Bibliografias temáticas / Cs41

Literatura científica selecionada sobre o tema "Cs41"

Autor: Grafiati

Publicado: 26 de julho de 2024

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Artigos de revistas sobre o assunto "Cs41"

Xia, Kai Sheng, e Qiu Ming Gao. "Synthesis and Hydrogen Adsorption Properties of Templated Nanoporous Carbons". Advanced Materials Research 239-242 (maio de 2011): 2116–19. http://dx.doi.org/10.4028/www.scientific.net/amr.239-242.2116.

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Four nanoporous carbons have been synthesized by using similar silica template method. The structural characterizations showed that the carbons retained ordered hexagonal or cubic pore structure expect for disordered CS41, which was prepared using MCM-41 as template. Nitrogen adsorptions at 77 K revealed that carbons with different pore size distribution, specific surface area and pore volume were obtained. The hydrogen adsorption capacity was measured by volumetric method, and the most promising candidate resulted to be microporous carbon CS41, which exhibited the highest H2uptake of 1.17 wt % at 77 K and 1 bar. The capacities of hydrogen adsorbed in the nanoporous carbons were correlated with specific surface area and microporous volume. The result demonstrated that the H2uptake in the carbons had essential relationship with volume of pores smaller than 1 nm.

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E Schulze, Kirsten, e Julie Chernov Hwang. "Militant Islam in Southeast Asia: New Insights into Jihad in Indonesia, Malaysia and the Philippines". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 1–13. http://dx.doi.org/10.1355/cs41-1a.

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Hwang, Julie Chernov. "Dakwah before Jihad: Understanding the Behaviour of Jemaah Islamiyah". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 14–34. http://dx.doi.org/10.1355/cs41-1b.

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E Schulze, Kirsten. "From Ambon to Poso: Comparative and Evolutionary Aspects of Local Jihad in Indonesia". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 35–62. http://dx.doi.org/10.1355/cs41-1c.

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Fealy, Greg. "Apocalyptic Thought, Conspiracism and Jihad in Indonesia". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 63–85. http://dx.doi.org/10.1355/cs41-1d.

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Chinyong Liow, Joseph, e Aida Arosoaie. "The Sound of Silence: Nuancing Religiopolitical Legitimacy and Conceptualizing the Appeal of ISIS in Malaysia". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 86–113. http://dx.doi.org/10.1355/cs41-1e.

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Temby, Quinton. "Cells, Factions and Suicide Operatives: The Fragmentation of Militant Islamism in the Philippines Post-Marawi". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 114–37. http://dx.doi.org/10.1355/cs41-1f.

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Hearman, Vannessa, e Annie Pohlman. "Unmarked Graves: Death and Survival in the Anti-Communist Violence in East Java, Indonesia". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 138–40. http://dx.doi.org/10.1355/cs41-1g.

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Hawksley, Humphrey, e Hoang Thi Ha. "Asian Waters: The Struggle Over the South China Sea and the Strategy of Chinese Expansion". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 141–43. http://dx.doi.org/10.1355/cs41-1h.

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Crouch, Melissa, e Andrew Harding. "The Business of Transition: Law Reform, Development and Economics in Myanmar". Contemporary Southeast Asia 41, n.º 1 (30 de abril de 2019): 144–46. http://dx.doi.org/10.1355/cs41-1i.

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Teses / dissertações sobre o assunto "Cs41"

Woods, Michael John. "CloudSpace: A Web Development Environment for CS1 Courses". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32880.

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Since a massive decline of computer science graduates in 2002, computer science departments have been unable to reach previous graduation rates. In wake of this dramatic loss of graduates, researchers have been searching for the reasons students are avoiding computer science and choosing other majors. To combat this decrease in computer science graduates, the CloudSpace environment pro- vides additional context to entry level computer science courses. This shift in context re- moves boring assignments from the early computer science curriculum and replaces them with more engaging web centric assignments. The CloudSpace environment presents a model that maintains student's focus on core computer science competencies while providing a highly simplified web development toolkit to develop feature rich AJAX web applications. This the- sis includes the rational and implementation of a cloud based hosting service and a highly abstracted web tool kit that enables students to replicate modern web applications.
Master of Science

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Parker, Joshua B. "Automation in CS1 with the Factoring Problem Generator". DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/210.

