Relevant bibliographies by topics / School: School of Engineering and Computer Science

Academic literature on the topic 'School: School of Engineering and Computer Science'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "School: School of Engineering and Computer Science"

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Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (June 30, 2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.

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<p>The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.</p>
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Fernández-Cézar, Raquel, Natalia Solano-Pinto, and Dunia Garrido. "Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables." Mathematics 9, no. 14 (July 7, 2021): 1591. http://dx.doi.org/10.3390/math9141591.

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The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.
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O’Bannon, Deborah J. "Creating a New School of Computer Science and Engineering in Kansas City." Leadership and Management in Engineering 6, no. 3 (July 2006): 93–96. http://dx.doi.org/10.1061/(asce)1532-6748(2006)6:3(93).

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Wieselmann, Jeanna R., Gillian H. Roehrig, Elizabeth A. Ring-Whalen, and Thomas Meagher. "Becoming a STEM-Focused School District: Administrators’ Roles and Experiences." Education Sciences 11, no. 12 (December 10, 2021): 805. http://dx.doi.org/10.3390/educsci11120805.

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Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district’s development and expansion of its STEM education focus, which started in the years leading up to the district’s first STEM school opening in 2012. We addressed the research question: How is a district-wide STEM education vision developed, enacted, and sustained by various administrative stakeholders? We interviewed 11 participants, all of whom had some level of administrative responsibility related to the district’s STEM mission, coded interviews based on the critical components of STEM schools, and used narrative inquiry methods to describe the district’s STEM transition from these administrators’ perspectives. Our analysis revealed that several key critical components were central to this district’s STEM mission. These components included elements related to leadership, reform-based instructional strategies, and teachers’ professional learning. By focusing on different elements at different times and prioritizing several key components throughout, this district was able to achieve its goal of providing STEM instruction to all of the elementary and middle school students.
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MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.
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Hwang, Ren-Hung, Hsin-Tung Lin, Jerry Chih-Yuan Sun, and Jang-Jiin Wu. "Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning." International Journal of Online Pedagogy and Course Design 9, no. 2 (April 2019): 44–62. http://dx.doi.org/10.4018/ijopcd.2019040104.

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Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.
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Armoni, Michal. "COMPUTING IN SCHOOLSHigh-school software engineering education." ACM Inroads 7, no. 2 (May 16, 2016): 25–27. http://dx.doi.org/10.1145/2910588.

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Mannila, Linda. "Digitally competent schools: teacher expectations when introducing digital competence in Finnish basic education." Seminar.net 14, no. 2 (October 15, 2018): 201–15. http://dx.doi.org/10.7577/seminar.2980.

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The increased exposure to technology raises a need for understanding how the digital world works, just as we learn about the physical world. As a result, countries all over the world are renewing their school curricula in order to include digital competence, computer science or other similar content. In this paper, we provide insight into what teachers see as crucial aspects when implementing a new curricula introducing digital competence as a transversal element. We have analysed 86 Finnish teachers’ descriptions of digitally competent schools and digitally competent personnel, in order to identify a list of prerequisites that can be helpful to school leaders who are to drive the change at their local schools.
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Zadorozhnyi, Vytaly M. "The use of Arduino software and hardware in a school physical experiment." Освітній вимір 54, no. 2 (June 25, 2020): 122–33. http://dx.doi.org/10.31812/educdim.v54i2.3861.

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The article considers the use of hardware and software Arduino in order to involve students in the study of such subjects as: physics and computer science; provide an opportunity improve and develop their own engineering ideas. The article proves that the use of hardware and software Arduino complex in teaching and research activity is an effective tool for improvement interest in such areas of activity as computer science, engineering, physics. The study found that an integrated approach allows arousing students’ interest in the study of natural sciences and mathematics, solving modern problems engineering and electronics, and developing them creativity. Work on your own projects allows children to show abilities and present their projects in various competitions, in addition motivates young researchers. Developed by students devices can significantly increase accuracy measurements during the experiment, increase the level of theoretical preparation for laboratory work, increase the general interest to perform laboratory work by students for due to the modernization of equipment and form new ones ideas about physical phenomena and processes. The results of students’ research activities can used during the teaching of physics in a specialized school, especially during school experiment.
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Camp, Amanda G., Diane S. Gilleland, Carolyn Pearson, and James Vander Putten. "Differentiating between Women in Hard and Soft Science and Engineering Disciplines." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (November 2009): 363–84. http://dx.doi.org/10.2190/cs.11.3.d.

