Academic literature on the topic 'Programming language and software engineering, n.e.c'

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). İlköğretim ikinci ve dördüncü sınıf öğrencilerine genel problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer Science Unplugged: School students doing real computing without computers. 10. Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan, Çev. Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The devel_opment of KIBO robotics and Scratch Jr. IEEE. Brackmann, C. P., Moreno-León, J., Román-González, M., Casali, A., Robles, G., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. ACM International Conference Proceeding Series, 65–72. https://doi.org/10.1145/3137065.3137069 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. 25. Deek, F. P. (1999). The software process: A parallel approach through problem solving and program development. Computer Science Education. Demi̇Rer, V., & Sak, N. (2016). Programming Education and New Approaches Around the World and in Turkey. 26. Dereli-İman. (2014). Değerler eğitimi programının 5-6 yaş çocukların sosyal gelişimine etkisi: Sosyal beceri, psiko-sosyal gelişim ve sosyal problem çözme becerisi. Kuram ve Uygulamada Eğitim Bilimleri. Doğru, M., Arslan, A., & Şeker, F. (2011). Okul öncesinde uygulanan fen etkinliklerinin 5-6 yaş çocukların problem çözme becerilerine etkisi. Uluslararası Türkiye Eğiti Araştırmaları Kongresi. Erickson, A. S. G., Noonan, P., Zheng, C., & Brussow, J. A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45–54. Fee, S. B., & Holland-Minkley, A. M. (2010). Teaching computer science through problems, not solutions. Computer Science Education, 20(2), 129–144. https://doi.org/10.1080/08993408.2010.486271 Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algo_rithms. Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Grover, S., & Pea, R. (2013). Computational thinking in k-12: A review of the state of the field. Educational Researcher. Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. 45. Hazzan, O., Lapidot, T., & Ragonis, N. (2011). Guide to Teaching Computer Science. Springer London. https://doi.org/10.1007/978-0-85729-443-2 Horn, M. S., Crouser, R. J., & Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389. https://doi.org/10.1007/s00779-011-0404-2 Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004 Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: A need assessment analyses. TOJET: The Turkish Online Journal of Educational Technology. Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional Strategy in The Teaching of Computer Programming: A Need Assessment Analyses. The Turkish Online Journal of Educational Technology, 9(2), 7. Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P.-G., & Egan, A. M. (2013). Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure. Journal of Learning Disabilities, 48(1), 51–72. https://doi.org/10.1177/0022219413487408 Joohi Lee. (2019). Coding in early childhood. Contemporary Issues in Early Childhood. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kesicioğlu, O. S. (2015). Okul öncesi dönem çocukların kişilerarası problem çözme becerilerinin incelenmesi. Eğitim ve Bilim. Koksal Akyol, A. ve Didin, E. (2016). Ahlak gelisimi [Moral development]. In Cocuk Gelisimi icinde [In Child Development]. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Looi, C.-K., How, M.-L., Longkai, W., Seow, P., & Liu, L. (2018). Analysis of linkages between an unplugged activity and the development of computational thinking. Computer Science Education, 28(3), 255–279. https://doi.org/10.1080/08993408.2018.1533297 McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). Grounding science, technology, engineering, and math education in early childhood. 68. McLennan, D. P. (2017). Creating coding stories and games. Teaching Young Children. McNerney, TimothyS. (2004). From turtles to Tangible Programming Bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5). https://doi.org/10.1007/s00779-004-0295-6 Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Montemayor, J., Druin, A., Chipman, G., Farber, A., & Guha, M. L. (2004). Tools for children to create physical interactive storyrooms. Computers in Entertainment, 2(1), 12–12. https://doi.org/10.1145/973801.973821 Pane, J. F. (2002). A Programming System for Children that is Designed for Usability. 204. Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2018). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-29 first century skills. Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52–62. https://doi.org/10.1016/j.compedu.2018.09.006 Root, J., Saunders, A., Spooner, F., & Brosh, C. (2017). Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability. Career Development and Transition for Exceptional Individuals, 40(1), 5–14. https://doi.org/10.1177/2165143416681288 Scanlan, D. A. (1989). Structured flowcharts outperform pseudocode: An experimental comparison. IEEE Software, 6(5), 28–36. https://doi.org/10.1109/52.35587 Sheehan, K. J., Pila, S., Lauricella, A. R., & Wartella, E. A. (2019). Parent-child interaction and children’s learning from a coding application. Computers & Education, 140, 103601. https://doi.org/10.1016/j.compedu.2019.103601 Shute, V. J., Sun, C., & Asbell-clarke, J. (2017). Demystifying computational thinking. Educational Research Review. Sigelman, C. K., & Rider, E. A. (2012). Life-span Human Development (7th ed.). Cengage Learning. Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Tech_nology and Design Education, 26, 3–20. Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). International conference on com_putational thinking education. Imagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young ChildreImagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young Children. Sullivan, A., Elkin, M., & Bers, M. U. (2015). KIBO robot demo: Engaging young children in programming and engineering. Proceedings of the 14th International Conference on Interaction Design and Children, 418–421. https://doi.org/10.1145/2771839.2771868 Threekunprapa, A., & Yasri, P. (n. d.). (2020). The role of augmented reality based unplugged computer programming approach in the effectiveness of computational thinking. Uysal, A. & Kaya-Balkan, İ. (2015). Sosyal beceri eğitimi alan ve almayan okul öncesi çocukların, sosyal beceri ve benlik kavramı düzeyleri açısından karşılaştırılması. Psikoloji Çalışmaları. Vorderman, C. (2017). Computer coding for kids: A unique step-by-step visual guide, from binary code to building games. Voronina, L. V., Sergeeva, N. N., & Utyumova, E. A. (2016). Development of algorithm skills in preschool children. Procedia-Social and Behavioral Sciences, 233, 155-159. Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students’ acquisition of basic computer skills. Comput. Educ., 81, 102–112. Wang, D., Zhang, C., & Wang, H. (2010). Proceedings of the 10th international conference on interaction design and children. T-Maze: A Tangible Programming Tool for Children. Wang, Danli, Zhang, C., & Wang, H. (2011). T-Maze: A tangible programming tool for children. Proceedings of the 10th International Conference on Interaction Design and Children - IDC ’11, 127–135. https://doi.org/10.1145/1999030.1999045 Woods, D. R., Hrymak, A. N., Marshall, R. R., Wood, P. E., Crowe, C. M., Hoffman, T. W., Wright, J. D., Taylor, P. A., Woodhouse, K. A., & Bouchard, C. G. K. (1997). Developing Problem Solving Skills: The McMaster Problem Solving Program. Journal of Engineering Education, 86(2), 75–91. https://doi.org/10.1002/j.2168-9830.1997.tb00270.x Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). Hacettepe University, Ankara, Turkey. Yohanes. (2018). Mengajarkan Computational Thinking dan Coding Pada Anak-Anak. Amazing Grace. https://blog.compactbyte.com/2018/05/26/mengajarkan-computational-thinking-dan-coding-pada-anak-anak/ Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4 Yuksel, H. S. (2019). Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity. European Journal of Educational Research, 8(1). https://doi.org/10.12973/eu-jer.8.1.199 Zvarych, I., Kalaur, S. M., Prymachenko, N. M., Romashchenko, I. V., & Romanyshyna, O. Ia. (2019). Gamification as a Tool for Stimulating the Educational Activity of Students of Higher Educational Institutions of Ukraine and the United States. European Journal of Educational Research, 8(3). https://doi.org/10.12973/eu-jer.8.3.875

