Dissertationen: „Computer Science“

1

Seendani, Ajmal. „TEACHING COMPUTER SCIENCE WITHOUT COMPUTER : Teaching Computer Science in Afghan Secondary Schools“. Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32350.

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Computers have become so significant in todays’ world, most of the people use such kind of technology for different purposes in their life: such as computing, designing, calculation and so on. This kind of technology can help the teachers and students in learning process, or we can say that they can be used as a facilitator of the learning process. This study circulates on how the teachers teach computer science in Afghan schools grade (10 to 12), although there are no computers in the classrooms and students just have textbooks for learning computer science. The teachers teach computer theoretically. The study was conducted in 30 schools of six provinces of Afghanistan, the study was conducted based on quantitative research method using questionnaire for both teachers and students, because of security and some cultural problems just a few female teachers and students participated in the study and filling the questionnaires . The study found that majority of teachers and more than half of the students believed that computer science is important in all parts of life; majority of the participants has no access to computers in their schools. Because of having no access to computers textbooks of CS are taught through lecture and group work methods. Additionally, teachers believed that textbooks of CS is useful but have some problems and students believed that these textbooks are so useful. Finally, both teachers and students in this study have faced many problems in the field of CS, so MoE should undertake their problems and provide facilities such as computer labs, professional teachers and so on.

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2

Chelyadin, A. S. „History of computer science“. Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33540.

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Here are some provisions on the history of computer science. Blaise Pascal designed and constructed the Pascaline in 1642. This machine did only two arithmetic operations. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33540

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3

Locklair, Gary H. „Foundations of Computer Science A Survey of Computer Science via its Grand Ideas“. NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/680.

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This dissertation constitutes findings on research into the grand ideas of computer science and a philosophical framework for the grand ideas. By way of illustration, this dissertation is in the form of a college-level text meant to demonstrate both the grand ideas of computer science and a potential framework for them. The text is a sophisticated survey of the foundational concepts which form the basis of computer science. The text may serve as an introduction to computer science for those new to the discipline and also as a concise review of topics for those familiar with the discipline. The text is broken down into four units: the overview, the user's view, the functional view and the foundational view. The entire text and each of the first three units follows a spiral approach. The first three units present ideas in a top-down fashion (i.e., levels of increasing abstraction). The final unit presents ideas in a bottom-up fashion. Incorporated throughout the text are principles derived from the liberal arts, especially the notion of the trivium. The grand ideas of computer science are introduced through the use of "guiding questions" for each unit.

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4

Stevens, William Eugene. „Computer Science Teacher Certification And Student Success on the Advanced Placement Computer Science Examinations“. NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/861.

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5

Bewley, Samantha. „High School Computer Science Education“. Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

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One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.

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6

Behnke, Kara Alexandra. „Gamification in Introductory Computer Science“. Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743653.

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This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.

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7

Sauls, Jaimie Elizabeth. „Changing Perceptions of Computer Science“. Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244791.

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Students misperceive computer science as only programming; such misperceptions may contribute to students' negative views and reluctance to join this field of study. The Laboratory for Computer Science creates online lessons for high school students that introduce computing theories in an interactive way. A study was conducted to examine how students' perceptions of computer science change upon completion of these labs. The focus of the study is on the student's perspective of computer science and their place in the field irrespective of their identification with a specific minority group. Identifying whether the stigmas of stereotypes are present with the students that experience these lessons and whether a deeper knowledge of the underlying theories in computer science will change these views is the goal. Based on the student feedback from this study, a standardized method of developing and organizing these student labs was proposed and used to create a series of four labs on Little's Law.

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8

Pickrell, Nathan. „Efficiently managing the computer engineering and Computer Science labs“. Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522647.

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University lab environments are handled differently than corporate, government, and commercial Information Technology (IT) environments. While all environments have the common issues of scalability and cross-platform interoperability, educational lab environments must additionally handle student permissions, student files, student printing, and special education labs. The emphasis is on uniformity across lab machines for a uniform course curriculum.

This thesis construes how a specific set of Computer Science labs are maintained. It describes how documentation is maintained, how the lab infrastructure is setup, how the technicians managing the lab build master lab images, how all of the workstations in the lab are cloned, and how a portion of the maintenance is handled. Additionally, this paper also describes some of the specialty labs provided for courses with functional topics.

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9

Ertugrul, Erkan. „Computer-aided course enrollment system for Computer Science Curriculum Office“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA296129.

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10

Jackson, Samuel. „Sustainability in Computer Science, Human-Computer Interaction, and Interaction Design“. Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1329.

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Sustainability is a growing concern in a world where climate change threatens to inflict massive environmental and human damage in the coming decades. As climate change becomes a global issue, researchers and professionals from many pursuits are beginning to rally around the cause of bringing about an economically and environmentally sustainable future. Computer science and the related fields of human-computer interaction and interaction design have both a moral obligation and profound opportunity to contribute to environmental sustainability. In this thesis, I will examine the efforts of computer scientists and interaction designers in sustainability so far in order to form an understanding of what computer science has contributed to the effort of curbing damage to the environment to date. While the contributions of computer science and related fields to sustainability are significant, there are many ways in which they are deficient. Therefore, I will look to the future possibilities for academic and industrial developments and improvements in sustainable technology from the perspective of computer scientists and practitioners of related disciplines, and make recommendations as to the direction these fields should take in order to best serve the global thrust toward a sustainable human civilization.

