the richness of the semantic constructs that are available in the higher-level languages. Hence, this predictor is language dependent.
The value of a proper software quality assurance methodology
Authors: Tighe Michael F. 
Published: July 2004

This paper describes the experiences of a project development team during an attempt to ensure the quality of a new software product. This product was created by a team of software engineers at Digital Equipment Corporation, a mainframe manufacturer. As a result, the definition of “to ensure the quality of a software product” meant minimizing the maintenance costs of the new product. Ease of maintenance and a low bug rate after release to the customer were very important goals from the beginning of the project.
This paper compares the degree of application and resultant effects of several software quality assurance methodologies upon different parts of the final product. Many of the product's subsystems were created using all of the discussed methodologies rigorously. Some subsystems were created with little or no use of the methodologies. Other subsystems used a mixture. The observed quality of the various subsystems when related to the methodology used to create them provides insights into the interactions between the methodologies. These observations also supply additional experience to reinforce established beliefs concerning the value of quality assurance methodologies.