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This paper considers how a curricular design that integrated computer programming and creative movement shaped students' engagement with computing. We draw on data from a camp for middle schoolers, focusing on an activity in which students used the programming environment NetLogo to re-represent their physical choreography. We analyze the extent to which students noticed incompatibilities (mismatches between possibilities in dance and NetLogo), and how encountering them shaped their coding. Our findings suggest that as students attended to incompatibilities, they experienced struggle, but persisted and engaged in iterative cycles of design. Our work suggests that tensions between arts and programming may promote student engagement. [ABSTRACT FROM AUTHOR]

Metaphors in gesture and speech play a pivotal role in the way that programming concepts are presented in the classroom. However, little is known about the function of teachers' metaphors in practice. This study aims to explore teachers' use of metaphors in gesture and speech in a lecture on programming. Based on video observations of three upper secondary teachers, we employ Metaphor Identification Procedure (MIP) and Metaphor Identification for Gesture Guidelines (MIG-G) as methodological tools for identifying metaphoric speech and gestures related to programming concepts. The results of the study reveal that the gestures of the three teachers mainly function in two ways: (1) to add spatial properties to a programming concept and (2) to provide additional imagery for a programming concept. Consequently, the gestures identified in this study reduce the communicative burden of teachers' speech. Furthermore, the study reveals that teachers' gestures serve as means for making abstract concepts more tangible. For example, gestures concerning the abstract term "data" can generally be related to an object that could be received or moved. Hence, despite its metaphorical origin, data could be considered a graspable aspect of programming. Furthermore, spatial gestures enable the teachers to communicate programming processes in a tangible way, for example assigning programming processes a forward direction. Theoretical implications, potential implications for teaching and future research are discussed in the paper. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the need for new approaches to research regarding coding to support students in developing practices in computational thinking, such as abstraction and decomposition, in multidisciplinary contexts. We explore students' activities with a tool integrating constructionist textual programming activity with game‐based learning and specifically game modding. In this context, we designed a programmable 'design‐to‐play' game developed with the computational environment MaLT2. MaLT2 offers the affordances of textual programming, dynamic manipulation, and 3D navigation for the design of 3D animated models aiming to give children access to, otherwise, complex, computational and mathematical ideas. To develop an understanding of children's learning activity regarding computational practices, we organised an empirical study with middle‐school students, who played a game called 'Code‐the‐Mime'. It is a charades‐based game in which the players manipulate, programme, and modify a digital human model to describe a word to their teammates. The preliminary findings indicate that the affordances of MaLT2 in conjunction with the game context enabled students to express and develop key computational practices, including decomposition, pattern recognition, analysis and abstraction, in a meaningful and multidisciplinary context. Practitioner notesWhat is already known about this topic Computational Thinking is considered a key 21st‐century skill in preparing the young to become digital citizens. It involves concepts and practices that can be used to solve problems computationally across multiple fields. However, there is still limited knowledge of how students develop computational practices, such as abstraction, pattern recognition, decomposition, and how they may express and apply them in diverse contexts. Students' engagement with computational practices is unlikely to be supported either by closed, simplified coding tasks or higher‐level advanced programming exercises. There is a need to clarify the manifestation of these practices and how they can be realised and expressed and used by learners in meaningful and transdisciplinary contexts.What this paper adds It suggests the design of constructionist computational games that integrate design and programming into the gameplay, aiming to engage students with computational practices in a multidisciplinary, authentic context. It provides an example of a 'design‐to‐play' charades‐like game, developed in a 3D modelling programming environment, that embeds real‐life representations into computational design, to enable 'syntonic learning' of computational practices. Furthermore, it analyses student learning activity to elaborate on arguments and issues related to this approach.Implications for practice and/or policy There is added value in disconnecting computational thinking from positivist diagnostic approaches related to respective concepts and studying it in ways more related to realistic problem‐solving situations and multidisciplinary contexts. The study contributes to the scientific clarification of computational practices concerning how they are being realised and expressed by the students in different contexts through an original example of educational practice. The discussed approach and tools can contribute to the design and development of innovative digital media, embedding affordances for concepts and practices while maintaining relevance and interest for their users. [ABSTRACT FROM AUTHOR]