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As the field of computer science continues to grow, the number of students enrolled in related programs will grow as well. Though one-on-one tutoring is one of the more effective means of teaching, computer science instructors will have less and less time to devote to individual students. To address this growing concern, many tools that automate parts of an instructor’s job have been proposed. These tools can assist instructors in presenting concepts and grading student work, and they can help students learn to program more effectively. A growing group of intelligent tutoring systems attempts to tie all of this functionality into a single tool that is meant to be used throughout an entire CS course or series of courses. To contribute to this emerging area, the Factoring Problem Generator (FPG) is presented in this work. The FPG creates and grades problems in C in which students search for and extract blocks of repeated code into individual functions, learning to utilize parameters and return values as they do so. The problems created by the FPG are highly configurable by instructors such that the difficulty can be finely tuned to suit students’ individual needs. Instructors can choose whether or not to include arrays, pointers, certain elemental data types, certain operators, or certain kinds of statements, among other things. The FPG is additionally capable of generating a set of test cases for each generated problem. These test cases fully exercise students’ solutions by covering all branches of execution, and they ensure that program functionality does not change as students factor code into functions. Initial experimentation with the system has suggested that the FPG can be integrated into a beginning CS curriculum and with further refinement could become a standard tool in the CS classroom.

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Tsai, Yi-Ting. "Testicular macrophage regulation of Leydig cell development and function". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25853.

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The unique microenvironment structure of the testis affects the function of Leydig Cells (LCs) both physically and physiologically. The testicular macrophages are located adjacent to the LCs in the interstitial space and the two cell types share a close physiological and functional relationship. Macrophages first appear in the testis in prenatal life, and increase in number during both prenatal and postnatal development when they support the development and function of the testis. The dynamics of macrophage population expansion correlates with generation of the adult Leydig cell population in postnatal life. From these observations I hypothesise that testicular macrophage numbers have a consistent ratio to the number of LCs, and therefore manipulating testicular macrophage numbers may modulate LC number and testosterone (T) production by LCs. As such, manipulation of testicular macrophages represents a viable and novel mechanism by which LC function can be improved. To test this, markers for distinct macrophage populations in the testes were identified, namely c-fms-GFP, Mac2 and CD163. The number of either Mac2+ or CD163+ cell populations was determined at key stages throughout postnatal life, and the ratios of these cells to LC number were calculated at each age. This showed a consistent ratio between macrophages and LCs in the testis throughout postnatal life. The stimulatory effect of macrophages during LC development was then determined, by increasing the number of macrophages through cytokine treatment with recombinant CSF1-Fc. This model was then analysed for changes in testicular macrophage number, LC function and LC number. CSF1-Fc increased macrophage numbers in the developing testis. Macrophage number was increased following CSF1-Fc treatment at stem LC, progenitor LC and immature LC stages of LC development, and in adulthood. Importantly, increasing macrophage number during development led to early maturation of the LC population, suggesting macrophages may function as a driver of LC maturation. In adulthood, testicular macrophage numbers were reduced via treatment with an anti-CSF1 antibody to further determine the role of testicular macrophages in LC number and function. Whilst CD163+ macrophage number was reduced, no change in LH or T was observed. In contrast CSF1-Fc treatment induced an increase in macrophage number and LC number, with an elevated T level. Results suggest that macrophage support of steroidogenesis in adulthood is dispensable or can be compensated through LH/T feedback, but CSF1-Fc can contribute to LC function, LC number and T production through action at the level of the brain and the testis. Finally, to determine the potential clinical significance of increasing testicular macrophage support, experiments were completed on animals with pathological conditions: LC androgen receptor knockout mice (LCARKO) (LCs fail to fully mature) and ageing mice (cumulative free radical damage). Delivery of CSF1-Fc was observed to improve LC maturation in LCARKO mice, but failed to modulate LCs in ageing animals, suggesting CSF1-Fc may have clinical application in specific pathologies related to LC dysfunction. In summary, these studies further define the testicular macrophage population as important supporting cell types for LC development, function and maturation, and identifies possible mechanisms by which enhancing macrophage action can support or improve poor LC development and function.

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Garceau, Valerie. "Characterisation of the chicken mononuclear phagocyte system". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/18006.