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The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.
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Dissertations / Theses on the topic "School: School of Engineering and Computer Science"

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Ricket, Douglas J. (Douglas James) 1979. "The Women's Technology Program : EECS outreach for high school students." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/16972.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2002.
Includes bibliographical references (leaves 47-48).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
The Women's Technology Program (WTP) is a new residential summer school for high school students to live at MIT and study electrical engineering and computer science (EECS). In this thesis I present background research evaluating the state of the current gender imbalance in EECS as well as research describing other initiatives for improvement. I then describe the design and implementation of WTP at a level that it could be replicated by other universities. Finally, I analyze the results of WTP's first year and present suggestions for future development.
by Douglas J. Ricket.
M.Eng.
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Hagedorn, Benjamin, Michael Schöbel, Matthias Uflacker, Flavius Copaciu, and Nikola Milanovic. "Proceedings of the fall 2006 workshop of the HPI research school on service-oriented systems engineering." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2009/3305/.

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1. Design and Composition of 3D Geoinformation Services Benjamin Hagedorn 2. Operating System Abstractions for Service-Based Systems Michael Schöbel 3. A Task-oriented Approach to User-centered Design of Service-Based Enterprise Applications Matthias Uflacker 4. A Framework for Adaptive Transport in Service- Oriented Systems based on Performance Prediction Flavius Copaciu 5. Asynchronicity and Loose Coupling in Service-Oriented Architectures Nikola Milanovic
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Shen, Yan 1954. "ADVICE: AN EXPERT SYSTEM TO HELP EVALUATE GRADUATE STUDY PLANS OF SYSTEMS & INDUSTRIAL ENGINEERING STUDENTS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291320.

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Roh, Jae Hun. "User adaptation of a networked technology : internet CNN Newsroom in a high school classroom." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42669.

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Lapke, Michael. "Applying E-commerce Techniques to Public School Software." UNF Digital Commons, 2001. http://digitalcommons.unf.edu/etd/237.

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Applying e-commerce technology to public school software is a process that involves an extensive and thorough analysis. There are typically three groups of users who would use such a system: teachers, administrators and parents. Teachers need a system that nearly duplicates the software that they are currently using to enter, store, and calculate their grades, while school administrators and parents need to student and teacher's information. This is where the use of e-commerce technology comes in very nicely. The analysis performed for this project involved extensive interviews with the expert user set and a walk-through of the current system. The majority of the interviews were with the teachers. The design involved the standard function descriptions and data analysis. Use cases were used to describe functionality and an entity relationship diagram was created to describe the data. In order to describe the data flow of the system, a screen hierarchy chart was created as well. This project was undertaken with the goal of providing a readily available medium to student data to different groups of users. The primary data enterers, the teachers, did not want any additional work so the system had to duplicate their current system, functionaly, for entering grades. In actuality, the system improved the way in which grades were entered because several duplicate tasks were eliminated in the creation of the new system. This project was successful in every aspect for which it was planned.
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Harrison, Tracy Lynn. "Building core competencies in auto body panel stamping through computer simulation." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12849.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 1992 and Thesis (M.S.)--Sloan School of Management, 1992.
Includes bibliographical references (p. 76-78)
by Tracy Lynn Harrison.
M.S.
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Anderson, Lindsay Norman. "Assembly process development for commercial aircraft using computer-aided tolerance tools." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12720.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1993 and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 1993.
Includes bibliographical references (p. 127-129).
by Lindsay Norman Anderson.
M.S.
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Hays, Lesley B. "Reverse Engineering Software Code in Java to Show Method Level Dependencies." UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/193.