This document is a guest editorial for a special issue of the journal "Programming & Computer Software" titled "Recent Trends on Advanced Computing: The Converging Technologies." The issue features research and practical implementation results from researchers and industry experts in computer science, engineering, and technology. The papers cover a range of topics including microservices, software quality, user engagement on social media, non-functional requirements, medical software architecture, fallacies in political speeches, intelligent learning environments, and more. The guest editors for this special issue are Prof. Dr. Andrei Tchernykh, Prof. Reyes Juárez Ramírez, Dr. Esteban Mocskos, and Prof. Sergio Nesmachnow. [Extracted from the article]

The article presents abstracts on engineering and computer science research presented during the 86th Annual Academy of Science Meeting at the University of West Alabama in Livingston from March 25-27, 2009 including one on the Jibu software library for concurrent programming, another on the kinematic structure of the bow echo observed on March 9, 2006 between Alabama and Mississippi, and one on a semantics-based method for extracting concepts from large documents.

Abstract Many metrics have been proposed to measure coupling—the degree of association between modules in a system. They have often been described in different ways, hindering comparison and research. Their definitions are often incomplete regarding language features in some languages, meaning that different tool developers may implement the same metric differently. This complicates comparing results from studies that use different tools. This paper therefore aims to define coupling metrics consistently and unambiguously. The paper describes a model of coupling that uses the reification of the concept of dependency as its fundamental unit. Based on this model, it defines a framework for defining coupling metrics. It shows how to define several well-known coupling metrics in the framework, and how defining different metrics based on the same model facilitates direct comparisons. It discusses how the framework resolves issues due to incomplete metric definitions, such as different language features. This formal framework is sufficiently simple that it can be implemented in such a way as to provide multiple metrics. [ABSTRACT FROM AUTHOR]

Computing hardware has mostly thrashed out the physical limits for speeding up individual computing cores. Consequently, the main line of progress for new hardware is growing the number of computing cores within a single CPU. This makes the study of efficient parallelization schemes for computation-intensive algorithms more and more important. A natural precondition to achieving reasonable speedups from parallelization is maintaining a high workload of the available computational resources. At the same time, reproducibility and reliability are key requirements for software that is used in industrial applications. In this paper, we present the new parallelization concept for the state-of-the-art MIP solver FICO Xpress-Optimizer. MIP solvers like Xpress are expected to be deterministic. This inevitably results in synchronization latencies which render the goal of a satisfying workload a challenge in itself. We address this challenge by following a partial information approach and separating the concepts of simultaneous tasks and independent threads from each other. Our computational results indicate that this leads to a much higher CPU workload and thereby to an improved, almost linear, scaling on modern high-performance CPUs. As an added value, the solution path that Xpress takes is not only deterministic in a fixed environment, but also, to a certain extent, thread-independent. This paper is an extended version of Berthold et al. [Parallelization of the FICO Xpress-Optimizer, in Mathematical Software - ICMS 2016: 5th International Conference, G.-M. Greuel, T. Koch, P. Paule, and A. Sommere, eds., Springer International Publishing, Berlin, 2016, pp. 251-258] containing more detailed technical descriptions, illustrative examples and updated computational results. [ABSTRACT FROM AUTHOR]

Computer science (CS) is becoming an increasingly diverse domain. This paper reports on an initiative designed to introduce underrepresented populations to computing using an eclectic, multifaceted approach. As part of a yearlong computing course, students engage in Maker activities, participatory simulations, and computing projects that foreground the social and collaborative aspects of CS. Collectively, these activities are designed to introduce learners to the growing diversity of what CS looks like in the 21st century. This paper lays out the practical and theoretical motivations for the Computational Thinking for Girls (CT4G) project, specifically highlighting the use of Making through physical and social computing as ways to engage students in CS. A snapshot of one activity from the program is provided—Wearing the Web—in which students use open-hardware programmable badges to explore the underlying structure and technology that enables the Internet. Data from the first year of the CT4G program are presented to show the positive effects that this diverse introduction to CS is having on the students with respect to their attitudes toward CS. [ABSTRACT FROM PUBLISHER]

