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Log messages from enterprise-level software systems contain crucial runtime details. Engineers can convert log messages into structured data through log parsing, laying the foundation for downstream tasks such as log anomaly detection. Existing log parsing schemes usually underperform in production environments for several reasons: first, they often ignore the semantics of log messages; second, they are often not adapted to different systems, and their performance varies greatly; and finally, they are difficult to adapt to the complexity and variety of log formats in the real environment. In response to the limitations of current approaches, we introduce IPLog (Intelligent Parse Log), a parsing method designed to address these issues. IPLog samples a limited set of log samples based on the distribution of templates in the system's historical logs, and allows the model to make full use of the small number of log samples to recognize common patterns of keywords and parameters through few-shot learning, and thus can be easily adapted to different systems. In addition, IPLog can further improve the grouping accuracy of log templates through a novel manual feedback merge query strategy based on the longest common prefix, thus enhancing the model's adaptability to handle complex log formats in production environments. We conducted experiments on four newly released public log datasets, and the experimental results show that IPLog can achieve an average grouping accuracy (GA) of 0.987 and parsing accuracy (PA) of 0.914 on the four public datasets, which are the best among the mainstream parsing schemes. These results demonstrate that IPLog is effective for log parsing tasks. [ABSTRACT FROM AUTHOR]

Final year or Capstone Project is the final and important phase of the undergraduate curriculum in a Computer Science Engineering program. Final year project is a course where all the skills learnt by the students in the course are applied and evaluated. The important aspects in the delivery of this course are (i) developing a model to train the students to deliver quality project work and documentation, (ii) effective evaluation of the student based on rubrics which are mapped to the course outcomes (iii) Calculate program outcome and course outcome attainment and make necessary changes to improve the delivery of the course (iv) Map the feedback from stakeholders as per graduate attributes and measure performance. This paper discusses the approach followed for three academic years 2014-2017 on a batch of 180 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping performance of the students with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students during the Final Year Project course in three years. [ABSTRACT FROM AUTHOR]

US society is thoroughly computerized and the majority of its population engages in activities involving computers. Why, then, does computer science and engineering (CSE) remain highly male-dominated and seemingly impervious to desegregation? This study explores how CSE professionals in corporations and universities navigate and subvert male hegemony to persist. I document practices in CSE that reproduce the ideological union between masculinity and competency, including hazing, bragging, and bullying. These practices, much like rites of passage, also serve to indoctrinate CSE workers to the core values in computing knowledge production, including constant observation, combative work styles, and male hegemony, all of which differentially impact women. Women who persist in CSE describe their experiences as wearisome, constrained by a fear of being different, and thus further marginalized. I argue that processes and value systems by which people become computing professionals reflect a gendered, technocratic culture, one that reproduces labor segregation in CSE. [ABSTRACT FROM AUTHOR]

Computing is highly segregated and stratified by gender. While there is abundant scholarship investigating this problem, emerging evidence suggests that a hierarchy of value exists between the social and technical dimensions of Computer Science and Engineering (CSE) and this plays a role in the underrepresentation of women in the field. This ethnographic study of women's experiences in computing offers evidence of a systemic preference for the technical dimensions of computing over the social and a correlation between gender and social aspirations. Additionally, it suggests there is a gap between the exaltation of computing's social contributions and the realities of them. My participants expressed a yearning to contribute to the collective well-being of society using their computing skills. I trace moments of rupture in my participants' stories, moments when they felt these aspirations were in conflict with the cultural values in their organizations. I interpret these ruptures within a consideration of yearning, a need my participants had to contribute meaningfully to society that remained unfulfilled. The yearning to align one's altruistic values with one's careers aspirations in CSE illuminates an area for greater exploration on the path to realizing gender equity in computing. I argue that before a case can be made that careers in computing do indeed contribute to social and civil engagements, we must first address the meaning of the social within the values, ideologies and practices of CSE institutions and next, develop ways to measure and evaluate the field's contributions to society.

The Steacie Science and Engineering Library at York University hosted its first annual Steacie Library Dungeon Hackfest in February 2013. The purpose of a hackfest is to spend a day (or longer) using computer programming skills to collaborate on a particular software project and, hopefully, bring the project to reality. The project may be an app, widget, or website. It is evident that hackfests, as a form of engaged learning, help to reinforce the relevance of the library since it has implications for information literacy, open access, faculty liaison, and the changing perception of library as place. Twenty-five participants that included students, faculty, and staff hacked on Open York Data: York University’s openly accessible records and data such as course codes, lab stats of computers available in various libraries, subject headings, and research interests of faculty. The Hackfest produced several innovative ideas including a “Class Optimizer” program to help students generate a course schedule, and a mobile android app “YU Labs” that informs students of the computers available in a specific library. Library instruction was informally imparted during the Hackfest. There were discussions about open source, developing a research idea, and recommended tools to help students complete their projects. This article encapsulates the inspiration behind the Hackfest, discusses the library as the host, the resources used, the theme, achievements, and assessment. To summarize, the library Hackfest provided a space for literacy, life-long learning, and support of the open source pedagogy.

The question about the scientific nature of computing has been widely debated with no universal consensus reached about its disciplinary status. Positions vary from acknowledging computing as the science of computers to defining it as a synthetic engineering discipline. In this paper, we aim at discussing the nature of computing from a methodological perspective. We consider, in particular, the nature and role of experiments in this field, whether they can be considered close to the traditional experimental scientific method or, instead, they possess peculiar and unique features. We argue that this experimental perspective should be taken into account when discussing the status of computing. We critically survey how the experimental method has been conceived and applied in computing, and some open issues that could be tackled with the aid of the history of science, the philosophy of science, and the philosophy of technology. [ABSTRACT FROM AUTHOR]