Problem. The subject of the study is an interactive mobile application in Java. To perform this work, the following tasks were set: analysis of programming environments and languages of development; analysis of methods for developing the logic and interface of the mobile application; development of an interactive mobile application in Java. Goal. The aim of the work is to develop a mobile application for learning a foreign language for the Android operating system, whose interface and logic will be modern, user-friendly and accessible to users. Methodology. The general concept of a mobile application for learning a foreign language is as follows: learning a foreign language offline, versatile learning (words, grammar), the presence of a motivational unit, simple design. The object of research is the process of building an interactive mobile application in Java for the Android operating system. In the course of the work, a study of programming languages and environments for the development of mobile applications was conducted. Programming languages such as: Java, C ++, C # were considered. Programming environments such as Android Studio, NetBeans and Eclipse were also analyzed. As a result, the Java programming language and Android Studio programming environment were chosen for the development of the mobile application. Two types of markup were selected: LinearLayout; ConstraintLayout. Results. The mobile application for learning a foreign language for the Android operating system was developed in Android Studio in two programming languages: Java (logic) and XML (interface). The aim to provide the application with modern interface and logic, to make it user-friendly and accessible to users was completed. Originality. Contribution has been made to the field of using smartphones for learning foreign languages. The sphere of using smartphones has been expanded with the use of all modern trends to the creation of mobile applications for learning foreign languages. Practicalvalue. Considering that the number of potential users will only increase in the nearest future, the developed mobile application for learning a foreign language is an ideal platform for educating those who want to develop and learn foreign languages for themselves, as well as for work, communication and travel.