Building Computational Thinkers, a three-year research study, explored how educators and designers can most effectively support the development of computational thinking capacity, and how these learning experiences could be customized to meet the needs of different learners. This research study focused on three specific exhibit design approaches that conveyed problem decomposition content in The Science Behind Pixar (Pixar), a 13,000 square foot traveling exhibition about the computer science, mathematics, and science behind Pixar's innovative films. Phase One investigated how novice learners could be supported to interact with exhibits and understand problem solving strategies that tackle complex, creative challenges in computer programming. Phase Two investigated the affordances of these exhibits to build capacity, feelings of efficacy, and interest in problem decomposition content in middle and high school youth. The findings in this paper describe the types of scaffolds that can be used to support computational thinking in novice youth, as well as how a combination of exhibit approaches were found to increase youth perceptions, understanding, and beliefs of computer programming. It will also discuss how two exhibit approaches worked particularly well for engaging girls in problem decomposition content. [ABSTRACT FROM AUTHOR]

Directed networks find many applications in computer science, social science and biomedicine, among others. In this paper we propose a new graph mining algorithm that is capable of locating all frequent induced subgraphs in a given set of directed networks. We present an incremental coding scheme for representing the canonical form of a graph, study its properties, and develop new techniques for pattern generation suitable for directed networks. We prove that our algorithm is complete, meaning that no qualified pattern is missed by the algorithm. Furthermore, our algorithm is correct in the sense that all patterns found by the algorithm are frequent induced subgraphs in the given networks. Experimental results based on synthetic data and gene regulatory networks show the good performance of our algorithm, and its application in network inference. [ABSTRACT FROM AUTHOR]

This introduction begins by posing the question that this Special Issue addresses and briefly considers historical precedents and why the issue is important. The discussion then moves on to the consideration of important milestones in the history of computing, up until the present time. A brief specification of the essential components of computational systems is then offered. The final section introduces the papers that are included in this volume. [ABSTRACT FROM AUTHOR]

Dealing with context dependent knowledge is a well-known area of study that roots in John McCarthy's seminal work. More recently, the Contextualized Knowledge Repository (CKR) framework has been conceived as a logic-based approach in which knowledge bases have a two layered structure, modeled by a global context and a set of local contexts. The global context not only contains the meta-knowledge defining the properties of local contexts, but also holds the global (context independent) object knowledge that is shared by all of the local contexts. In many practical cases, however, it is desirable to leave the possibility to “override” the global object knowledge at the local level: in other words, it is interesting to recognize the pieces of knowledge that can admit exceptional instances in the local contexts that do not need to satisfy the general axiom. To address this need, we present in this paper an extension of CKR in which defeasible axioms can be included in the global context. The latter are verified in the local contexts only for the instances for which no exception to overriding exists, where exceptions require a justification in terms of facts that are provable from the knowledge base. We formally define this semantics and study some semantic and computational properties, where we characterize the complexity of the major reasoning tasks, among them satisfiability testing, instance checking, and conjunctive query answering. Furthermore, we present a translation of extended CKRs with knowledge bases in the Description Logic SROIQ -RL under the novel semantics to datalog programs under the stable model (answer set) semantics. We also present an implementation prototype and examine its scalability with respect to the size of the input CKR and the amount (level) of defeasibility in experiments. Finally, we compare our representation approach with some major formalisms for expressing defeasible knowledge in Description Logics and contextual knowledge representation. Our work adds to the body of results on using deductive database technology such as SQL and datalog in these areas, and provides an expressive formalism (in terms of intrinsic complexity) for exception handling by overriding. [ABSTRACT FROM AUTHOR]