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11

Janzing, Dominik. „Computer science approach to quantum control“. Karlsruhe : Univ.-Verl. Karlsruhe, 2006. http://www.uvka.de/univerlag/volltexte/2006/175/.

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12

Gibson, Benjamin Ian. „Educational Games for Teaching Computer Science“. Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this ﬁeld does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The ﬁrst and primary part of the thesis was to ﬁnd and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have suﬃcient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.

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13

Tannis, Tamika P. „Teaching computer science principles using StarLogoTNG“. Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85510.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 81-83).
This thesis outlines the development of a 3-module set of lesson plans implemented using StarLogoTNG. The purpose of these lesson plans are to serve as a vehicle for teaching and reinforcing specific learning objectives of the CollegeBoard's Advanced Placement Computer Science Principles course, which has 7 main themes. Each lesson plan has as its focus a subset of learning objectives from one of the themes of Creativity, Data, or Internet, while simultaneously incorporating additional learning goals from the themes of Abstraction, Programming, Algorithms, and Impact. These interactive lesson plans go beyond the use of StarLogoTNG to complete specific tasks by integrating meaningful class discussions and occasional peer instruction and peer review activities. Such activities become catalysts for students to develop a deeper understanding of the course materials. By connecting learning goals from different themes of the course and packaging them in cohesive lesson plans that utilize methods of teaching for understanding, this thesis aims to provide a useful and effective set of a materials for the instruction of computer science principles.
by Tamika P. Tannis.
M. Eng.

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14

Asokan, Abhishek. „IMPACT OF OFFSHORING IN COMPUTER SCIENCE“. Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1164081419.

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15

Huang, Jianyuan. „Computer science graduate project management system“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3250.

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This project is a development and tracking system for graduate students in the Department of Computer Science of CSUSB. This project will cover front-end web site development, back-end database design and security. This website provides secure access to information about ideas for projects, status on on-going projects, and reports of finished projects using My SQL and Apache Tomcat.

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16

Ni, Lijun. „Building professional identity as computer science teachers: supporting high school computer science teachers through reflection and community building“. Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42870.

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Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher. Overall,I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity. This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.

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17

Hickey, Peter J. „A microcomputer network for computer science education“. Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5023.

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18

Wiggberg, Mattias. „Unwinding processes in Computer Science student projects“. Licentiate thesis, Uppsala universitet, Avdelningen för datorteknik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-85844.

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This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students' learning and what can be done to increase the potential for learning. There are thus interesting pedagogical challenges with computer science student projects. There is a need to better understand the effects on learning outcomes as a function of how a student project is designed. The focus in this thesis is on the effects of role taking in the project groups, work allocation, and goal setting in student projects. In this thesis, three studies investigating different aspects of processes in computer science student projects are presented. A number of conclusions are drawn, which serve as a starting point for further research. The first study investigates how power is distributed within a group of students in a full semester computer science project course. Perceived competence of fellow students contributes to personal influence in the student project groups, and three qualitatively different ways of experiencing competence among other students have been identified. The second study investigates experiences of the process of decision-making in a full semester computer science project course. Six categories describing the experience of decision-making have been identified spanning from the experience of decision-making in individual decisions too small and unimportant to handle by anyone else than the individual to the experience of decision-making as a democratic process involving both the full group and the context in which the group acts. The third study investigates Swedish engineering students' conceptions of engineering, where dealing with problems and their solutions and creativity are identified as core concepts. Subject concepts, as math, and physics do not appear in any top position. "Math", for example, accounts for only five percent of the total mentioned engineering terms. "Physics", the second highest ranked subject term, only accounts for circa 1 percent. By combining the results from the three studies, four central areas of general interest for designing and running student projects have been identified. These four features are: 1) the mechanism for work allocation; 2) students connection to external stakeholders; 3) focus on result or process; and 4) level of freedom in the project task. These four features are related to the results from the three studies in this thesis. The thesis is concluded by proposing an analytical framework based on those four features. The intention with the framework is to provide a useful tool for the analysis and development of future computer science student projects.

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19

Fukuda, Kyoko. „Computer-Enhanced Knowledge Discovery in Environmental Science“. Thesis, University of Canterbury. Mathematics and Statistics, 2009. http://hdl.handle.net/10092/2140.