Config is a software component of the Graphical R-Matrix Atomic Collision Environment. Its development is documented as a case study combining several software engineering techniques: formal specification, generic programming, object-oriented programming, and design by contract. It is specified in VDM++; and implemented in C++, a language which is becoming more than a curiosity amongst the scientific programming community. C++supports object orientation, a powerful architectural paradigm in designing the structure of software systems, and genericity, an orthogonal dimension to the inheritance hierarchies facilitated by object oriented languages. Support in C++ for design by contract can be added in library form. The combination of techniques make a substantial contribution to the overall software quality.

Abstract C language programming is more and more favoured by the majority of technical personnel in embedded systems. The application of C language technology in computer software programming can effectively avoid unnecessary language logic problems, ensure the smooth progress of programming work and effectively improve the quality and efficiency of programming. For the development of C language embedded system, the programming ideas of system software are explained, the functional module division based on hierarchical design is given, and the realization methods of project organization, program framework design, module reuse design, etc. in the software development process are clarified. To solve the contradiction between C language flexibility and application development engineering. Although it is introduced for the ARM platform, the basic experience and algorithms are also suitable for software design on other embedded platforms.

C Language Programming is one of the main courses for computer science majors’ students. As the first programming language, it is difficult to learn and teach for both of students and teachers. In our traditional teaching methods, we had to introducing statements and syntaxes, in addition to some simple examples. However, this method showed the lack of logic system training in the programming approach and the students taught by this mode were not so competent for handling problems occurring in programming. Therefore, the teaching method of C Language programming needs reforming. After years of experiencing the new teaching modes, we come to a conclusion that teaching C Language Programming should be based on the programming approach, importing the software engineering ideas into teaching, and practicing Case Studies and Project teaching mode, i.e, teaching students in accordance with their aptitude. This teaching mode has brought us great achievements so far.

The N-Version Programming (NVP) approach applies the idea of design diversity to obtain fault-tolerant software units, called N-Version Software (NVS) units. The effectiveness of this approach is examined by the software diversity achieved in the member versions of an NVS unit. We define and formalize the concept of design diversity and software diversity in this paper. Design diversity is a property naturally applicable to the NVP process to increase its fault-tolerance attributes. The baseline design diversity is characterized by the employment of independent programming teams in the NVP. More design diversity investigations could be enforced in the NVP design process, including different languages, different tools, different algorithms, and different methodologies. Software diversity is the resulting dissimilarities appearing in the NVS member versions. We characterize it from four different points of view that are designated as: structural diversity, fault diversity, tough-spot diversity, and failure diversity. Our goals are to find a way to quantify software diversity and to investigate the measurements which can be applied during the life cycle of NVS to gain confidence that operation will be dependable when NVS is actually employed. The versions from a six-language N-Version Programming project for fault-tolerant flight control software were used in the software diversity measurement.