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Macrophages are present in every tissue, and have a central role in immune responses, development and homeostasis. Typically recognised as scavenger cells phagocytising pathogens and dead cells, macrophages also regulate the innate and adaptive immune responses via the secretion of cytokines. In mammals, the differentiation, proliferation, and survival of macrophages are controlled by macrophage colony-stimulating factor, or CSF1, which acts through the CSF1 receptor (CSF1R), a ligand-dependent protein tyrosine kinase. IL34, a more recently discovered cytokine with a differential expression, shares the CSF1R. Natural or artificial knock out of these genes in mice and rats depletes macrophage populations with consequent pleiotropic effects on development of multiple organs. The mammalian CSF1R is exclusively expressed on the cells of the macrophage lineage, and their progenitors. For this reason, the CSF1R promoter has been used to generate fluorescent reporter transgenic mice, to permit analysis of macrophage function in vivo. Macrophages are present in very large numbers from midgestation in mice, but dynamic studies of their biology are difficult in a mammal. The chick has been used extensively as a developmental biology model because of the ease of visualisation and manipulation in ovo. It has the added advantage of being economically important. At the start of this project, the factors that control avian myelopoiesis had not been identified. Indeed, CSF1 was not identified in the chicken genome. The primary objective of this research was to characterise the chicken mononuclear phagocyte system. To this end, the CSF1, IL34, and CSF1R genes in chicken and zebra finch were identified from respective genomic/cDNA sequence resources. Comparative analysis of the avian CSF1R loci revealed likely orthologs of mammalian macrophage-specific promoters and enhancers, and the CSF1R gene was shown to be expressed specifically in macrophages of the developing chick embryo. These observations formed the basis of the generation of a chicken CSF1R reporter transgenic by a colleague in the laboratory. Structure-based modelling, comparative amino acid sequence analysis and co-evolution study across all vertebrates demonstrated the conservation of the IL34/CSF1/CSF1R complex in birds. Modelling also suggested that IL34 was a four helix bundle factor, structurally related to CSF1, which was subsequently confirmed by published crystal structure. To show that these factors were active in birds, chicken CSF1 and IL34 were expressed in HEK293 cells. Although chicken CSF1 lacked the interchain disulphide present in the mammalian protein, it formed a dimer. Both factors were able to promote the generation of pure macrophage cultures when added to chicken bone marrow. The specificity of action of chCSF1 and chIL34 on chCSF1R was assessed using murine myeloid IL-3 dependent Ba/F3 cells stably transfected with chCSF1R. Either chCSF1 or chIL34 alone could substitute for IL3 in receptor-expressing cells and caused them to differentiate further into the monocytic lineage pathway and to undergo growth arrest. The avian factors were not active on mammalian CSF1R. The observed species specificity and inactivity of the CSF1R inhibitor GW2580 in chicken were linked to the dissimilarities between the avian and mammalian CSF1/IL34/CSF1R proteins. To enable functional studies in vivo, a project was initiated to produce a monoclonal antibody against chicken CSF1R. Binding of the monoclonal to cells demonstrated that CSF1R was, indeed, monocyte-macrophage restricted. Chicken CSF1 was expressed as a fusion protein with the domains 3 and 4 of the chicken immunoglobulin. This increased the half-life of the recombinant chCSF1 without impairing its activity. Injection of chCSF1-Fc in the neural tube of stage HH21 chick embryos stimulated the proliferation of embryonic macrophages. Similarly, four consecutive daily injections of chCSF1-Fc in chicken hatchlings resulted in an increase in tissue macrophage number, notably in the spleen, liver and lung. To investigate the pathway of development of macrophages during embryogenesis, bone marrow from chicken ubiquitously expressing EGFP was transplanted into the circulation of stage HH16-17 embryos. The results demonstrated effective colonisation of the hematopoietic organs, and highlighted the presence of large numbers of macrophages in embryonic tissues, similar to those seen in MacGreen mice. The results are discussed in the context of the proposed yolk sac origin of some macrophage subpopulations, such as microglia cells and Langerhans cells, and the presence of a clonogenic macrophage-committed progenitor in the bone marrow that is distinct from the pluripotent stem cell. Bone marrow-derived macrophages (BMDMs) grown in CSF1 have been used extensively as a model to understand gene regulation in mice. The cloning and expression of chicken CSF1 permitted the production of large numbers of BMDMs from chicken bone marrow. To enable the characterisation of chicken macrophages and comparison to mammalian BMDMs, the gene expression profile of these cells was examined using RNAseq. For comparison, mid incubation embryos and a fibroblast line were also profiled. These data could identify several novel chicken macrophage-specific transcripts that may assist in further dissection of macrophage differentiation in birds and contribute to chicken genome annotation. Overall, this project has demonstrated that the CSF1/IL34/CSF1R system is conserved in birds, and controls the generation of monocytes and tissue macrophages. It has provided the tools to enable detailed analysis of the function of this system in embryogenesis and immunity.

