bluuebunny/crossref_metadata_2025_split huggingface dataset:
QUILT (a.k.a. KWILT)
Authors: Eckberg Carl 
Published: July 2004

The “meaning” of KWILT has been lost to etymological history. The K was in honor of D. Knuth, but this gives “Knuth WILT” which is a bit disconcerting. Indeed, there was a tendency to pronounce the language as “kay-wilt”, which offended veteran users as much as COBOL programmers would resent “cobble”.
From: QUILT USER MANUAL and REFERENCE GUIDE
Computer science and engineering education
Authors: Jehn Lawrence A. , Rine David C. , Sondak Norman 
Published: July 2004

The role of the computer in engineering practice is ever increasing. The computer performs such tasks as: simple calculations; on line data recording and synthesis; acting as a control unit providing feedback; statistical analysis of large data sets; information retrieval and storage; and the simulation of large complex systems.
It is imperative that all engineering students be taught to use the computer as a tool to aid in their present and future endeavors. Their education must be such that they can build on this foundation and continue to function effectively in future environments of computer technology taking full advantage of its capabilities.
Universities must provide guidance and a curriculum making the achievement of this goal possible for students. An up-to-date laboratory facility to support such a program is also a necessity. A continuing education program is the responsibility of institutions of higher learning.
The M.S. program in computer science
Authors: Berztiss Alfs T. 
Published: July 2004

The need for graduates from master's programs in computer science and related areas is well recognized [19, 20]. Indeed, some companies have a policy of extensively utilizing master's programs at universities for the continuing education of their employees. The Graduate Study Program of Bell Laboratories is well known. At Honeywell Information Systems it has been found that support of continuing studies at the master's level helps in hiring and retaining personnel, and is beneficial to the dissemination of new technology through the organization [29]. It has been demonstrated that programmers acquire new knowledge primarily from other programmers [17]; periodic influx into an organization of graduates of programs of advanced study is therefore essential if the organization is to retain technical soundness.
Universities have responded to this need, but in a rather haphazard manner, with the result that we have today a variety of programs, some of which have very little to do with computer science. Some of the programs are no more than, to use Smoliar's [41] words, “undergraduate programs for grown-ups.” Others are viewed as a first stage in the preparation for research careers of narrow specialization. Late in 1972 Terry Walker [45] conducted a poll of master's degree granting departments. The four primary objectives of a master's program given by the 93 respondents were: prepare a person for a job designing computer software systems, prepare a person for a job as a systems analyst, prepare a person to pursue a doctoral degree in computer science, prepare a person for a job as a scientific programmer. Today one would add a fifth objective: prepare a person for teaching computer science at the junior college level. There is clearly a need to reconcile these different objectives with a unified view of computer science.
Contesting (Panel Discussion)
Authors: Metzner John R. 
Published: July 2004

Contest activity can be staged in a wide variety of ways and the features of a contest design can be drawn from wide spectra of possibilities. The participants can be brought together for the contest or can stay home and send their programs to the contest; they can be from any level of expertise from high school student to professional programmer. A contest can reward producing a solution program in the shortest time or can be scored on bases like originality and program quality; it can focus upon any aspect of the programming process from algorithm synthesis to debugging or program modification.
The panel will expose and explore the ranges of possible contest design features by describing the structures and workings of contests they have supervised. Each of the features mentioned above is represented in the contest experience of one or more members of this panel. The experiences gained in a diverse set of contests will be related to base a discussion of problems encountered and drawbacks noted as well as of strong points and alternative contest features that have been brought to mind but not yet tried out. The set of contests includes ACM's Regional and National Contests at the collegiate level for teams of four in a batch environment, team selection and training contests, an interactive BASIC contest for teams, the interactive individual contest at the 1977 NCC, a countywide contest for teams of high school students, and the well-established AEDS mail-in contest for secondary students.
Curriculum 78 (Panel Discussion)
Authors: Austing Richard , Baldwin Lynne J. , McKay Lucia , Shaw Mary , Dale Nell 
Published: July 2004

Mathematics has been called “the critical filter” for entrance into most scientific professions — a filter through which many female students do not pass and one which may also be screening out members of ethnic minorities. Changes in the mathematics pre-requisites for computer science courses form a major difference between Curriculum 78, the recommendations of the ACM Committee on Curriculum for the undergraduate program in computer sciences, and its predecessor, Curriculum 68.
Two questions deserve careful consideration in light of changes in secondary preparation, increasing demand for computer science graduates, and a new focus on educating women and minorities:
1) Will Curriculum 78 bring about significant changes in the student profile of those who graduate in computer science?
2) Will changes in mathematics requirements lead to the opening of new opportunities for certain groups of students?
Newtruck
Authors: Clair Daniel C. 
Published: July 2004