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Encouraging the use of computer algorithms by developing new algorithms and introducing uncommonly known algorithms for use on environmental science problems is a significant contribution, as it provides knowledge discovery tools to extract new aspects of results and draw new insights, additional to those from general statistical methods. Conducting analysis with appropriately chosen methods, in terms of quality of performance and results, computation time, flexibility and applicability to data of various natures, will help decision making in the policy development and management process for environmental studies. This thesis has three fundamental aims and motivations. Firstly, to develop a flexibly applicable attribute selection method, Tree Node Selection (TNS), and a decision tree assessment tool, Tree Node Selection for assessing decision tree structure (TNS-A), both of which use decision trees pre-generated by the widely used C4.5 decision tree algorithm as their information source, to identify important attributes from data. TNS helps the cost effective and efficient data collection and policy making process by selecting fewer, but important, attributes, and TNS-A provides a tool to assess the decision tree structure to extract information on the relationship of attributes and decisions. Secondly, to introduce the use of new, theoretical or unknown computer algorithms, such as the K-Maximum Subarray Algorithm (K-MSA) and Ant-Miner, by adjusting and maximizing their applicability and practicality to assess environmental science problems to bring new insights. Additionally, the unique advanced statistical and mathematical method, Singular Spectrum Analysis (SSA), is demonstrated as a data pre-processing method to help improve C4.5 results on noisy measurements. Thirdly, to promote, encourage and motivate environmental scientists to use ideas and methods developed in this thesis. The methods were tested with benchmark data and various real environmental science problems: sea container contamination, the Weed Risk Assessment model and weed spatial analysis for New Zealand Biosecurity, air pollution, climate and health, and defoliation imagery. The outcome of this thesis will be to introduce the concept and technique of data mining, a process of knowledge discovery from databases, to environmental science researchers in New Zealand and overseas by collaborating on future research to achieve, together with future policy and management, to maintain and sustain a healthy environment to live in.

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20

Lambert, James Alexander. „The relationship between physics and computer science“. Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559478.

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This dissertation explores the relevance of computer science to physics. Beginning with a thorough technical analysis of the concept of information and theoretical computer science I distinguish between computation simpliciter and the narrower notion of digital computation which I define as symbol manipulation. I develop a detailed account of what it means to say a physical system implements, or carries out, a computation. I discuss the difference between analogue and digital computation and conclude it is a false dichotomy. A new category of device known as an experimental computer is proposed and distinguished from an analogue computer. I critique Geroch and Hartle's desideratum that all scientific theories be computable and I finish by looking at several attempts to define 'complexity' in computational terms.

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21

Hernandez-Martinez, Paul. „Mathematics in an undergraduate computer science context“. Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432339.

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22

Müller, Meinard, Thomas Prätzlich und Christian Dittmar. „Freischütz Digital: When Computer Science Meets Musicology“. Allitera Verlag, 2016. https://slub.qucosa.de/id/qucosa%3A23347.

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23

Ryu, Mike Dongyub. „Improving Introductory Computer Science Education with DRaCO“. DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1943.

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Today, many introductory computer science courses rely heavily on a specific programming language to convey fundamental programming concepts. For beginning students, the cognitive capacity required to operate with the syntactic forms of this language may overwhelm their ability to formulate a solution to a program. We recognize that the introductory computer science courses can be more effective if they convey fundamental concepts without requiring the students to focus on the syntax of a programming language. To achieve this, we propose a new teaching method based on the Design Recipe and Code Outlining (DRaCO) processes. Our new pedagogy capitalizes on the algorithmic intuitions of novice students and provides a tool for students to externalize their intuitions using techniques they are already familiar with, rather than with the syntax of a specific programming language. We validate the effectiveness of our new pedagogy by integrating it into an existing CS1 course at California Polytechnic State University, San Luis Obispo. We find that the our newly proposed pedagogy shows strong potential to improve students’ ability to program.

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24

Prottsman, Christie Lee Lili. „Computational Thinking and Women in Computer Science“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11485.

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x, 40 p. : col. ill.
Though the first computer programmers were female, women currently make up only a quarter of the computing industry. This lack of diversity jeopardizes technical innovation, creativity and profitability. As demand for talented computing professionals grows, both academia and industry are seeking ways to reach out to groups of individuals who are underrepresented in computer science, the largest of which is women. Women are most likely to succeed in computer science when they are introduced to computing concepts as children and are exposed over a long period of time. In this paper I show that computational thinking (the art of abstraction and automation) can be introduced earlier than has been demonstrated before. Building on ideas being developed for the state of California, I have created an entertaining and engaging educational software prototype that makes primary concepts accessible down to the third grade level.
Committee in charge: Michal Young, Chairperson; Joanna Goode, Member

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25

Lowhorn, Greg L., und Anthony Pittarese. „Business Literacy for the Computer Science Professional“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3011.

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Excerpt: Business literacy is becoming more popular among business practitioners in multiple fields, including accounting, finance, human resources, training and development, leadership, health care, and other disciplines. However, little attention has been paid to business literacy for the computing professional in the literature.

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26

Peterson, Cynthia Lynn. „Using computer technology to enhance science education“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.

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27

Mitchell, Carmen L. (Carmen Lois). „The Contributions of Grace Murray Hopper to Computer Science and Computer Education“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278692/.

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This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.

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Webster, Linda D. „Measuring change in computer self-efficacy and computer literacy of undergraduates in an introduction to computers course /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164548.

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29

Tarnoff, David. „Episode 0.0 – Prologue“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/computer-organization-design-oer/3.