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Franzetti, Bruno. "Structure, fonction et expression de la protéine ribosomique chloroplastique CS1". Grenoble 1, 1992. http://www.theses.fr/1992GRE10099.

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Le controle de l'initiation de la traduction est une etape importante de l'expression des genes chloroplastiques et fait intervenir, chez e. Coli, la proteine ribosomique (proteine-r) s1. Afin d'etudier l'etape d'initiation de la traduction chez le chloroplaste, nous avons caracterise chez spinacia oleracea une proteine (cs1) apparentee a la proteine s1. Nous avons isole un adnc codant pour le precurseur de la proteine-r cs1. Cs1 est considerablement plus courte que sa contrepartie bacterienne. Un noyau central homologue se compose de trois repetitions degenerees qui presentent de l'homologie principalement avec le domaine de liaison a l'arn de la proteine s1 d'e. Coli. Cs1 a ete surproduite dans e. Coli et purifiee. Nous avons etudie les proprietes de liaison a l'arn de la proteine cs1 au sein de la sous-unite ribosomique 30s et de la proteine isolee. Nous montrons que cs1 joue un role actif dans la liaison des arnm durant l'initiation de la traduction. Les implications de ces resultats pour la comprehension du systeme traductionnel du chloroplaste sont discutees. Dans la seconde partie de ce travail, nous avons montre que l'arnm codant pour la proteine-r cs1 est synthetise tres precocement durant les premieres etapes du developpement des plantes et est accumule meme en absence de lumiere. Nous avons clone et sequence la totalite de la region codante ainsi que la region 5 regulatrice du gene nucleaire unique (rps1) codant pour cs1. Nous avons observe la presence de deux departs de transcription. L'arnm le plus long code par le gene rps1 est specifiquement transcrit dans les feuilles. Ces resultats sont a relier a une accumulation differentielle de l'arnm cs1 dans les racines et dans les feuilles. Ces observations nous amenent a conclure que le gene de menage rps1 est regule transcriptionnellement de maniere tissu-specifique

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Mathsyaraja, Haritha. "CSF1 DRIVEN TRANSCRIPTIONAL AND POST-TRANSCRIPTIONAL ALTERATIONS IN MYELOID CELLS PROMOTE METASTATIC TUMOR PROGRESSION". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396965183.

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Prather, James. "Beyond Automated Assessment: Building Metacognitive Awareness in Novice Programmers in CS1". Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1030.

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The primary task of learning to program in introductory computer science courses (CS1) cognitively overloads novices and must be better supported. Several recent studies have attempted to address this problem by understanding the role of metacognitive awareness in novices learning programming. These studies have focused on teaching metacognitive awareness to students by helping them understand the six stages of learning so students can know where they are in the problem-solving process, but these approaches are not scalable. One way to address scalability is to implement features in an automated assessment tool (AAT) that build metacognitive awareness in novice programmers. Currently, AATs that provide feedback messages to students can be said to implement the fifth and sixth learning stages integral to metacognitive awareness: implement solution (compilation) and evaluate implemented solution (test cases). The computer science education (CSed) community is actively engaged in research on the efficacy of compile error messages (CEMs) and how best to enhance them to maximize student learning and it is currently heavily disputed whether or not enhanced compile error messages (ECEMs) in AATs actually improve student learning. The discussion on the effectiveness of ECEMs in AATs remains focused on only one learning stage critical to metacognitive awareness in novices: implement solution. This research carries out an ethnomethodologically-informed study of CS1 students via think-aloud studies and interviews in order to propose a framework for designing an AAT that builds metacognitive awareness by supporting novices through all six stages of learning. The results of this study provide two important contributions. The first is the confirmation that ECEMs that are designed from a human-factors approach are more helpful for students than standard compiler error messages. The second important contribution is that the results from the observations and post-assessment interviews revealed the difficulties novice programmers often face to developing metacognitive awareness when using an AAT. Understanding these barriers revealed concrete ways to help novice programmers through all six stages of the problem-solving process. This was presented above as a framework of features, which when implemented properly, provides a scalable way to implicitly produce metacognitive awareness in novice programmers.

