bluuebunny/crossref_metadata_2025_split huggingface dataset:
A master's degree in school computer studies
Authors: Heeler Phillip J. 
Published: July 2004

Several papers have been written about the shortage of knowledgeable computer science teachers at the secondary and junior college level. Additional reports have been written describing workshops, courses, and various other methods to help reduce this shortage. See for example papers by Moursund, Dennis, Piorot and others in various publications by ACM and the proceedings of recent National Educational Computing Conferences.(l,2)
Very few papers have reported on the existence of degree programs for teachers who are interested in developing the necessary background to teach computer science. Even fewer master's degree programs exist to help train teachers in computer science education. Moursund has described the master's degree at Oregon(3), Lykos has established a degree at Illinois Institute of Technology, and the University of Illinois has a degree for teachers.(2)
This paper describes a unique master's degree program at Northwest Missouri State University. Details are given on the development and present status of the program. Also, several suggestions are indicated for possible future directions for such a program.
Database courses with realistic student projects (Panel Session)
Authors: Driscoll James R. , Honkonen Pentti A. , Shay William , Peck John C. 
Published: July 2004

This session will consist of a panel discussion of courses in DBMS which involve student projects using commercially available database management systems. A list of panelists and a synopsis of their topics follows.
John C. Peck, Chairman
Clemson University has used IDMS (a network model by Cullinane Database Systems, Inc.) for the last 8 years in the senior level introductory course in database management. Although all three popular models (network, hierarchical, and relational) are covered in the course a team project (3 or 4 member teams) using IDMS in an online environment is assigned to reinforce the ideas central to all three models. The pros and cons of using large mainframes for such a course are discussed.
James R. Driscoll
The University of Central Florida has undertaken a project to implement fundamental versions of all three popular DBMS models on low-end microcomputer configurations. Dr. Driscoll will discuss the development of RQL (Relational Query Language) and RMS (Relational Menu Systems) which are used at UCF.
Pentti A. Honkonen
Georgia State University has access to three database management systems for its course in DBMS. Dr. Honkonen will compare the Instructional Information Management System, Univac's DMS/90 and The Relational Information Management Systems (RIMS) as they pertain to instructional use in a university environment.
William Shay
The University of Wisconsin at Green Bay offers a project-oriented course in DBMS utilizing a CODASYL type DBMS from Xerox called the Extended Data Management System (EDMS). In this course each student designs, loads, and processes against a real database. The nature of the project and the experiences encountered during the past 4 years the course has been taught will be discussed.
Goals for computer science education in the 1980s
Authors: Shaw Mary 
Published: July 2004

The nature of computing, and hence of computer science, is changing rapidly. Many topics that now seem interesting will be obsolete or irrelevant within ten years, and our perspective on other topics will change. If a curriculum designed now is to remain effective through 1990 or beyond, we must try to understand the forces that are shaping the field and to anticipate the roles that computing and computer science will play in the future.
At Carnegie-Mellon, a group of eight faculty and graduate students is designing a new undergraduate computer science curriculum. We began by examining the trends that will affect the field over the next decade and the new phenomena and issues that may arise. From this basis we are developing a new curriculum without prior assumptions drawn from existing curricula. In this talk I will discuss our view of current trends in computer science and the roles that colleges and universities must play over the next decade.
Maniac
Authors: Fletcher G. Yates , Hodges Larry F. , Worth Stephen G. 
Published: July 2004

The vast amount of machine-dependent details which must be covered concurrently with general architecture and assembly language concepts often hinder the student from assimilating the main objectives of the ACM CS 3 course. Current instructional strategies are ineffective in building a comprehensive framework of basic concepts from which machine and programming details can be understood. A new approach is required if our students are to complete this course with an understanding of some of the larger issues of computer architecture rather than scattered details of some particular assembly language.
In this paper we present both an instructional tool and a corresponding instructional strategy for the CS 3 course. The tool, MANIAC, is a simulated machine which is used to introduce students to the basic concepts of computer architecture and assembly language. The strategy, the preliminary machine approach, is designed to integrate the use of MANIAC with the teaching of the architecture and assembly language of an actual machine such as the PDP-11 or IBM/370.
Query transformation in an instructional database management system
Authors: Czejdo Bogdan , Rusinkiewioz Marek> 
Published: July 2004