On basis of ventilator dimensionless performance curve and specific speed, a ventilator selection software is studied on purpose of improving the efficiency of ventilator selection. Utilizing programming technology, a database is built which consists of ventilator type, performance parameter, outline dimensions, etc. Graphical interface is programmed using C# language and performance curve is generated and analyzed by the block of MATLAB. Mixed programming method is used to integrate the above two different programming tools, which shortens software development cycle. Analysis result shows that the software developed by the authors meets application requirements and the selected ventilator type is qualified to be adopted.

The CH programming language is designed to be a superset of C. CH bridges the gap between C and FORTRAN; it encompasses all the programming capabilities of FORTRAN 77 and consists of features of many other programming languages and software packages. Unlike other general-purpose programming languages, CH is designed to be especially suitable for applications in mechanical systems engineering. Because of our research interests, many programming features in CH have been implemented for design automation, although they are useful in other applications as well. In this paper we will describe these new programming features for design automation, as they are currently implemented in CH in comparison with C and FORTRAN 77.

The paper discusses whether (and how) to teach assembly coding as opposed to (or in conjunction with) higher programming languages as part of a modern electrical engineering curriculum. We describe the example of a very simple cooperative embedded real-time operating system, first programmed in C and then in assembler. A few lines of C language code are compared with the slightly longer assembly code equivalent, and the advantages and drawbacks are discussed. The example affords students a much deeper understanding of computer architecture and operating systems. The course is linked to other courses in the curriculum, which all use the same hardware and software platform; this lowers prices, reduces overheads and encourages students to reuse parts of a written code in subsequent courses. A student learns that badly written and poorly documented code is very difficult to reuse.

In today’s society computers are getting a much more important role. To get a computer to work as intended it has to be programmed. A computer program is written with programming languages. There is an abundance of programming languages available today and there are many differences and similarities between them. The different languages have their advantages and their disadvantages where some of them are intended for fast performance, some to be cheap on memory usage, and some are developed to be easy to program on. In our thesis we have chosen to compare four of todays most common languages, C, C++, Java and Python. These languages were chosen because we have worked with three of them during our study period (C, C++ and Java). Python was chosen because it is an interpreted language and not a compiled one. It also have a very different syntax compared to the other languages which makes it interesting. Our comparison, which focuses on performance, has its foundation in the tests we have made, but also on results from a research survey that we also made. I this survey forty software developers, from Swedish companies, have participated. The tests we have made measure the languages performance, regarding time, by implementing and running two common algorithms. During these tests vi have also chosen to register the amount of memory these algorithms use during runtime. The results we have extracted from our tests and our survey are compiled, and these results are then analysed to be able to compare the four programming languages to each other. The tests that have been done show that Java is the language that performs best, with C and C ++ second best and then Python performing the worst. Our survey answers, on the other hand, indicates that C and C++ should have outperformed Java.

This paper discusses a high level language translator. If we divide translators of programming languages in two types: those working for two specific languages and universal translators that can be used for translation between different programming languages, the solution that will be presented in this work can be classified as both, specific language oriented and an universal translator. For the purpose of the research it was limited to translate only from Java to C++, but it can easily be extended to translate between any other high level languages. For simplifying the process of translation the project uses an intermediate step. All programs in the input language are first compiled to an abstract XML language and then to the desired output language. That way it is not necessary to translate directly from one programming language to another which is a very tricky and difficult task and could make the solution difficult to be maintained and extended. Hence the translator can also be used to translate from any high level language to XML. That gives another advantage to our solution: an XML representation of a computer program is valuable information by itself. We describe the design and implementation of the solution, demonstrate how it works and also give information on how it can be extended to work for any other programming language.
This paper discusses a high level language translator. If we divide translators of programming languages in two types: those working for two specific languages and universal translators that can be used for translation between different programming languages, the solution that will be presented in this work can be classified as both, specific language oriented and an universal translator. For the purpose of the research it was limited to translate only from Java to C++, but it can easily be extended to translate between any other high level languages. For simplifying the process of translation the project uses an intermediate step. All programs in the input language are first compiled to an abstract XML language and then to the desired output language. That way it is not necessary to translate directly from one programming language to another which is a very tricky and difficult task and could make the solution difficult to be maintained and extended. Hence the translator can also be used to translate from any high level language to XML. That gives another advantage to our solution: an XML representation of a computer program is valuable information by itself. We describe the design and implementation of the solution, demonstrate how it works and also give information on how it can be extended to work for any other programming language.