Recent literature in both the computer science [1,2] and data processing [3,4] communities encourages the involvement of computing students not only in formal classroom experiences but also in “real world” learning experiences such as project participation and management, effective approaches to “real world” problem solving, interaction with people from different disciplines, interaction with people from similar disciplines, interaction with people in the “real world,” budget management, formal report writing, and the ability to accurately document a system. ACM has recognized this need in both the 1977 report of C
3
S [5] and in the more recent “Curriculum '78: Recommendations for the Undergraduate Program in Computer Science [6].” Recent articles in the
SIGCSE Bulletin
[1] as well as other computer education journals indicate that universities are responding to this need through one or more of the following:

1. Integration of “real world” projects into the existing curriculum.
2. Special projects courses added to the existing curriculum where students are responsible to the university only.
3. Special projects done in conjunction with the university and some outside organization. The student is responsible to both the university and to the outside organization.
4. Cooperative education in which the student works part-time for an outside organization.
Computer-aided design of graphical review lessons for audio-tutorial college algebra and trigonometry
Authors: Svoboda Rudy , Sedlmeyer Robert 
Published: July 2004

An audio-tutorial minicourse system of instruction is being developed for the college algebra and trigonometry courses offered at Indiana University-Purdue University at Fort Wayne. This system of instruction is patterned after the one developed by S. Postlethwait. At present a college algebra course, MA 153, is being taught using audio-tutorial minicourses. In the spring semester two trigonometry courses, MA 112 and MA 154, are planned to be taught using this system of instruction. Also, a fourth course, MA 111, will be taught using this system in the spring, 1980, semester.
Much mathematics is more easily understood by using graphs. In many minicourses students are required to draw graphs. It is difficult to convey how one graph is “shifted” to obtain another graph using printed materials. As a result, a computer program was developed to create audio-visual review lessons of graphing concepts covered by the audio-tutorial minicourses. A review lesson may contain not only simple concepts such as point plotting, but also dynamic displays of graphs and their transformations. Creation of a review lesson is divided into four steps: (1) coordinate system definition, (2) function definition,(3) example definition, and (4) example viewing. The user is guided through each step via a series of menus. A sophisticated ten minute review lesson may take only 15 to 30 minutes to create. The program is written in TUTOR and runs on the University of Illinois PLATO system.
“Computers and the law”
Authors: Koltun Philip 
Published: July 2004

This paper surveys current legal issues in the computer field and discusses the author's experience in twice teaching a course on computers and the law at Sangamon State University. Legal topics highlighted in the course include databanks and privacy; contracting for computer services; protection of proprietary software; tax treatment of computer software; liability problems in providing computer services; government regulation of the computer and communications industries; and the Justice Department's anti-trust suit against IBM. Teaching approaches for the non-lawyer are discussed and a bibliography is included.
The primary purpose of this paper is to discuss the author's experiences in teaching, for the second time, a course at Sangamon State University, Springfield, Illinois, entitled “Legal Issues in the Computer Field,” and thereby stimulate interest in organizing similar courses at other universities. In addition, the author surveys the many topics that comprise the course content, and includes an abbreviated bibliography as an appendix.
A laboratory for a computers and programming course
Authors: Bauer Henry R. , Oliver Richard L. , Winkel David E. 
Published: July 2004

The computer organization and assembly language course is part of most of computer science undergraduate curricula. With the advance of microcomputers into small business and engineering firms even management information systems and engineering majors are enrolling in this course. The work described here began in 1978 to upgrade this sophomore course in computer fundamentals. The goal was to make the small computer an integral part of the course's laboratory.
The task was to create a laboratory providing hands-on computing to reinforce concepts in the areas of
1. computer organization, assembly language programming, and architecture;
2. computer operation;
3. hardware/software interfaces; and
4. operating systems.
To accomplish these goals, the three phases of the project were in hardware, software, and curriculum development.
Before the project began, the course reflected the outline of curriculum course B2 [1]. The topics covered included the assembly process with one and two pass assemblers; the use of absolute and linking loaders; computer architectural details of register, memory, and CPU organization; addressing schemes; and input/output programming. Although these topics are satisfactory, our methods of teaching them were not. We used the University's main computer, the Xerox Sigma 7, for the laboratory portion of the course. The Sigma 7's operating system shielded the student from the computer architecture. The system posed difficulties of varying degrees in the presentation of most of the topics and prevented any real understanding of input/output programming. Attempts to simulate input/output for the students met with unenthusiastic responses.
Disposable and endurant programming
Authors: Levy Philip 
Published: July 2004