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Desfougères, Thomas. "Etude de l'effet de SFH2/CSR1 sur le métabolisme des acides gras chez "Saccharomyces cerevisiae"". Poitiers, 2007. http://www.theses.fr/2007POIT2333.

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Daly, Tebring. "Influence of Alice 3: Reducing the Hurdles to Success in a Cs1 Programming Course". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271795/.

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Learning the syntax, semantics, and concepts behind software engineering can be a challenging task for many individuals. This paper examines the Alice 3 software, a three-dimensional visual environment for teaching programming concepts, to determine if it is an effective tool for improving student achievement, raising self-efficacy, and engaging students. This study compares the similarities and differences between a Fundamentals of Programming course with and without Alice integrated into the curriculum. Both the treatment and control Groups are using the same Java materials, assignments, and exams. The treatment group also completes Alice activities for each programming concept throughout the course; as well as two Alice assignments.

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Garcia, Manuel. "An evaluation of potential technologies for a web based development environment for CS1 students /". Click here to view, 2009. http://digitalcommons.calpoly.edu/cscsp/2.

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Thesis (B.S.)--California Polytechnic State University, 2009.
Project advisor: David Janzen. Title from PDF title page; viewed on Jan. 14, 2010. Includes bibliographical references. Also available on microfiche.

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Livros sobre o assunto "Cs41"

Gradias, Michael. Dreamweaver CS4: Workshops für professionelles Webdesign. München: Addison-Wesley, 2009.

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Beer, Richard. Adobe Dreamweaver CS4: Das umfassende Handbuch ; [Webseiten entwickeln mit (X)HTML, Ajax, CSS, PFP und MySQL ; DVD-ROM alle Beispieldateien, 30-Tage-Testversion Dreamweaver CS4 und über 1,5 Stunden Video-Lektionen ; mit Video-Lektionen zu neuen Funktionen, CSS-Layouts und Spry]. Bonn: Galileo Press, 2009.

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Bishop, Sherry. The Web collection revealed: Adobe Flash CS4, Dreamweaver CS4, & Photoshop CS4. Clifton Park, NY: Delmar Cengage Learning, 2010.

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Bishop, Sherry. The Web collection revealed: Adobe Flash CS4, Dreamweaver CS4, & Photoshop CS4. Clifton Park, NY: Delmar Cengage Learning, 2010.

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Eisner, Reding Elizabeth, ed. The design collection revealed: Adobe InDesign CS4, Photoshop CS4 & Illustrator CS4. Clifton Park, NY: Delmar, 2010.

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Bishop, Sherry. The Web collection revealed: Adobe Flash CS4, Dreamweaver CS4, & Photoshop CS4. Clifton Park, NY: Delmar Cengage Learning, 2010.

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Finkelstein, Ellen. Flash CS4. Paris: First interactive, 2009.

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Kindermann, Klaus. Photoshop CS4. Poing: Franzis, 2009.

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Lesage, Jérôme. Photoshop CS4. Paris: Micro application, 2009.

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Lesage, Jérôme. Photoshop CS4. Paris: Micro application, 2009.

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Capítulos de livros sobre o assunto "Cs41"

Villars, P., K. Cenzual, J. Daams, R. Gladyshevskii, O. Shcherban, V. Dubenskyy, V. Kuprysyuk e I. Savysyuk. "Cs4[Sc6C]Cl13". In Structure Types. Part 9: Space Groups (148) R-3 - (141) I41/amd, 818. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-02702-4_591.

