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This study examines the experiences of gay-identified college men related to their faith and sexual orientation identity development. The findings suggest that for gay-identified college men, faith and sexual orientation identity development includes examination of one’s faith and sexual orientation identity, important relationships, and a desire for service and activism. [ABSTRACT FROM PUBLISHER]

The article reviews the book "Business Practices in Higher Education: A Guide for Today's Administrators" by Mark A. Kretovics.

Despite its potential as a secure and environmentally benign source of electricity, wind's intermittency is proving to be a challenge for many electricity suppliers. One approach to overcoming this intermittency is to match it with a load that can be made to follow the wind, such as electric thermal storage systems for space heating. In such configurations, wind-generated electricity can be used for space heating and, if sufficient surplus remains, for recharging the thermal storage system. When there is a demand for heat but no wind available, the thermal storage system can discharge, meeting the space heating requirements. In extreme cases, when the thermal storage system is fully discharged and there is no wind, some form of backup energy source is required. This article examines the technical potential of off-peak electricity to ensure that wind-charged thermal storage systems are able to bridge periods of insufficient wind. The simulations show that wind heating with off-peak backup can reduce surplus electricity generated from the wind and greenhouse gas emissions. The benefits as well as the limitations of the approach are discussed. [ABSTRACT FROM AUTHOR]

Operating systems is an example of a subject that, with the right tools, can be taught in an applied manner, giving students the opportunity to understand, and hence appreciate, the fundamentals of commercial operating systems such as Unix and Windows. Not surprisingly, the tools needed in an operating systems course are, at a minimum, a hardware testbed and a programming language into which algorithms can be translated. This paper describes how many of the salient points concerning operating systems, such as concurrency and critical regions, can be covered in an applied manner using the PC, the C programming language, and extensions to C. [ABSTRACT FROM AUTHOR]

The demand for assembler language programmers has dropped dramatically over the past 20 years with the advent of structured programming languages and the accessibility of hardware features from high‐level languages. Nevertheless, a course in assembler language programming is often the first, and sometimes the only, introduction a student has to a machine's hardware. For this reason alone, assembler language programming courses should not be removed from a curriculum; instead, they should be kept and taught in conjunction with modern software engineering practices. This article describes an alternative approach to teaching assembler language programming. Whereas the students are still introduced to a machine and its assembler language, they are required to write several low‐level library routines they used in introductory courses (such as ACM CS1 and CS2). Furthermore, the S‐Machine's support software allows students to study the internals of an assembler, a librarian, and a linker. [ABSTRACT FROM PUBLISHER]

In most introductory computer science courses, students are expected to simultaneously learn a computer system (and its editor), a programming language, and how to develop algorithms (from which to write software). To many students, these are three distinctly alien activities, offering little to which they can relate. As with most new subjects, if students can establish a link between new material and their existing knowledge, the new material is more readily assimilated. This article describes a number of teaching tools that can be applied to the teaching of introductory computer science courses such as Computer Science 1 (CS1) and Computer Science 2 (CS2). [ABSTRACT FROM PUBLISHER]

Courses in data communications are becoming commonplace in many undergraduate computer science programs. The reason for this is abundantly clear: Data communications is pervading almost all aspects of computer science. However, to many students, data communications can be a difficult subject to master without having either prior experience in data communications or an electrical engineering background. In this article, the composition of a one‐term course in data communications intended for computer science students without a background in either data communications or electrical engineering is presented. It includes a description of the course, its objectives, and assignments. [ABSTRACT FROM PUBLISHER]

The article discusses various reports published within the issue, including one on the discussion of teaching the fundamentals of hardware and software to computer science students and another on the development of computer application software.