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30

Walsh, Brian Kendall. „Computer-aided mechanical ventilation“. Thesis, Rush University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111109.

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Statement of the problem: The systematic implementation of evidence-based practice through the use of guidelines, checklists and protocols has been shown to mitigate the risks associated with MV, yet variation in practice remains prevalent. Recent advances in MV, physiologic monitoring, device-to-device communication, computer processing and software engineering have allowed for the development of an automated point-of-care access to real-time goal setting and practice variance identification. Our aim was to assess the utility of a computer-aided MV (CAMV) system that displays variances and scores the overall MV course. Methods: A retrospective categorization of the ventilation and oxygenation statuses of patients within our pediatric intensive care unit (PICU) over a 2 '/z years period utilizing 15 rule-based algorithms was initiated as a proof of concept. Goals were predetermined based on generally accepted values. All patient categories were calculated and presented as a percent of recording time. Following the feasibility study, a retrospective observational study (baseline), followed by two sequential interventions made over a 2-month period was conducted. Phase I comprised a survey of goals of MV by clinicians caring for patients being monitored by the CAMV system. Phase II intervention was the setting and monitoring of goals of MV with a web browser based data visualization system (T3). An outcome measurement tool was developed to score each MV course. The MV score (MVS) evaluated four outcomes: (1) acceptable ventilation, (2) acceptable oxygenation, (3) barotrauma free and (4) volutrauma-free states as a percent of recording time. Results: Pilot consisted of 222 patients. The Baseline phase evaluated 130 patients, Phase I enrolled 31 patients and Phase II enrolled 36 patients. There were no differences in demographic characteristics between cohorts. One hundred and seventy-one surveys were completed in Phase I. An increase in the use of T3 by 87% was observed in Phase II from Phase I. MVS improved by 8.4% in Phase I and 11.3% in Phase II from Baseline. The largest improvement was in the volutraumafree category. MVS was 9% higher on average in those who survived. Conclusion: The use of CAMV was associated with an improvement in MVS. Further research is needed to determine if improvements in MVS through a targeted, process-oriented intervention such as CAMV will lead to improved patient outcomes.

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31

Goudie, Robert J. B. „Bayesian structural inference with applications in social science“. Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/78778/.

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Structural inference for Bayesian networks is useful in situations where the underlying relationship between the variables under study is not well understood. This is often the case in social science settings in which, whilst there are numerous theories about interdependence between factors, there is rarely a consensus view that would form a solid base upon which inference could be performed. However, there are now many social science datasets available with sample sizes large enough to allow a more exploratory structural approach, and this is the approach we investigate in this thesis. In the first part of the thesis, we apply Bayesian model selection to address a key question in empirical economics: why do some people take unnecessary risks with their lives? We investigate this question in the setting of road safety, and demonstrate that less satisfied individuals wear seatbelts less frequently. Bayesian model selection over restricted structures is a useful tool for exploratory analysis, but fuller structural inference is more appealing, especially when there is a considerable quantity of data available, but scant prior information. However, robust structural inference remains an open problem. Surprisingly, it is especially challenging for large n problems, which are sometimes encountered in social science. In the second part of this thesis we develop a new approach that addresses this problem|a Gibbs sampler for structural inference, which we show gives robust results in many settings in which existing methods do not. In the final part of the thesis we use the sampler to investigate depression in adolescents in the US, using data from the Add Health survey. The result stresses the importance of adolescents not getting medical help even when they feel they should, an aspect that has been discussed previously, but not emphasised.

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Watson, Jason. „Monitoring computer-based training over computer networks“. Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/6910/.

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As time is becoming an ever more precious commodity in today's workplace, effective training is also taking on an increasingly important role, but finding the time to train today's workforce is becoming increasingly difficult. With employees in diverse locations across the country and across the world and some working from home, on the road or "hot-desking" we have to take a new approach to training. Fortunately computer-based training can solve many of the traditional problems such as the need to bring all trainees together in the same location at the same time. With today's sophisticated computer-based training applications motivated employees can train where they want, at home or at work, and when they want, at lunchtime or after work. However, there is also a basic legal and pedagogical requirement to record who has been trained and in what. This is very easy in a traditional training scenario, but much more difficult in today's training environments. This problem is currently the major obstacle to the widespread adoption of computer-based training, and looking for a solution to these problems was the aim of this research. This research began by investigating the processes used by multimedia developers when creating Computer Based Training (CBT) applications, identifying the current methodologies, techniques and tools that they use. Very quickly it was easy to see that developers use a whole range of development tools and that their expertise is primarily in the design of training applications, not in programming. Similarly the students want credit for the training that they undergo but do not want to be distracted by an intrusive monitoring system. The role of the Training Manager is equally important. He or she needs to be able to quickly assess the situation of an individual or a group of students and take remedial action where necessary. Balancing all of these needs in a single generic solution to the monitored training problem was the single biggest challenge. This research has addressed these important problems and has developed a solution that permits the monitoring of student training progress in any location and at any time in a way that is totally transparent to the user. The author integrates this additional functionality into a new or existing training through a drag-and-drop interface which is very easy to use, creating a monitoring experience which is totally transparent to the trainee and the Training Manager receives a summary database of student progress. Specifically the system uses a library of C++ functions that interface to Authorware, Director, Toolbook or a C++ application. The functions permit an author to open a monitoring database at the start of a training session and close it at the end. Whilst the database is open we can record any data that we require regarding student progress and performance. On closing the session the resulting database is sent to a central collation point using FTP. Students are identified automatically through their IP address, from their network login or ask them to logon to the training session manually. The system can write any database format that is required and if the network is unavailable when the session ends the database will be saved locally until the next training session. At the central collation point a specially written application takes the many databases created by individual training sessions and collates them into one large database that can be queried by the training manager. Small trials were initially performed with a prototype system at the collaborating company, CBL Technology Ltd, which in turn led to larger trials at both Cable and Wireless Communication PLC and the University of Huddersfield. In these trials authors of CBT applications found the system extremely easy to integrate into their applications and the training managers and course leaders responsible for training outcomes, found the feedback on student performance, that the system provided, invaluable. This research had demonstrated that it is possible to create a generic monitored training solution that balances the needs of the trainee, the author and the Training Manager. Trainees can train at any time, anywhere in the world, over the Internet or from CDROM and a training manager can monitor their progress provided that at some time they connect to a computer network.