A database management system designed for instructional use should offer facilities usually not required in a commercial environment. One of the most important features desirable in such a system is its ability to perform query transformation. The use of an universal symbol and tree manipulation system to perform query translation, decomposition and optimization is described in the paper. Examples of transformation rules required to translate SQL expressions into equivalent QUEL expressions, decompose SQL expressions into parse trees and perform optimization of expressions based on relational algebra are shown.
An experimental relational DBMS using the above approach is currently under development at the University of Houston. It supports various nonprocedural query languages within a single system, using a unified database dictionary. Cross-translation between various query languages is allowed. The results of every important phase of the query transformation during its execution are interactively available to the system user.
On the uses of models in education
Authors: Kirbach Jürgen , Schmidt Joachim W. 
Published: July 2004

Some preliminary observations may demonstrate some of man's motivation for using models: Generally science is concerned with causal systems, which are systems the states of which do not depend on future inputs to the system. It is this class of systems which is pretty well understood (differential equations, automata, deterministic or not). The purpose for engaging in science about causal systems is - besides pure curiosity - mainly to aid man's desire to behave in a goal-directed manner.
Since a modern society has a need for goal-directed behavior of its members, e.g. in problem solving, there is also the need to teach people the associated structures. They need
- to get to know existing models (knowledge),
- to learn the way models are used (methods),
- to get to know the tools for modelling (theories), and
- to be able to use strategies for developing them (science).
The introduction may give the impression that we favor a very loose use of the term “model”. This is not so, however. On the contrary since this term is so loosely used presently, it should find a refinement by explication which can be done by examining the associated structures further. That this may not be a waste of effort may have been demonstrated by the central role models play for man's goal-directed behavior.
A video disc oriented educational system
Authors: Michalopoulos Demetrios A. 
Published: July 2004

One of the challenging fields of computer science is the computer graphics field which, because of its relatively high cost, has not been used extensively for educational purposes. Recent hardware developments in the graphics technology and price breakthroughs in digital equipment are beginning to influence the educational uses of computer graphics. If “a picture is worth a thousand words” and if the cost is not at this ratio, one can provide the student, not necessarily of computer sciences, with the possibility of a continuous interaction in which the student can see the results of his decision and thus allows him to experiment and practice with ideas not completely understood yet.
This paper presents a design for an interactive educational system incorporating the recent development of the video-disc.
Tab, a Program Design Language for the classroom
Authors: Welch John T. 
Published: July 2004

A Program Design Language, or PDL, is a structured and program-like format for prose descriptions of computer algorithms. Syntax rules of the PDL, while few in number and informal in comparison with those of a compiled language, do impose a needed structure on the description, making the flow of control within the algorithm and its division into logically separate parts apparent to the reader.
This paper introduces a Program Design Language to be called Tab. The name is suggested by the primary principle of its design: that the grouping of statements into structures be governed by indentations to equally spaced tab positions.
How to show something is not
Authors: Harrow Keith 
Published: July 2004

Most introductory courses in theoretical computer science (formal language theory or computability theory) start with a seemingly endless series of definitions, including what it means for a grammar or language to be regular, context-free, etc., or what it means for a function to be recursive, primitive recursive, or partial recursive. Bright students immediately ask two questions. First, what are examples of languages or functions that belong to one class but not the other? Second, is some particular language context-free, or is a particular function recursive?
We must develop new techniques which allow us to give a negative answer to question two (and thus to answer question one as well). In this note we will discuss some of the methods that are often used in elementary proofs in formal language theory and computability theory.
Careers of University of San Francisco Computer Science Graduates
Authors: Haag James N. 
Published: July 2004