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With the increased dependency on the Internet and computers, the software industry continues to grow. However, just as new software is being developed, older software is still in existence and must be maintained. This tends to be a difficult task, as the developers charged with maintaining the software are not always the developers who designed it. Reverse engineering is the study of an application's code and behavior, in order to better understand the system and its design. There are many existing tools that will assist the developer with this undertaking, such as Rational Rose®, jGRASP®, and Eclipse®. However, all the tools generate high level abstractions of the system in question, like the class diagram. It would be more beneficial to developers to have illustrations with more detailed information, such as the method level dependencies in the source code. In order to accomplish this task, a new framework has been developed that will allow the user to view both high level and lower level code detail. As users attempt to perform code maintenance, they will run the code through an existing tool, such as Rational Rose®, and then through the Method Level Dependency Generator component, to show the method level dependencies. These tools used together provide the software maintainer with more useful information, assisting with the software development process, including code design, implementation, and testing.
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Lao, Natalie. "Developing cloud and shared data capabilities to support primary school students in creating mobile applications that affect their communities." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113136.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 125-128).
As technology and society become further intertwined, it is imperative that we democratize the creation of technology and educate people to be capable of harnessing the full power of computational thinking. As such, developing meaningful tools and curricula for incremental learning of computational thinking concepts starting in primary education is an important endeavor [1]. My work focuses on making Cloud technology, one of the most powerful new computer science concepts, understandable and usable by anyone without the need for extensive computer science training. I used MIT App Inventor, a blocks-based mobile application development tool for teaching computational thinking to young students, as the platform for my research. I developed CloudDB, a set of coding blocks for MIT App Inventor that allows users to store, retrieve, and share various types of data in tag-value pairs on a Redis server for their mobile applications. I created middle and high school level curricula based on CloudDB along with assessment tools to evaluate my materials and the extent to which young students can understand and utilize the concepts around shared data. Finally, I ran one of those workshops with middle school students in the MIT area. My findings indicate that teaching shared data as a core computational thinking concept is entirely feasible to students as young as middle school level. Students are capable of inferring and extrapolating other use cases and potential problems with the Cloud, such as storage limits and security concerns. When given the context of solving a problem in their lives, they are very driven and able to design and create complex independent mobile application projects using MIT App Inventor and CloudDB.
by Natalie Lao.
M. Eng.
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Tellez, Andres B. (Andres Bayani) 1977. "The design and implemention of an Internet-based distance learning system ("Global School District") tailored to the needs of a developing country--The Philippines." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86636.

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Thesis (M.Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.
Includes bibliographical references (leaf 31).
by Andres B. Tellez.
M.Eng.and S.B.
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Books on the topic "School: School of Engineering and Computer Science"

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Broy, Manfred. Programming and Mathematical Method: International Summer School. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

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Zoltan, Horvath, Plasmeijer Rinus, and SpringerLink (Online service), eds. Central European Functional Programming School: 4th Summer School, CEFP 2011, Budapest, Hungary, June 14-24, 2011, Revised Selected Papers. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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1966-, Gibbons Jeremy, Hinze Ralf, Jeuring Johan 1965-, and SpringerLink (Online service), eds. Datatype-Generic Programming: International Spring School, SSDGP 2006, Nottingham, UK, April 24-27, 2006, Revised Lectures. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2007.

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Fernandes, João M. Generative and Transformational Techniques in Software Engineering III: International Summer School, GTTSE 2009, Braga, Portugal, July 6-11, 2009. Revised Papers. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011.

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Bakker, J. W. de 1939-, Roever, W.-P. de, 1943-, and Rozenberg Grzegorz, eds. Foundations of object-oriented languages: REX School/Workshop, Noordwijkerhout, the Netherlands, May 28-June 1, 1990 : proceedings. Berlin: Springer-Verlag, 1991.

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1967-, Cassez Franck, ed. Modeling and verification of parallel processes: 4th Summer School, MOVEP 2000, Nantes, France, June 19-23, 2000. Berlin: Springer, 2001.

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Martellucci, S. Optoelectronics for Environmental Science: Proceedings of the 14th course of the International School of Quantum Electronics on Optoelectronics for Environmental Science, held September 3-12, 1989, in Erice, Italy. Boston, MA: Springer US, 1991.

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service), SpringerLink (Online, ed. Generic and Indexed Programming: International Spring School, SSGIP 2010, Oxford, UK, March 22-26, 2010, Revised Lectures. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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International Symposium on the Application of Computers and Operations Research in the Mineral Industries (28th 1999 Golden, Colorado). Proceedings, APCOM 99, computer applications in the minerals industries : 28th International Symposium, October 20-22, 1999, Colorado School of Mines, Golden, Colorado, USA. Edited by Dagdelen Kadri and Colorado School of Mines. Golden, CO: Colorado School of Mines, 1999.

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Bernardo, Marco. Formal Methods for Eternal Networked Software Systems: 11th International School on Formal Methods for the Design of Computer, Communication and Software Systems, SFM 2011, Bertinoro, Italy, June 13-18, 2011. Advanced Lectures. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011.