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Ellis, David Norman. „An evaluation of BASIC computer language as a prerequisite to university computer science“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28214.

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This study was undertaken to determine how prior knowledge of BASIC computer language affects the achievement in introductory computer science courses at university. It looked at comparisons of achievement in introductory computer science courses at the University of British Columbia (U.B.C.) among groups who have learned BASIC, or who have learned other languages, or who have learned no languages. It investigated comparisons of achievement among demographic factors: gender, age, Faculty, and major. Achievement differences in first year FORTRAN courses, in first year Pascal courses and in a second year Pascal course, among groups of students with different backgrounds were also examined. The study investigated the effect on achievement of "how well", "when", and "where" either BASIC or Pascal had been learned. Finally, it identified factors that are the best predictors of success in introductory computer science. A questionnaire was distributed in six introductory computer courses at U.B.C. during the school year 1985-1986. Marks were collected in these courses at the end of the year. After matching by student number a sample of 1194 students was analyzed using the analysis of covariance and the multiple linear regression routines of the Statistical Package for the Social Sciences (SPSS). It was found that students who have taken BASIC language do better in university introductory level computer science courses than those who have no prior knowledge of a computer language, and they do as well as those who have prior knowledge of some other computer language. It was discovered that students who have previously learned a computer language have better achievement than those who have not learned a language. Students with a knowledge of at least two languages have an even higher achievement. The order of learning BASIC language was observed not to be significant in subsequent computer science achievement. Males had higher achievement than females in the surveyed courses. The younger students tended to have higher achievement than the older students in these courses. Achievement differences were found among the Faculties involved. Students who were majoring in mathematics outperformed those who were non-mathematics majors within the Faculty of Arts. Achievement in the second year course did not appear to be dependent upon the computer language background prior to entering university. Students who were able to write complex BASIC programs outperformed others with a limited familiarity with BASIC language in introductory computer science courses. For students who had prior knowledge of Pascal language the level of how well the language had been learned did not appear to be a factor in introductory computer science achievement. The age at which BASIC or Pascal language was first learned was a critical factor. Those who first learned the language in the 13 to 18 age range outperformed others who first learned the language at an older age. The place where either BASIC or Pascal language had been learned did not appear to be a critical factor for achievement in introductory computer science. Only the overall year percent in all other courses taken and the variable as to "how well" BASIC language had been learned, proved to be significant factors in predicting success in introductory computer science. The writer concludes that the results of this study provide sufficient evidence to support the argument that BASIC language should continue being taught in pre-university computer science courses.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Sall, Malkit Singh. „Variables predicting achievement in introductory computer science courses“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28487.

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This study examined the problem of predicting achievement for introductory computer science courses at the college or university level. A questionnaire was developed based on 22 predictor variables that were identified in the review of the literature to predict the final course examination score and the final course grade. The predictor variables were grouped into secondary subject areas and other prior characteristics of each student. The total score on the questionnaire, the score on the KSW Test (Konvalina, Stephens and Wileman, 1983) and the 22 variables were correlated with the final course examination scores and the final course grades using the Pearson product-moment correlation coefficient. Five secondary subject areas correlated significantly (p ≤ 0.003) with the final course examination score and the final course grade: prior computer science achievement, secondary English achievement, secondary languages other than English, secondary mathematics achievement and secondary science achievement. Eight other characteristics correlated significantly with the final examination scores: number of mathematics courses completed after grade 12, overall grade 12 percentage/grade point average, current college/university overall percentage/grade point average, prior computer programming experience, expected grade of current computer course, number of time-sharing and networking systems previously used, number of different programming languages used for programming, and number of different types of computers previously used for programming. Eleven further characteristics correlated significantly with the final course grades: current age, year/grade level, number of years after secondary graduation, number of mathematics courses completed after grade 12, overall grade 12 percentage/grade point average, current college/university overall percentage/grade point average, prior computer programming experience, expected grade of current computer course, number of time-sharing and networking systems previously used, number of different programming languages used for programming, and number of different types of computers previously used for programming. The factor analysis calculations showed that there were five main factors (each composed of a combination of predictor variables) that were labelled as Computer Literacy, Scholastic Achievement and Language Learning, Mathematical Reasoning and Scholastic Achievement, and Finger Dexterity. The questionnaire developed in this study is as good as the KSW Test and is faster to complete (10 minutes versus 40 minutes). Interpretations of the findings, conclusions, limitations of the study, and implications of the study are discussed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Kancans, Envall Mattis, und Axel Lewenhaupt. „The Swype Input MethodDegree Project in Computer Science“. Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-135974.