The technological world has witnessed many revolutions since the beginning of the 21st century, such as mobile development, cloud computing, big data, artificial intelligence and also the Internet of Things. The internet of things revolution is driven by a broader access to internet and versatility of programmable hardware devices that can communicate between each other. In order to make internet of things devices, a technical background is required in many fields, especially electronics and Computer Science. Therefore, many efforts are put in place to develop educational kits that simplify the basics of these two fields so that everyone can make his internet of things prototype without technical knowledge. The authors present their own initiative: IOIOAI that simplifies the programming process for the input output input output electrical board. The service has been tested successfully on children and young students. In this paper, the authors present a wider adoption for their initiative. The IOIOAI service is imple- mented in introductory course to embedded systems for electrical and computer science students during the 2016-2017 academic year in the National Engineering School of Sfax, Tunisia. The efficiency of the solution is analyzed based on the students' marks and feedback. [ABSTRACT FROM AUTHOR]

The process of the ships docking, especially very large ships, is an very risky operation in confined and busy port waters. The similar difficult is the task to pass along any channel, river, strait or similar water road. The basic difficulty causes maneuvering with the great mass of the ship in situation of small space to maneuvers, the large inertia of the object and poor maneuvering properties at small speeds occurring in such circumstances. An additional factor, which make this task more difficult is the influence of the wind and the sea current on the hull of the inert ship as well as consequences of the limited visibility. The bad weather can cause the necessity to delay the maneuver. However this joins with heavy costs. An alternative is usage of systems supporting this process. In this paper nowadays accessible systems for augmentation the docking and harbor navigation are analysed. There are: shore based (active or passive) and ship based (active). This paper is prepared in the frame of Bonus project call 2012 'The Captain Assistant system for Navigation and Routing during Operations in Harbor'. [ABSTRACT FROM AUTHOR]

This paper focuses on the key role played by the adoption of a framework in teaching robotics with a computer science approach in the master in Computer Engineering. The framework adopted is the Robot Operating System (ROS), which is becoming a standard de facto inside the robotics community. The educational activities proposed in this paper are based on a constructionist approach. The Mindstorms NXT robot kit is adopted to trigger the learning challenge. The ROS framework is exploited to drive the students programming methodology during the laboratory activities and to allow students to exercise with the major computer programming paradigms and the best programming practices. The major robotics topics students are involved with are: acquiring data from sensors, connecting sensors to the robot, and navigate the robot to reach the final goal. The positive effects given by this approach are highlighted in this paper by comparing the work recently produced by students with the work produced in the previous years in which ROS was not yet adopted and many different software tools and languages were used. The results of a questionnaire are reported showing that we achieved the didactical objectives we expected as instructors. [ABSTRACT FROM AUTHOR]

Generation Z members use their smart devices as part of their everyday routine. Teaching methods may need to be updated to make learning materials more interesting for this generation. This paper suggests gamifying computer science subjects to enhance the learning experience for this generation. Additionally, many students face difficulty in understanding computer science materials and algorithms. Gamifying computer science education is one of the suggested teaching methods to simplify topics and increase students' engagement. Moreover, the field of computer science is dominated by males. The use of gamification could increase women's interest in this field. This paper demonstrates different techniques that were developed by the researchers to employ gamification in teaching computer science topics. The data was collected at the end of the two different courses. Results show that students enjoyed the suggested teaching method and found it useful. This paper also demonstrates two tools and their gamification elements. These tools were developed by the researchers to help people learn computer programming and information security. [ABSTRACT FROM AUTHOR]