One might ask: “How have U.S.F. C.S. graduates done in their careers?” Quantitatively speaking, the succinct answer, based on Table 1, appears to be “Magnifique:” At a 1976 annual salary of $19,100 for a 29-year old professional, they are among the higher-paid of all graduates from university-level baccalaureate programs. Qualitatively speaking, at a 1976 reunion attended by 27% of all C.S. alumni, they talked positively and optimistically about their careers. A similar phenomenon occurred at the most recent 1977 U.S.F. C.S. reunion
The Administrative Management Society has surveyed 52,803 data processing position holders in seven job categories and employed by 4,895 U.S. companies in five industries and compiled average salaries, as of February 3, 1976 (I). The average U.S. programmer was then making an annual $13,572 ($261/week), a figure exceeded by our graduates after about 2 years of experience. However, the highest salaries, the survey reports, were in the western region of the U.S., with a programmer making an annual $16,900 ($325/week). Note, from Table 1, that our C.S. graduates, taken as a group, even though not all are programmers, exceed this figure also after about 4 years of experience.
A proposed 4-year software engineering curriculum
Authors: Jensen Randall W. , Tonies Charles C. , Fletcher William I. 
Published: July 2004

Computer science and engineering (CSE) departments in the nation's universities are the current targets of much criticism by software professionals. The common complaint is that the existing curricula do not relate to many of the most important problems a software engineer faces in the industrial/business environment.
If we define software engineering as the establishment and application of sound engineering principles to obtain economically software that is reliable and works efficiently on real machines, it is mandatory that we recognize software engineering as more than simply converting a given set of program specifications into executable code. The software engineer must deal with the entire software life cycle which spans the time from the conception of the product, through the development phase, and finally to the end of its operational life. Medium- to large-scale software projects typically involve a myriad of managers, engineers, programmers, and customers which leads to the need for effective management and communications to ensure the best possible product.
Therefore, the software engineering curriculum must include the following basic education areas: computer science and engineering, management science, communication skills, and problem solving in addition to fundamental physical and business sciences.
Disparities between academic attitudes and profit-making realities are described and fundamental elements of an effective curriculum are proposed in this paper. A suggested 4-year curriculum leading to a Bachelor of Science degree in Software Engineering is also presented.
A software tool for teaching Data Structures
Authors: Beidler John , Meinke John 
Published: July 2004

Our Data Structures Course, first taught in 1973, was originally conceived as the keystone course of our computer science curriculum. Our curriculum's original design was influenced by Curriculum '68 and the undergraduate computer science program at Penn State University. However, we had to adapt our program to our small college environment and include a curriculum track with a business emphasis. We felt that regardless of which track in our program a student might follow, theory/systems or business/DP, there must be a strong nucleus common to both tracks. For this reason we concentrated on developing four strong courses that would be given as the freshman and sophomore year component of our curriculum.
As part of this, we also saw the need for software tools to support these courses. From this, a structured programming preprocessor evolved. However, as part of this preprocessor we included timing and dynamic storage allocation features. Through a strong emphasis on structured programming that begins with our first computer science course, our second course introduces many discrete structure concepts-queues, stacks, trees, graphs, etc... Our third course is a course in assembler level programming and computer organization. These courses provide a strong foundation for our Data Structures course.
Database management in the undergraduate curriculum
Authors: Dale Nell 
Published: July 2004

The development of generalized database management capabilities has been one of the most dynamic areas of computer technology in recent years. It not only presents the computer specialists with a range of technical and theoretical problems of substantial interest, but has direct and visible impact upon the operations of organizations and upon the environment of the individual in an increasingly information oriented society. Accordingly, an introduction to the technology of database management is not only relevant for the computer scientist but to managers, administrators and everyone concerned with the problems of information processing.
As a result, a very real question is where in the undergraduate curriculum is this introduction taking place. Are Computer Sciences Departments offering such courses? Business Schools? Both? A second question is what do the education groups of the two professional computer societies—ACM and IEEE—have to say about database management education. A third question then becomes, how closely do the courses being taught in this area today parallel what the education committees suggest.
Teaching Compiler Development
Authors: Appelbe Bill 
Published: July 2004

Although a course in Compiler Development is common in both undergraduate and graduate computer science curriculum there has been little agreement on how to achieve a balance between theory and practice within a single semester course. This article proposes a new approach to teaching compiler development, to enable students to gain both the experience of writing a modular compiler and a theoretical background in compiler design, within the scope of a one semester course.
The approach advocated is based upon the integration of the course project and the course lectures, enabling students to develop a modular compiler for a general purpose high level algorithmic language. The course project uses a simple parser generator and syntax-directed translation techniques to minimize the programming effort without oversimplifying the design of the compiler.
The course was taught at Southern Methodist University to a senior undergraduate class, who developed and debugged useable compilers without the common symptom of major programming projects: programming to meet a deadline rather than a design.
An application oriented introductory computer science sequence
Authors: Powell James D. 
Published: July 2004