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Typing is probably always going to be an contemporary topic, with the absolute goal of transferring text between the user and a technical device freely. This report means to examine a typing technique, where user drawn continuous lines on a virtual keyboard get transfered into words, also known as swype. The report concludes that using a fairly simple algorithm combined with a few optimizations, it is possible to implement a swype accurate enough to be considered a realistic alternative to current typing methods on devices with touch screens.
Textinmatning kommer troligtvis alltid vara ett aktuellt ämne, där målet är att användaren skall kunna förmedla text till teknisk apparatur obehindrat. Denna rapport undersöker en textinmatningsmetod där kontinuerliga streck på ett tangentbord översätts till ord, även känt som swype . Rapporten finner att det med en förållandevis enkel algoritm och ett fåtal optimeringar är fullt möjligt implementera ett swype tillräckligt nogrannt för att vara ett realistiskt alternativ till nuvarande inmatningsmetoder för enheter med pekskärm.

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Prayaga, Lakshmi. „Game development environment to teach computer science concepts“. [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000089.

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Hewner, Michael. „Student conceptions about the field of computer science“. Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45890.

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Computer Science is a complex field, and even experts do not always agree how the field should be defined. Though a moderate amount is known about how precollege students think about the field of CS, less is known about how CS majors' conceptions of the field develop during the undergraduate curriculum. Given the difficulty of understanding CS, how do students make educational decisions like what electives or specializations to pursue? This work presents a theory of student conceptions of CS, based on 37 interviews with students and student advisers and analyzed with a grounded theory approach. Students tend to have one of three main views about CS: CS as an academic discipline focused on the mathematical study of algorithms, CS as mostly about programming but also incorporating supporting subfields, and CS as a broad discipline with many different (programming and non-programming) subfields. I have also developed and piloted a survey instrument to determine how prevalent each kind of conception is in the undergraduate population. I also present a theory of student educational decisions in CS. Students do not usually have specific educational goals in CS and instead take an exploratory approach to their classes. Particularly enjoyable or unenjoyable classes cause them to narrow their educational focus. As a result, students do not reason very deeply about the CS content of their classes when they make educational decisions. This work makes three main contributions: the theory of student conceptions, the theory of student educational decisions, and the preliminary survey instrument for evaluating student conceptions. This work has applications in CS curriculum design as well as for future research in the CS education community.

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English, John. „A building blocks approach to computer science education“. Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485950.

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The workdescribed here was undertaken at the University ofBrighton between 1986 and 2006 in order to assist Computer Science students to acquire practical software development skills, primarily in the areas of real-time systems and object-oriented programming. The contribution to knowledge represented by this work is the development of a set of design principles for educational software, and a variety of software artefacts which demonstrate the applicability ofthese principles. The publications span two decades and describe artefacts covering a number of areas in the curriculum related to software development. They address a range of topics within Computer Science due to the rapidly-evolving nature of the discipline, but they have led to the development of a common philosophy towards the development of educational software, and they each provide an original approach to the topics they address. The success of this philosophy and the originality of the work is evidenced by the fact that they have each been adopted by other educationaf institutions, have been widely praised by students and educators, and have in many cases led to related work by others. This critical appraisal concentrates on describing the evolution of a coherent educational rationale which underpins the various artefacts described here, and on placing this more firmly within the context ofestablished educational theory.

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Stejskal, Ryan. „Test-Driven Learning in High School Computer Science“. Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554641.

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Test-driven development is a style of software development that emphasizes writing tests first and running them frequently with the aid of automated testing tools. This development style is widely used in the software development industry to improve the rate of development while reducing software defects. Some computer science educators are adopting the test-driven development approach to help improve student understanding and performance on programming projects. Several studies have examined the benefits of teaching test-driven programming techniques to undergraduate student programmers, with generally positive results. However, the usage of test-driven learning at the high school level has not been studied to the same extent. This thesis investigates the use of test-driven learning in high school computer science classes and whether test-driven learning provides benefits for high school as well as college students.

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Enström, Emma. „On difficult topics in theoretical computer science education“. Doctoral thesis, KTH, Teoretisk datalogi, TCS, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-152357.