One important aspect of the quality of programming languages is the effort required by a programmer to understand code written in the language. A historical case where this issue was at the forefront was in the debate between the proponents of high-level languages (HLL) and Assembly languages, where the main argument for HLLs were that they were easier for people to understand. Being one out of a series of articles arguing for a unified theory for software engineering, this article proposes the use of a specific theoretical model from the discipline of cognitive psychology as a tool for predicting language comprehension effort. Describing human problem solving faculties, the ACT-R model [Anderson and Lebiere 1998] predicts that the effort of understanding a program written in C is only 36,5% of the effort of understanding a comparable program written in Assembly. In order to validate the theory, an experiment was performed where a number of engineering students were exposed to tasks of program comprehension. This empirical assessment demonstrated that the effort of understanding a program written in C is 32,5% of the effort of understanding a comparable program written in Assembly. Comparing the results of the theoretical predictions and the empirical assessments of program comprehension effort, we find that the theoretical model performs surprisingly well. The prediction error for the execution of an Assembly program was 5,1% while the error for C was 6,8%. The prediction error for the ratio between the two program languages amounted to 12,6%.

QC 20130618

The Specification PEARL language and methodology for hardware/software co-design of embedded control systems is presented. The Specification PEARL language has its origins in standard Multiprocessor PEARL, and was enhanced as foreseen by the standard to model layered and asymmetrical multiprocessor system architectures. Its constructs were extended by additional parameters for model verification and validation by schedulability analysis. Graphical symbols were introduced for Specification PEARL constructs to enable graphical modeling while maintaining their semantic background. Originally, Specification PEARL was intended as a superlayer for normal PEARL programs, implementing the Multiprocessor PEARL specification. Later on, however, it evolved to a methodology to specify and codesign applications for other target programming languages, such as C and C++, based on the superior programming model of PEARL. To supplement structural modeling by a behavioural model, Timed State Transition Diagrams were defined to model program tasks. A system model is verified for coherence by model checking as well as for temporal feasibility with co-simulation. The resulting information is used to correct and fine-tune a current model. To enhance availability and safety as well as to support maintainability, dynamic re-configuration planning is included in the software-to-hardware mapping specifications. Since UML has become the de facto standard also for designing embedded control systems, a UML profile for the methodology was defined using UML’s extension mechanisms.

New paradigms such as pervasive computing, cloud computing, and the internet of things (IoT) are transforming the software industry and the business world. Organizations need to redesign their models and processes to be sustainable. Smartphones are at the core of these paradigms, letting us locate and easily interact with the world around us. Frequently, the development of mobile software requires of the adaption of valuable and tested non-mobile software. Most challenges in this kind of software modernization are related to the diversity of platforms on the smartphones market and to the need of systematic and reusable processes with a high degree of automation that reduce time, cost, and risks. This chapter proposes a modernization framework based on model-driven engineering (MDE). It allows integrating legacy code with the native behaviors of the different mobile platform through cross-platform languages. Realizations of the framework for the migration of C/C++ or Java code to mobile platforms through the Haxe multiplatform language are described.

This chapter proposes an approach to the automated development of programs based on the use of ontological facilities and algebra-algorithmic toolkit for design and synthesis of programs (IDS). The program design ontology, developed using Protégé system and represented in OWL format, includes concepts from various subject domains (sorting, meteorological forecasting, and other) intended for description of main program objects: data, functions, and relations between them. IDS toolkit generates the initial (skeleton) algorithm scheme based on its ontological description extracted from OWL file. The generated scheme is the basis of further design of the algorithm and synthesis of a program in a target programming language. The approach is illustrated by examples of developing parallel sorting, meteorological forecasting, and N-body simulation programs.