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Villars, P., K. Cenzual, J. Daams, R. Gladyshevskii, O. Shcherban, V. Dubenskyy, V. Kuprysyuk e I. Savysyuk. "Cs11(H3O)[Re6Se4O4Cl6]3∙4H2O". In Structure Types. Part 9: Space Groups (148) R-3 - (141) I41/amd, 130–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-02702-4_84.

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Hinkson, Grant, Craig Erskine, Matt Heerema, Chuck Mallott, Matthew Keefe e Hugh Griffith. "Fireworks and CS4 Integration". In Foundation Fireworks CS4, 16–29. Berkeley, CA: Apress, 2009. http://dx.doi.org/10.1007/978-1-4302-1619-3_2.

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Villars, P., K. Cenzual, J. Daams, R. Gladyshevskii, O. Shcherban, V. Dubenskyy, V. Kuprysyuk e I. Savysyuk. "Cs4[Pr6(C2)]I13". In Structure Types. Part 9: Space Groups (148) R-3 - (141) I41/amd, 822. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-02702-4_595.

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Villars, P., K. Cenzual, J. Daams, R. Gladyshevskii, O. Shcherban, V. Dubenskyy, V. Kuprysyuk, I. Savysyuk e R. Zaremba. "Cs4(PO2NH)4∙6H2O". In Structure Types. Part 10: Space Groups (140) I4/mcm – (136) P42/mnm, 753. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19662-1_632.

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Scott, June R., e Barbara J. Froehlich. "CS1 pili of enterotoxigenic E. coli". In Developments in Plant Pathology, 17–30. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0746-4_2.

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Morazán, Marco T. "Functional Video Games in CS1 III". In Lecture Notes in Computer Science, 149–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-45340-3_10.

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Green, Tom, e David Stiller. "Learning the Flash CS4 Professional Interface". In Foundation Flash CS4 for Designers, 3–53. Berkeley, CA: Apress, 2009. http://dx.doi.org/10.1007/978-1-4302-1094-8_1.

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Morazán, Marco T. "Functional Video Games in CS1 II". In Lecture Notes in Computer Science, 146–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32037-8_10.

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Hinkson, Grant, Craig Erskine, Matt Heerema, Chuck Mallott, Matthew Keefe e Hugh Griffith. "Welcome to Fireworks". In Foundation Fireworks CS4, 2–15. Berkeley, CA: Apress, 2009. http://dx.doi.org/10.1007/978-1-4302-1619-3_1.

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Trabalhos de conferências sobre o assunto "Cs41"

Silva, Eryck Pedro da, Ricardo Edgard Caceffo e Rodolfo Azevedo. "Passar nos casos de teste é suficiente? Identificação e análise de problemas de compreensão em códigos corretos". In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/educomp.2023.228346.

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O uso de sistemas de correção automática (autograders) auxilia o ensino de disciplinas de introdução à programação (CS1). No entanto, o foco na corretude pode ofuscar a verificação de outros problemas presentes no código. Neste trabalho, foi investigado se códigos, ditos corretos por um autograder, apresentavam comportamentos que poderiam indicar falhas na aprendizagem dos conceitos abordados em CS1. Esses comportamentos foram denominados Problemas de Compreensão em Códigos Corretos (PC³). Ao analisar 2441 códigos, uma lista com 45 PC³ foi elaborada e posteriormente avaliada por docentes de CS1 para identificar quais PC³ mais necessitam de correção em sala de aula e de que forma essa correção poderia ser realizada. Ao todo, 15 PC³ foram considerados mais graves e as sugestões dos docentes envolveram detecção automática dos PC³ e utilização de técnicas de Aprendizagem Ativa. Os resultados obtidos podem orientar a construção de artefatos para intervenções que abordem PC³ em CS1.

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Bauch, A., R. Schroder e S. Weyers. "Discussion of the uncertainty budget and of long term comparison of PTB's primary frequency standards CS1, CS2 and CSF1". In Proceedings of the 2003 IEEE International Frequency Control Symposium and PDA Exhibition. Jointly with the 17th European Frequency and Time Forum. IEEE, 2003. http://dx.doi.org/10.1109/freq.2003.1275086.