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This thesis primarily reports on an action research project that has been conducted on a course in theoretical computer science (TCS). The course is called Algorithms, data structures, and complexity (ADC) and is given at KTH Royal Institute of Technology in Stockholm, Sweden. The ADC course is an introduction to TCS, but resembles and succeeds courses introducing programming, system development best practices, problem solving, proving, and logic. Requiring the completion of four programming projects, the course can easily be perceived as a programming course by the students. Most previous research in computer science education has been on programming and introductory courses. The focus of the thesis work has been to understand what subject matter is particularly difficult to students. In three action research cycles, the course has been studied and improved to alleviate the discovered difficulties. We also discuss how the course design may color students’ perceptions of what TCS is. Most of the results are descriptive. Additionally, automated assessment has been introduced in the ADC course as well as in introductory courses for non-CS majors. Automated assessment is appreciated by the students and is directing their attention to the importance of program correctness. A drawback is that the exercises in their current form are not likely to encourage students to take responsibility for program correctness. The most difficult tasks of the course are related to proving correctness, solving complex dynamic programming problems, and to reductions. A certain confusion regarding the epistemology, tools and discourse of the ADC course and of TCS in general can be glimpsed in the way difficulties manifest themselves. Possible consequences of viewing the highly mathematical problems and tools of ADC in more practical, programming, perspective, are discussed. It is likely that teachers could explicitly address more of the nature and discourse of TCS in order to reduce confusion among the students, for instance regarding the use of such words and constructs as “problem”, “verify a solution”, and “proof sketch”. One of the tools used to study difficulties was self-efficacy surveys. No correlation was found between the self-efficacy beliefs and the graded performance on the course. Further investigation of this is beyond the scope of this thesis, but may be done with tasks corresponding more closely and exclusively to each self-efficacy item. Didactics is an additional way for a professional to understand his or her subject. Didactics is concerned with the teaching and learning of something, and hence sheds light on that “something” from an angle that sometimes is not reflected on by its professionals. Reflecting on didactical aspects of TCS can enrichen the understanding of the subject itself, which is one goal with this work.

QC 20140929

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Whobrey, Darren J. R. „Aspects of qualitative consciousness : a computer science perspective“. Thesis, City University London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301049.

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Aldakheel, Eman A. „A Cloud Computing Framework for Computer Science Education“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322873621.

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Hunter, Jeffrey C. „Student Engagement in a Computer Rich Science Classroom“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426713813.

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Mubark, Athmar. „Computer Science Optimization Of Reverse auction : Reverse Auction“. Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68140.

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Many people still confused and misunderstand the differences between auction types: In fact, we have only two major types of auctions which are the forward auction and Reverse auction[22]. In a forward auction a single seller offers an item for sale with many competitive buyers driving the price upward: In a Reverse Auction, a single buyer wants to purchase a service or an item from many sellers, they drive the price downward: There are many differences between these type of auction: Including the progress of the auctions; winner selection criterion and other factors: The Reverse Auction nowadays is one of the most preferred types of online auctions: It gains popularity rapidly because of representing the buyers' side and helps him to drive prices down in contrary with the forward auction or traditional auction. The aim of this study is to identify the most common types of the Reverse auctions and compare them to one another to determine when should be used by a buyer and propose the most efficient implementation model for some types: The results of this study are: achieve a written report and a small demonstrator model on how to implement English Auction and Second-Sealed bid Auction.

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Adams, Saira-Banu. „Gaming and computer science: Bridging the gender-gap“. University of the Western Cape, 2019. http://hdl.handle.net/11394/6764.

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>Magister Scientiae - MSc
According to the literature, women are still unrepresented in the field of information technology. Although many women study computer science at first year level, the dropout rate for women—before they graduate—is high, and if they graduate many decide neither to continue with their studies nor to work in the field of information technology. Research has shown that women who have been exposed to computing at some point during their school career or early in their lives, tend to be more open to choosing a career in computer science and are in many cases successful at it. The aim of this research is to understand what factors influence women to choose a career within computer science and to consider whether gaming would encourage young women to enter the field. Design Science Research was the methodology employed. It was chosen since an artefact was developed. For each of the five steps of this methodology a different method was chosen to address the research question. Surveys were administered to first year computer science students and both IT high school teachers and computer science honours students were interviewed. Non-computer science students were involved in the participatory design process.

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Wu, Jichuan. „Web-based e-mail client for computer science“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2462.

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The project is a web e-mail application to provide a web page interface for all CSCI faculty, staff and students to handle their e-mails. The application is written by JSP, Java Servlets, JavaScript and custom JSP tag libraries. Regular e-mail capabilities have been enhanced by the feature of allowing users to store and manage messages by day (store to daily folders, view in daily folders, append notes for that day).

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Zilli, Davide. „Smartphone-powered citizen science for bioacoustic monitoring“. Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/382943/.