Abstract: There is widespread investment of resources in the fields of Computer Science, Science, Technology, Engineering, Mathematics (CS-STEM) education to improve STEM interests and skills. This paper addresses the goal of revolutionizing student education using collaborative gaming and competition, both in virtual simulation environments and on real hardware in space. The concept is demonstrated using the SPHERES Zero Robotics (ZR) Program which is a robotics programming competition. The robots are miniature satellites called SPHERES—an experimental test bed developed by the MIT SSL on the International Space Station (ISS) to test navigation, formation flight and control algorithms in microgravity. The participants compete to win a technically challenging game by programming their strategies into the SPHERES satellites, completely from a web browser. The programs are demonstrated in simulation, on ground hardware and then in a final competition when an astronaut runs the student software aboard the ISS. ZR had a pilot event in 2009 with 10 High School (HS) students, a nationwide pilot tournament in 2010 with over 200 HS students from 19 US states, a summer tournament in 2010 with ∼150 middle school students and an open-registration tournament in 2011 with over 1000 HS students from USA and Europe. The influence of collaboration was investigated by (1) building new web infrastructure and an Integrated Development Environment where intensive inter-participant collaboration is possible, (2) designing and programming a game to solve a relevant formation flight problem, collaborative in nature—and (3) structuring a tournament such that inter-team collaboration is mandated. This paper introduces the ZR web tools, assesses the educational value delivered by the program using space and games and evaluates the utility of collaborative gaming within this framework. There were three types of collaborations as variables—within matches (to achieve game objectives), inter-team alliances and unstructured communication on online forums. Simulation competition scores, website usage statistics and post-competition surveys are used to evaluate educational impact and the effect of collaboration. [Copyright &y& Elsevier]

There is an increase use of security driven approaches to support software development activities, such as requirements, design and implementation. The objective of this paper is to identify the existing software security approaches used in the software development lifecycle (SDLC). In order to meet our goal, we conducted a systematic mapping study to identify the primary studies on the use of software security techniques in SDLC. In total, we selected and categorized 118 primary studies. After analyzing the selected studies, we identified 52 security approaches and we categorized them in to five main categories, namely, ‘secure requirements modeling’, ‘vulnerability identification, adaption and mitigation’, ‘software security focused process’, ‘extended UML-based secure modeling profiles’, ‘non UML-based secure modeling notations’. The results show that the most frequently used approaches are static analysis and dynamic analysis that provide security checks in the coding phase. In addition, our results show that many studies in this review considered security checks around the coding stage of software development. This work will assist software development organizations in better understanding the existing software security approaches used in the software development lifecycle. It can also provide researchers with a firm basis on which to develop new software security approaches. [ABSTRACT FROM AUTHOR]

This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a “hackathon,” to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word processing to foundational programming, and while many schools are looking to introduce more ICT into the classroom, many students are left with a narrow view of what computer science is all about. Twenty-one students participated in the workshop and completed pre- and post-surveys, and a free word association exercise in the areas of computing and careers in computing. Analysis revealed that students’ motivation to learn about the design process, programming, inputs and outputs, and wearable technology (wearables)/Internet of Things (IoT) increased following participation. There were also increases in confidence in inputs and outputs and wearables/IoT following participation, as well as changes in the computing word associations, with students associating computing more with computer programming terms rather than general terms such as the Internet. The findings suggest that the combination of a hackathon event and a model for 21st century learning can be effective in motivating and increasing the self-efficacy of preuniversity teenagers in a number of emerging technological contexts such as IoT and wearables. [ABSTRACT FROM PUBLISHER]

The paper provides a brief survey of the languages for efficient support of access to the databases satisfying the ontological dependencies. The first part of the paper retraces the development of description logics intended for application in the database and information systems context, as well as experimental results of building of the 'ontologically based' data access systems. The main part of the paper is devoted to the survey of the development of relational database languages providing broader and more efficient support of queries over databases with the ontological dependencies compared to the description logics. [ABSTRACT FROM AUTHOR]

A strong direct product theorem for a problem in a given model of computation states that, in order to compute k instances of the problem, if we provide resource which is less than k times the resource required for computing one instance of the problem with constant success probability, then the probability of correctly computing all the k instances together, is exponentially small in k. In this paper, we consider the model of two-party bounded-round public-coin randomized communication complexity. We show a direct product theorem for the communication complexity of any complete relation in this model. In particular, our result implies a strong direct product theorem for the two-party constant-round public-coin randomized communication complexity of all complete relations. As an immediate application of our result, we get a strong direct product theorem for the pointer chasing problem. This problem has been well studied for understanding round v/s communication trade-offs in both classical and quantum communication protocols. Our result generalizes the result of Jain which can be regarded as the special case when the number of messages is one. Our result can be considered as an important progress towards settling the strong direct product conjecture for two-party public-coin communication complexity, a major open question in this area. We show our result using information theoretic arguments. Our arguments and techniques build on the ones used by Jain. One key tool used in our work and also by Jain is a message compression technique due to Braverman and Rao, who used it to show a direct sum theorem in the same model of communication complexity as considered by us. Another important tool that we use is a correlated sampling protocol which, for example, has been used by Holenstein for proving a parallel repetition theorem for two-prover games. [ABSTRACT FROM AUTHOR]