In forest fire research, it is now accepted that computational simulation and databases have become essential components of the scientific process, in order to combine theory and experiments. Although computers and software tools play a crucial role in the conduct of forest fire science today, scientists lack adequate software engineering tools to ease the construction, maintenance and reusability of modelling and database software. Usually, scientific models are implemented using a general-purpose programming language, such as Fortran C or C++. But since this type of general-purpose language is not specifically customised for scientific modelling problems, the scientist is forced to translate scientific constructs into general-purpose programming constructs in order to implement the model. This “manual’’ translation process can be very complicated, labor-intensive and error-prone. Furthermore, the translation process obfuscates the original scientific intent behind the model, and buries important assumptions in the program code that should remain explicit. The resulting code is often complex and difficult to understand for anyone but the original developers.

This chapter presents the design and development of an open-source, low-cost robot for K12 students, suitable for use in educational robotics and science, technology, engineering, mathematics (STEM). The development of DuΒot is a continuation of previous research and robot's innovation is based on three axes: (a) its specifications came from the 1st cycle of action research; (b) robot's visual programming language is integrated into the robot, taking advantage of the fact that it can be programmed from any device (smartphone, tablet, PC) with an internet connection and without the need to install any software or app; (c) is low-cost with no “exotic” parts robot than anyone can build with less than 50€. Furthermore, the robot's initial evaluation is presented -from distance due to emergency restrictions of Covid-19 is presented by the University of Crete, Department of Preschool Education's students.

This chapter presents the design and development of an open-source, low-cost robot for K12 students, suitable for use in educational robotics and science, technology, engineering, mathematics (STEM). The development of DuΒot is a continuation of previous research and robot's innovation is based on three axes: (a) its specifications came from the 1st cycle of action research; (b) robot's visual programming language is integrated into the robot, taking advantage of the fact that it can be programmed from any device (smartphone, tablet, PC) with an internet connection and without the need to install any software or app; (c) is low-cost with no “exotic” parts robot than anyone can build with less than 50€. Furthermore, the robot's initial evaluation is presented -from distance due to emergency restrictions of Covid-19 is presented by the University of Crete, Department of Preschool Education's students.

Abstract The CH programming language, a high-performance C, is designed to be a superset of ANSI C. CH bridges the gap between ANSI C and FORTRAN; it encompasses almost all the programming capabilities of FORTRAN 77 in the current implementation and consists of features of many other programming languages and software packages. Unlike other general-purpose programming languages, CH is designed to be especially suitable for applications in mechanical systems engineering. Because of our research interests, many programming features in CH have been implemented for design automation, although they are useful in other applications as well. In this paper we will describe these new programming features for design automation, as they are currently implemented in CH in comparison with ANSI C and FORTRAN 77.

In this research, new software package for neutronic calculations, especially kinetic parameters of PWR reactors, has been developed. The program used to link the WIMS-D5, BORGES and CITVAP nuclear codes has been written in Visual C# programming language. This software was used for calculation of kinetic parameters of WER-1000 and NOK Beznau reactors. The ratios (βeff)i/(βeff)core of parameters, which are an important input data for the reactivity accident analysis, were also calculated. The results were compared with final safety analysis report (FSAR) and published documents.

A new method for the design of line-contact gear profiles is introduced in this paper. In this method, the deviation function technique will be applied to generate the new gear profiles. Non-Uniform Rational B-Splines will be implemented as the deviation functions. Theory and algorithm of this method is implemented into an automatic software design package. Written in C language, this package is graphically interactive and PC based. According to design objective, many new conjugate profiles for gears or rotors can be obtained. Compared to current line-contact gears of involute profiles, some of these new profiles could achieve greater average profile conformity, which results in decreased contact stresses, and could also achieve decreased bending stresses. Since these gears are capable of carrying higher loads than gears of equivalent sizes, there should be cost savings and reduced machine sizes in certain special applications.