Several characteristics of “good” programs relate to extension of their lifetime. Categories of such features are documentation, structure (modules, procedures, abstractions), and language features that increase checkable redundancy in a program. These features have nonzero and, perhaps, unjustified cost if the program is disposed of. Programs that are developed primarily for the “answer” and then discarded are termed “disposable”.
The educational ramifications of disposable programs are significant. Programs produced by students in programming courses are by nature disposable; they are disposed of at the end of the term. This conflicts with the emphasis by many instructors and textbooks on endurance, the converse of disposablility.
A danger of disposable programs is their retention. Another danger is the failure to consider the endurance required during the production of that program. There is a domain of problems that can be solved economically by disposable programs. This domain is discussed and some heuristics are presented for determining whether a problem is in it.
On the importance of teaching PASCAL in the IS curriculum
Authors: Merritt Susan M. 
Published: July 2004

This paper asserts that it will become increasingly necessary for persons involved in the software development process to be concerned with creating high quality programs. Furthermore, it is asserted that the presence or absence of certain features in programming languages can affect the quality of programs produced.
A survey of language design features which characterize some “modern” languages - languages which have been created for the design and implementation of reliable software - is given. These features include abstraction, name protection, strong typing, structure and ease of verification. Remarks are made concerning how these features support high quality programs.
Each of these features is shown to be either a part of PASCAL or to have its immediate history in PASCAL. Since PASCAL is a widely available and well designed language it is suggested that PASCAL provides a unique language environment in which these features which support high quality program construction can be learned.
Finally, it is remarked that it is not yet clear which programming languages will dominate our language culture of the future. However it is reasonable to expect that reliable software will be a priority, that the connections between good programs and language features will continue to be made, and that language features will develop along the lines presented here. Information Systems graduates will be in systems development and management roles. It is important that they be articulate with the issues.
Remote teaching (Panel Discussion)
Authors: Hankley William , Lewis Ted , Meyer Stuart , Clark Ron , Wallentine Virg 
Published: July 2004

The demand for computer science education on the college campus is rapidly increasing. This is due to the ever expanding market for computer expertise in industry, government, and academia. The growth in the need for off-campus computer science instruction is also phenomenal. Professionals in areas other than computer science—engineering, business, etc.—need to acquire computing skills. Computer scientists need to continually keep pace with the rapidly evolving computer technology. This training must be available at sites remote from the college campus. In the era of overall decreasing college enrollments, computer science educators are being requested to service this off-campus market.
Traditional forms of providing education to this market include faculty or student travel, remote campuses, live video, and audio teleconferencing systems. Each has either high cost, an ineffectiveness, and/or inconvenience factors. It is the purpose of this panel to explore the electronic remote education. The particular systems to be discussed are the “electronic blackboard,” controlled scan TV, computer teleconferencing and computer-based color-graphics technologies. The first two systems are in use and the latter two are proposed. Ted Lewis will describe experience with the electronic blackboard and Stuart Meyer will describe the use of the controlled scan TV. Ron Clarke and William Hankley will describe the proposed usage of the computer teleconferencing and color graphics, respectively, in the remote classroom. Each of these panelists will briefly describe the particular system and address the areas of teaching technique and effectiveness within the specific technology.
Following the formal presentations, there will be an open discussion of the issues presented. For those people who cannot attend the panel discussion, a very short bibliography on electronic education and teleconferencing is included.
Entry-level position of computer programmer survey
Authors: Phillips James W. 
Published: July 2004

The mission of a community college is to provide educational services to the community. These services are dictated by the priorities of the specific community. The first priority for Lexington, Kentucky, is employment. The two factors of employment are an available position and a qualified applicant. For local business, the majority of computer-related technical positions are in data entry, operations, and programming. The community college must be able to prepare individuals to be qualified for some of these careers.
Lexington Technical Institute (LTI) is one of thirteen institutions under the University of Kentucky's Community College System. LTI offers programs in many technical areas. Among them is a Business Data Processing curriculum leading to as Associate Degree in Applied Science. The intent of the curriculum is to prepare individuals for careers in computer programming for business applications. Other state-supported institutions cover data entry and other types of programming. Formal training for data entry is given through local vocational schools. Formal training for research and advanced programming positions is given through the Computer Science Department at the University of Kentucky. There is no institution providing adequate formal training for computer operations.
The curriculum at LTI is oriented toward preparing individuals for entry-level positions as computer programmers within the Lexington area. To ensure that an institution continues to provide a relevant curriculum, the needs of local business must be periodically reviewed (Little, 1977). A mailed questionnaire was returned by 142 companies in the Lexington area in 1975 (Hager, 1975). The important facts identified were:
1. the predominant computer languages (in decreasing order of use) were COBOL, RPG, and Assembly language;
2. trend toward increased use of BASIC timesharing systems;
3. a preference for an education stressing business systems as well as programming;
4. job opportunities enhanced by practical experience.
A follow-up survey was undertaken through the support of the University of Kentucky's Community College System during the summer of 1979. Selected employers of computer programmers within the Lexington area were interviewed.
Teaching operating systems and machine architecture—more on the hands-on laboratory approach
Authors: Lane Malcolm G. 
Published: July 2004