This paper explores the idea of closed world specialisation (CWS). While traditional CWS is performed as a postprocessing step, we propose two different approaches to incorporating it into the induction process of a bottom-up inductive logic programming system. The motivation comes from the fact that using CWS as a postprocessing step is incapable of solving problems in which the negated part of the hypothesis is crucial. We apply the proposed approaches to the ProGolem bottom-up ILP system. We give examples of problems, where classical CWS fails to find a complete and consistent solution, whereas the proposed approaches succeed. Tests on real-world datasets show that the proposed approaches perform at least as well as regular CWS, while being better in terms of predictive accuracy in some cases. We also point out some weaknesses of different CWS approaches. [ABSTRACT FROM AUTHOR]

The issue of plagiarism is discussed in the context of university education in disciplines related to computing. The focus is therefore mainly on software plagiarism. First, however, a case is made for the claim that the most important reason that plagiarism cannot be tolerated lies in the essence of the concept of a university as it is rooted in the Western cultural tradition. The main contribution of this paper is in providing firsthand insight into students' views on some of the delicate questions related to student plagiarism. However, this paper presents views from both sides of the question, including the views of staff members. This paper is quite unique in that it is coauthored by students who provide independent comments and recommendations. [ABSTRACT FROM PUBLISHER]

Just when modern computers (digital, electronic, and programmable) were being invented, John von Neumann and Herman Goldstine wrote a paper to illustrate the mathematical analyses that they believed would be needed to use the new machines effectively and to guide the development of still faster computers. Their foresight and the congruence of historical events made their work the first modern paper in numerical analysis. Von Neumann once remarked that to found a mathematical theory one had to prove the first theorem, which he and Goldstine did for the accuracy of mechanized Gaussian elimination--but their paper was about more than that. Von Neumann and Goldstine described what they surmised would be the significant questions once computers became available for computational science, and they suggested enduring ways to answer them. [ABSTRACT FROM AUTHOR]

This paper identifies opportunities for design thinking to be integrated into digital learning and digital scholarship initiatives. The paper traces how the rise of digital culture has led to the reconsideration of models for learning and the call for new modes of knowledge production, spearheaded by an array of fields from writing programs to computer science. Drawing upon case studies from new media education and the digital humanities, the paper argues that design thinking that is situated, interpretive, and user-oriented is well suited to these initiatives. The paper concludes with a call for design thinking research to engage with emerging models for learning and knowledge production, work whose effects could be felt at an epistemic level for generations. [Copyright &y& Elsevier]

In this paper, we present a programming and runtime framework that enables the autonomic management of complex application workflows on hybrid computing infrastructures. The framework is designed to address system and application heterogeneity and dynamics to ensure that application objectives and constraints are satisfied. The need for such autonomic system and application management is becoming critical as computing infrastructures become increasingly heterogeneous, integrating different classes of resources from high-end HPC systems to commodity clusters and clouds. For example, the framework presented in this paper can be used to provision the appropriate mix of resources based on application requirements and constraints. The framework also monitors the system/application state and adapts the application and/or resources to respond to changing requirements or environment. To demonstrate the operation of the framework and to evaluate its ability, we employ a workflow used to characterize an oil reservoir executing on a hybrid infrastructure composed of TeraGrid nodes and Amazon EC2 instances of various types. Specifically, we show how different applications objectives such as acceleration, conservation and resilience can be effectively achieved while satisfying deadline and budget constraints, using an appropriate mix of dynamically provisioned resources. Our evaluations also demonstrate that public clouds can be used to complement and reinforce the scheduling and usage of traditional high performance computing infrastructure. [ABSTRACT FROM AUTHOR]