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Citizen science is the involvement of amateur scientists in research for the purpose of data collection and analysis. This practice, well known to different research domains, has recently received renewed attention through the introduction of new and easy means of communication, namely the internet and the advent of powerful “smart” mobile phones, which facilitate the interaction between scientists and citizens. This is appealing to the field of biodiversity monitoring, where traditional manual surveying methods are slow and time consuming and rely on the expertise of the surveyor. This thesis investigates a participatory bioacoustic approach that engages citizens and their smartphones to map the presence of animal species. In particular, the focus is placed on the detection of the New Forest cicada, a critically endangered insect that emits a high pitched call, difficult to hear for humans but easily detected by their mobile phones. To this end, a novel real time acoustic cicada detector algorithm is proposed, which efficiently extracts three frequency bands through a Goertzel filter, and uses them as features for a hidden Markov model-based classifier. This algorithm has permitted the development of a cross-platform mobile app that enables citizen scientists to submit reports of the presence of the cicada. The effectiveness of this approach was confirmed for both the detection algorithm, which achieves an F1 score of 0.82 for the recognition of three acoustically similar insects in the New Forest; and for the mobile system, which was used to submit over 11,000 reports in the first two seasons of deployment, making it one of the largest citizen science projects of its kind. However the algorithm, though very efficient and easily tuned to different microphones, does not scale effectively to many-species classification. Therefore, an alternative method is also proposed for broader insect recognition, which exploits the strong frequency features and the repeating phrases that often occur in insects songs. To express these, it extracts a set of modulation coefficients from the power spectrum of the call, and represents them compactly by sampling them in the log-frequency space, avoiding any bias towards the scale of the phrase. The algorithm reaches an F1 score of 0.72 for 28 species of UK Orthoptera over a small training set, and an F1 score of 0.92 for the three insects recorded in the New Forest, though with higher computational cost compared to the algorithm tailored to cicada detection. The mobile app, downloaded by over 3,000 users, together with the two algorithms, demonstrate the feasibility of real-time insect recognition on mobile devices and the potential of engaging a large crowd for the monitoring of the natural environment.

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Nadarajah, Kumaravel. „Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003341.

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Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.

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Praritsantik, Supachai. „Web-based interactive self-evaluation system for computer science in generic tutorial system for the sciences project“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2273.

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The goal of this master project is to promote and facilitate the use of new web-based and Java-based technologies in the development of self-evaluation systems for computer science; in particular, analysis of sorting algorithms.

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Sawsaa, Ahlam. „A generic model of ontology to visualize information science domain (OIS)“. Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/17545/.

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Ontology has been a subject of many studies carried out in artificial intelligence (AI) and information system communities. Ontology has become an important component of the semantic web, covering a variety of knowledge domains. Although building domain ontologies still remains a big challenge with regard to its designing and implementation, there are still many areas that need to create ontologies. Information Science (IS) is one of these areas that need a unified ontology model to facilitate information access among the heterogeneous data resources and share a common understanding of the domain knowledge. The objective of this study is to develop a generic model of ontology that serves as a foundation of knowledge modelling for applications and aggregation with other ontologies to facilitate information exchanging between different systems. This model will be a metadata for a knowledge base system to be used in different purposes of interest, such as education applications to support educational needs for teachers and students and information system developers, and enhancing the index tool in libraries to facilitate access to information collections. This thesis describes the process of modelling the domain knowledge of Information Science IS. The building process of the ontology of Information Science (OIS) is preceded by developing taxonomies and thesauruses of IS. This research adopts the Methontology to develop ontology of Information Science OIS. This choice of method relies on the research motivations and aims, with analysis of some development ontology methodologies and IEEE 1074-2006 standards for developing software project life cycle processes as criteria. The methodology mainly consisted of; specification, conceptualization, formalization, implementation, maintenance and evaluation. The knowledge model was formalized using Protégé to generate the ontology code. During the development process the model has been designed and evaluated. This research presents the following contributions to the present state of the art on ontology construction; - The main achievement of the study is in constructing a new model of Information Science ontology OIS. The OIS ontology is a generic model that contains only the key objects and associated attributes with relationships. The model has defined 706 concepts which will be widely used in Information Science applications. It provides the standard definitions for domain terms used in annotation databases for the domain terms, and avoids the consistency problems caused by various ontologies which will have the potential of development by different groups and institutions in the IS domain area. - It provides a framework for analyzing the IS knowledge to obtain a classification based on facet classification. The ontology modelling approach is based on topdown and bottom–up. The top-down begins with an abstract of the domain view. While the bottom-up method starts with description of the domain to gain a hierarchal taxonomy. - Designing Ontocop system a novel method presented to support the developing process as specific virtual community of IS. The Ontocop consists of a number of experts in the subject area around the world. Their feedback and assessment improve the ontology development during the creating process. The findings of the research revealed that overall feedback from the IS community has been positive and that the model met the ontology quality criteria. It was appropriate to provide consistency and clear understanding of the subject area. OIS ontology unifies information science, which is composed of library science, computer science and archival science, by creating the theoretical base useful for further practical systems. Developing ontology of information science (OIS) is not an easy task, due to the complex nature of the field. It needs to be integrated with other ontologies such as social science, cognitive science, philosophy, law management and mathematics, to provide a basic knowledge for the semantic web and also to leverage information retrieval.

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Dissertationen zum Thema „Computer Science“

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