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Book chapters on the topic "School: School of Engineering and Computer Science"

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Samat, Charuni, Sathaporn Wongchiranuwat, Issara Kanjug, Pornsawan Vongtathum, Sumalee Chaijaroen, and Suchat Wattanachai. "Satisfaction of Engineering Design Thinking Course for High School Students." In Lecture Notes in Computer Science, 593–600. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91540-7_61.

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Neira-Tovar, Leticia, Sergio Ordoñez, and Francisco Torres-Guerrero. "How Tour Video Games Benefit Students: Study Case Freshman Engineering School." In Communications in Computer and Information Science, 53–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23528-4_8.

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Barbosa, Isabel, João Magalhães, Vasilis Manassakis, Giorgos Panselinas, Castália Almeida, Ermelinda Alves, Loredana Mataresse, et al. "Computer Coding at School and Game Creation." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 458–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76908-0_44.

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Marusenko, R., V. Sokolov, and V. Buriachok. "Experimental Evaluation of Phishing Attack on High School Students." In Advances in Computer Science for Engineering and Education III, 668–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55506-1_59.

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Yan, Ke, and Dan Liu. "Automatic Scoring System for Middle-School Students’ Oral Translation Examination." In Recent Advances in Computer Science and Information Engineering, 735–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25792-6_112.

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Wang, Xinrui. "Application Analysis of Computer Science and Automation Management System in School Physical Education." In Lecture Notes in Electrical Engineering, 1477–82. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5959-4_180.

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Panzavolta, Silvia, and Chiara Laici. "Active Learning and ICT in Upper Secondary School: A Possible Answer to Early School Leaving." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 19–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49625-2_3.

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Valzano, Mariantonietta, Cinzia Vergine, Lorenzo Cesaretti, Laura Screpanti, and David Scaradozzi. "Ten years of Educational Robotics in a Primary School." In Makers at School, Educational Robotics and Innovative Learning Environments, 283–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_38.

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AbstractMany researchers and teachers agree that the inclusion of science, technology, engineering, and mathematics in early education provides strong motivation and greatly improves the speed of learning. Most primary school curricula include a number of concepts that cover science and mathematics, but less effort is placed in teaching problem-solving, computer science, technology and robotics. The use of robotic systems and the introduction of robotics as a curriculum subject educates children in the basics of technology, and gives them additional human and organizational values. This paper presents a new program introduced in an Italian primary school, thanks to a collaboration with National Instruments and Università Politecnica delle Marche. Specifically, the project’s curricular aim was to improve logic, creativity, and the ability to focus, all of which are lacking in today’s generation of students. The subject of robotics will be part of the primary school’s curriculum for all five years. The program has delivered training to the teachers, and a complete program in which children have demonstrated great learning abilities, not only in technology, but also in collaboration and teamwork.
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Miralles, Antonio. "School Choice: The Case for the Boston Mechanism." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 58–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03821-1_9.

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Terracina, Annalisa, Massimo Mecella, Riccardo Berta, Francesco Fabiani, and Dario Litardi. "Game@School. Teaching Through Gaming and Mobile-Based Tutoring Systems." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 34–44. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49616-0_4.

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Conference papers on the topic "School: School of Engineering and Computer Science"

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Stejskal, Ryan, and Harvey Siy. "Test-driven learning in high school computer science." In 2013 IEEE 26th Conference on Software Engineering Education and Training - (CSEE&T). IEEE, 2013. http://dx.doi.org/10.1109/cseet.2013.6595263.

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Dettori, Lucia, Ronald I. Greenberg, Steven McGee, and Dale Reed. "The impact of meaningful high school computer science experiences in the Chicago Public Schools." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296505.

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Pasterk, Stefan, Bárbara Sabitzer, Heike Demarle-Meusel, and Andreas Bollin. "Informatics-Lab: Attracting Primary School Pupils for Computer Science." In The Fourteen LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovations for Global Sustainability”. Latin American and Caribbean Consortium of Engineering Institutions, 2016. http://dx.doi.org/10.18687/laccei2016.1.1.242.

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Tziortzioti, Chrysanthi, Eirini Mavrommati, Ioannis Chatzigiannakis, and Vassilis Komis. "Bridging the gap between school and out-of-school science: A Making pedagogical approach." In 2020 5th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2020. http://dx.doi.org/10.1109/seeda-cecnsm49515.2020.9221797.