The “hands-on” laboratory approach to teaching operating systems has been used at West Virginia University since August 1971 [3, 6, 8]. In 1977 a Digital Equipment Corporation (DEC) PDP-11/34 system replaced the IBM 1130 system previously used for the course. The course is now using an (DEC) LSI-11 and is much improved.
This paper focuses on the student projects which are the major part of the course. The “hands-on” laboratory course as currently being taught is discussed and compared to other techniques for teaching operating systems.
A suggested course in introductory computer programming
Authors: Harrison Warren A. , Magel Kenneth I. 
Published: July 2004

Introductory programming courses have long been a popular topic of discussion. Often it is either the only computer course a student takes or it is the foundation upon which all further training in computer science is built. The usual goal of such a course is to introduce the student to the use of a computer to solve simple problems in his or her particular discipline.
Generally the method of presenting the material may be separated into two distinct schools of thought, which we have termed the “Black Box School of Thought” and the “White Box School of Thought”. In this paper, we discuss the benefits and drawbacks associated with the two alternative approaches. Additionally, we present a suggested course outline using the “White Box” method.
All publishers are alike, aren't they? (Panel Discussion)
Authors: Mitchell Stephen 
Published: July 2004

Topics 1. The Computer Education Publishing Marketplace: An Overview The Biggest and the Smallest, The Oldest and the Newest, Introductory Books Versus Advanced Books
2. Discussion Question: What Can Go Wrong in the Author-Publisher Relationship?
3. Discussion Question: What Advice Would You Give to a Close Friend in Selecting a Publisher?
4. Discussion Question: How Will Technology Change the Publishing Process and the Author-Publisher Relationship?
5. Discussion Question: Building Better Textbooks for Computer Education: How Do We Do It?
6. Summary and Conclusions
The mathematics component of the undergraduate curriculum in computer science (Panel Discussion)
Authors: Ralston Anthony , Chrisman Carol , Jehn Lawrence A. , Poirier Charles P. , Del Vecchio Donald J. , Archibald Julius A. 
Published: July 2004

Given the simple fact that mathematics forms the foundation of computing, mathematics must play a meaningful role in the computer science program. This meaningful role, however, must be substantially less, in content, than a second major. We must avoid the extreme of little or no mathematics in the curriculum. We must, at the same time, avoid the excess of too much mathematics.
The need for restraint becomes most obvious when we recognize that the ideal liberal arts program should be approximately one-third for a major, one-third for a broad “liberal arts” component, and one-third for free electives. A curriculum including all of the mathematics suggested in “Curriculum-68”, all of the computer science now needed by an individual wishing to devote his or her post-baccalaureate life to computing, and a minimal number of necessary cognates from other disciplines, would strain the traditional concept of the conventional four-year liberal arts degree. Thus, the only alternatives to moderation in the mathematics component are moderation in the major itself (unthinkable), extension of the curriculum to five or more years, and/or conversion of the curriculum to a professional degree, i.e., an engineering degree.
Computer science—too many students, too many majors (Panel Discussion)
Authors: Williams Kenneth L. , Danhoff Kenneth , Korfhage Robert , Alanen Jack , Gibbs Norman 
Published: July 2004

During the last decade enrollments in computer science courses have increased dramatically. Classes are very large and faculty members are nearly impossible to recruit. The “seller's” job market has contributed to both of these problems and universities must deal with the problems of too many students and too many majors.
The panelists have been asked to address the following questions:
1) How large should classes be at the upper and lower levels?
2) Does everyone have a birthright to be a computer scientist?
3) Are there reasonable ways to limit enrollments?
4) Are we pleased with the quality of the average undergraduate computer science graduate?
5) Have academic standards declined because of large enrollments?
Although the panelists do not have solutions to all of these problems we feel that it is important to identify them and discuss what sorts of alternatives have been tired. It is expected that about one-half of the session's time will be devoted to audience interaction.