Today's computer science programs are in an excellent growth position. Many high school students and guidance counselors believe that the term “computer” implies high paying jobs in an exciting field. High schools are also beginning to introduce computing into their programs. The use of computing in these schools ranges from formal programming courses, to computer literacy courses, to the use of computers as a tool in such courses as math and physics. Because of this interest, the enrollments in computer science departments are increasing at a rapid rate. This new influx of students presents some interesting challenges to our departments. On one hand, our introductory courses must accommodate students who have been exposed to computing. The amount of exposure ranges from some simple lessons in how to write BASIC programs to three or four years of computing experience involving several programming languages. On the other hand, our introductory courses must accommodate those students who have no prior experience with computing. Many of these students have no concept of computer science as an academic discipline. They are in the program for such reasons as the current glamor of computing or the potential for a high paying job. Neither of these reasons are bad in themselves; however, they do pose an additional challenge for our introductory courses. We need to help these students understand what is meant by the term “computer science”. Very early in their education the students need to be exposed to the major areas of computer science. Our introductory sequences must therefore be capable of introducing computing to those students with no prior background and at the same time handle students with a wide range of previous computing experience.
At North Carolina State University, we are meeting the above described challenges with three major approaches:
An introductory sequence for students with no background in computing,
An introductory sequence for students with no background in computing,
Advanced placement activities.
The purpose of this paper is to discuss the first approach.
Computing technology and the third world
Authors: Dewachi A. 
Published: July 2004

The advent of computing technology has made far more impact in the developed world than any other technology in the past. The effect of this technology on third world countries has, so far, not been different from the introduction of other types of technologies. This paper attempts to highlight the negative aspects of the present state of computing in these countries in the hope that lessons can be drawn which will improve and modify future developments and trends. Transferring the development pattern of the developed world would be unwise as this has proved inadequate in the industrialization process of third world countries.
The paper also argues the role of international agencies and computer suppliers in the dissemination of information on computing technology and suggests a more pragmatic approach to the development of endogenous capacities through direct interaction between developed and less developed countries. Examples of development profiles are drawn from the Arab region and guidelines for future plans are proposed.
MVS in the classroom
Authors: McCharen Edith A. 
Published: July 2004

The design principles of operating systems have been isolated and comprehensively expounded in texts that have appeared in the last decade which are suitable for either an advanced undergraduate or low-level graduate course. The topics covered are those listed in the course outline for CS10, Operating Systems and Computer Architecture II in Curriculum '78 (1). Generally one of two approaches is taken. The first is that the computer architecture already decides many of the fundamental policies of the operating system which it is to support. The second is that an operating system must solve certain allocation and scheduling problems in order to provide a user with a variety of services and to manage its own resources efficiently, and that once identified, solutions to the problems must be implemented on some computer architecture. In either case the text usually culminates with a limited project in which students design and implement some type of multiprogramming operating system.
This report outlines the approach taken to present IBM's Multiple Virtual Storage Operating System (MVS) in this setting.
Vertical integration in group learning
Authors: Parslow R. D. 
Published: July 2004

This paper is mainly concerned with the teaching of Computer Science to first year (freshman) students. The method outlined is an attempt to change their generally 'convergent' attitudes into a more 'divergent' way of tackling problems.
One of the most wasteful features of modern education is the vertical separation of students, so that the collective wisdom acquired by one generation is unavailable to the next. Merely talking to those who have successfully overcome their problems is a great encouragement, and the presence of a senior acts as a catalyst in a group.
One special feature of the Brunel University position is that third and second year students have experienced work periods as “students.” Few of the lectures can comment on this aspect of the course from personal experience, so if real guidance is to be given it must be from “older” students. These students will have assimilated the group methods used in industry, commerce and research and will be able to organize their group to pass on their experience by example.
Our attempt at vertical integration involves treating all the students in a less paternalistic fashion and one feature of this, is to make the participation of senior students voluntary, with no “credits” for work contributed. We hope that as well as enjoying the experience, they will respond and gain from the reflection on other subjects.