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Silva, Eryck Pedro da, Ricardo Edgard Caceffo e Rodolfo Jardim de Azevedo. "Análise dos Tópicos Mais Abordados em Disciplinas de Introdução à Programação em Universidades Federais Brasileiras". In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2022. http://dx.doi.org/10.5753/educomp.2022.19196.

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O uso de intervenções metodológicas é necessário para combater os índices de retenção e evasão de disciplinas de introdução à programação na graduação (CS1), no entanto, de forma a elaborar estratégias abrangentes, é importante averiguar os maiores cenários em que o ensino ocorre. Neste trabalho foram analisadas ementas e conteúdos programáticos de 150 disciplinas de CS1, contemplando 61 Universidades Federais brasileiras, para identificar os tópicos mais abordados. Os cursos de graduação em computação analisados foram os descritos nos Referenciais de Formação organizados pela Sociedade Brasileira de Computação (SBC). Os resultados são compostos por 12 tópicos relacionados à programação estruturada, também comparados com listagens presentes em trabalhos semelhantes. Os resultados desta pesquisa reportam os tópicos mais abordados em CS1 pelas Universidades Federais brasileiras, objetivando apoiar a justificativa de futuras intervenções no ensino e aprendizagem dessas disciplinas.

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Marion, William. "CS1". In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349388.

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Kussmaul, Clif. "CS1". In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3022402.

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Vadaparty, Annapurna, Daniel Zingaro, David H. Smith IV, Mounika Padala, Christine Alvarado, Jamie Gorson Benario e Leo Porter. "CS1-LLM: Integrating LLMs into CS1 Instruction". In ITiCSE 2024: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649217.3653584.

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Aliparast, S., e S. Onaygil. "AN ENERGY EFFICIENT HUMAN CENTERED LIGHTING FOR OPEN PLAN OFFICES WITH COMFORT CRITERIA". In CIE 2023 Conference. International Commission on Illumination, CIE, 2023. http://dx.doi.org/10.25039/x50.2023.po161.

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In study two types, Direct Suspended Linear (DSL) and Direct and Indirect Suspended Linear (DISL) luminaires with dynamic height at daylight non access office proposed, to improve the Circadian Stimulus (CS) and Equivalent Melanopic Lux (EML) by focusing on working plane and occupants view direction. CS and EML measured in three height (H1, H2, H3) scenarios. DSL shows: EVH1:523 lux, EVH2:520 lux, EVH3:550 lux and EHH1:2026.25 lux, EHH2:870 lux, EHH3:752.5 lux. Accordingly, CSH1:0.3, CSH2:0.3, CSH3:0.31 and EMLH1:340.473, EMLH2:338.52, EMLH3:358.05. DISL shows: EVH1:420 lux, EVH2:393 lux, EVH3:400 lux and EHH1:1137.5 lux, EHH2: 520 lux, EHH3:521.5 and CSH1:0.321, CSH2:0.3, CSH3:0.311 and EMLH1:303.24, EMLH2:283.746, EMLH3:288.8. The Wilcoxon Signed Rank Test showed the impact of DSL and DISL luminaires on occupants' comfort criteria. Energy-efficient lighting, targeting a CS of 0.3, reduced power consumption by 40%. Data evaluation with 10 participants confirmed that beam distribution influenced power consumption, EV, EH, and occupant satisfaction (p-value: 0.006).

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Pratt, Terrence W. "Upgrading CS1". In the twenty-first SIGCSE technical symposium. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/323410.319086.

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Bruce, Rebecca, Charles Fowler, Mark Guzdial, Merle S. King e Amy Woszczynski. "CS0/CS1". In the 43rd annual southeast regional conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1167350.1167370.

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Horton, Diane, Jennifer Campbell e Michelle Craig. "Online CS1". In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2839509.2844578.

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Relatórios de organizações sobre o assunto "Cs41"

Carrasquel, Jacobo. Are Case Studies a Good Teaching Tool for CS1? Fort Belvoir, VA: Defense Technical Information Center, janeiro de 1995. http://dx.doi.org/10.21236/ada294844.

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Heady, R., G. F. Luger, A. B. Maccabe, M. Servilla e J. Sturtevant. A prototype implementation of a network-level intrusion detection system. Technical report number CS91-11. Office of Scientific and Technical Information (OSTI), maio de 1991. http://dx.doi.org/10.2172/425286.

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