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Vandergriff, Katie U., and Linda C. Cain. "RoboCamp — Using Robotics to Teach Math, Science, and Engineering Principles." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0639.

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Abstract RoboCamp provides an innovative experience in the area of robotics for educators. This fun, hands-on experience strengthens the teachers’ knowledge and skills in science, mathematics, engineering, and telecommunications and prepares them to effectively transfer the experience to students in the classroom. RoboCamp is supported with a grant from the Tennessee State Department of Education and is a collaborative effort involving the Oak Ridge National Laboratory (ORNL), area school systems, industry supporting robotics, and the Universities of Tennessee and Memphis. RoboCamp is held on-site at the ORNL and gives the teachers firsthand look at research in action. The teachers work side-by-side with scientists and engineers on robotics-related topics. These topics include the following: • history and future of robotics; • science, mathematics, and engineering as they relate to robotics; • national standards and state and local curriculum frameworks; • classroom implementation of robotics education utilizing national standards; • current thinking on pedagogy and assessment; and • fun, innovative ways to answer the age-old question, “But how do we use it in real life!?!” RoboCamp participants tour a variety of sites that use robots. These tours include production plants, research facilities, and public schools involved in robotics education. Participants build several kinds of robots based on different operating principles, use computers and the Internet for robotics-related research, and work on a design problem using robotic solutions. Finally, participants work in teams to develop plans to transfer the experience to their schools. Approximately twenty teachers are selected for participation in RoboCamp. Participants apply, and are selected, as members of a school team. A team is comprised of 3–5 members and may include teachers of the same grade or educators teaching different grades but within a school; teams are encouraged to include administrators and guidance counselors. Participants are paid a stipend and expenses. Teams are solicited statewide.
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Polis, Michael P. "Manufacturing Related Activities at Oakland University's School of Engineering and Computer Science." In International Automotive Manufacturing Conference & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1998. http://dx.doi.org/10.4271/981344.

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Al-Duwis, M., H. S. Al-Khalifa, M. S. Al-Razgan, N. Al-Rajebah, and Afnan Al-Subaihin. "Increasing high school girls awareness of computer science through summer camp." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530111.

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Dertzbacher, Juliano, Abraham L. R. de Sousa, and Daltro J. Nunes. "A Simulation Model for Process-Centered Software Engineering Environments Using Sensitivity Analysis." In 2011 Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2011. http://dx.doi.org/10.1109/weit.2011.21.

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Gaddam, Anuroop, Karsten Oster Lundqvist, and Hiria McRae. "Culturally Relevant Approach to Encourage School Children Learn Computer Science Concepts." In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2018. http://dx.doi.org/10.1109/latice.2018.00009.

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He, Dengxu, Liangdong Qu, and Xiaohua Guo. "Artificial Fish-School Algorithm for Integer Programming." In 2009 International Conference on Information Engineering and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/iciecs.2009.5366374.

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Reports on the topic "School: School of Engineering and Computer Science"

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Knorr, Jeffrey B., and Murali Tummala. Summary of Research 2001, Department of Electrical and Computer Engineering, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415421.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Farrar, Charles Reed. Science, Engineering & Technology Los Alamos Judicial Science School. Office of Scientific and Technical Information (OSTI), February 2020. http://dx.doi.org/10.2172/1601596.

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Pfeffer, Richard L. DoD Science and Engineering Apprenticeship Program for High-School Students. Fort Belvoir, VA: Defense Technical Information Center, June 1995. http://dx.doi.org/10.21236/ada310875.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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AISES, None. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project. Office of Scientific and Technical Information (OSTI), September 2013. http://dx.doi.org/10.2172/1135739.

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Pfeffer, Richard L. DoD Science and Engineering Apprenticeship Program for High School Students. 1993-1994 Activities. Fort Belvoir, VA: Defense Technical Information Center, May 1994. http://dx.doi.org/10.21236/ada280371.

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Pfeffer, Richard L. DoD Science and Engineering Apprenticeship Program for High School Students, 1996-'97 Activities. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada326660.

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Pfeffer, Richard L. DoD Science and Engineering Apprenticeship Program for High School Students, 1995-'96 Activities. Fort Belvoir, VA: Defense Technical Information Center, June 1996. http://dx.doi.org/10.21236/ada310555.

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