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Journal articles on the topic 'Computer programming. Coding theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Chang, Yaw O., and John K. Karlof. "Large scale geometric programming: An application in coding theory." Computers & Operations Research 21, no. 7 (August 1994): 747–55. http://dx.doi.org/10.1016/0305-0548(94)90004-3.

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CHLAMTÁČ, EDEN, and ISHAY HAVIV. "Linear Index Coding via Semidefinite Programming." Combinatorics, Probability and Computing 23, no. 2 (November 29, 2013): 223–47. http://dx.doi.org/10.1017/s0963548313000564.

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In theindex codingproblem, introduced by Birk and Kol (INFOCOM, 1998), the goal is to broadcast ann-bit word tonreceivers (one bit per receiver), where the receivers haveside informationrepresented by a graphG. The objective is to minimize the length of a codeword sent to all receivers which allows each receiver to learn its bit. Forlinearindex coding, the minimum possible length is known to be equal to a graph parameter calledminrank(Bar-Yossef, Birk, Jayram and Kol,IEEE Trans. Inform. Theory, 2011).We show a polynomial-time algorithm that, given ann-vertex graphGwith minrankk, finds a linear index code forGof lengthÕ(nf(k)), wheref(k) depends only onk. For example, fork= 3 we obtainf(3) ≈ 0.2574. Our algorithm employs a semidefinite program (SDP) introduced by Karger, Motwani and Sudan for graph colouring (J. Assoc. Comput. Mach., 1998) and its refined analysis due to Arora, Chlamtac and Charikar (STOC, 2006). Since the SDP we use is not a relaxation of the minimization problem we consider, a crucial component of our analysis is anupper boundon the objective value of the SDP in terms of the minrank.At the heart of our analysis lies a combinatorial result which may be of independent interest. Namely, we show an exact expression for the maximum possible value of the Lovász ϑ-function of a graph with minrankk. This yields a tight gap between two classical upper bounds on the Shannon capacity of a graph.

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Zeilinger, Martin. "Live Coding the Law: Improvisation, Code, and Copyright." Computer Music Journal 38, no. 1 (March 2014): 77–89. http://dx.doi.org/10.1162/comj_a_00231.

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This article concerns the emerging creative practice of live coding (i.e., the real-time programming of electronic music in text-based programming environments), and explores how this practice can be deployed as a tactic of resistance against the overreach of restrictive intellectual property policy. I begin by surveying definitions of copyright and patent law, and related issues, to situate live coding in the field of existing perspectives on cultural ownership. Drawing on legal theory and critical discourse on improvised music in other genres, I then argue that the dynamic, palimpsestic, and improvisational qualities of live coding contradict many of copyright law's core assumptions regarding the nature of “fixed” works of art. These contradictions can be usefully mobilized for the purpose of resisting legal and economic enclosures of the digital cultural commons. As I conclude, live coding can, from its current, inherently ambivalent position on copyright matters, develop a strong, performance-based critical stance against the imbalances and shortcomings of intellectual property regimes and outdated notions of exclusive cultural ownership. Integrating artistic practices with ongoing and emerging critiques of intellectual property, such resistance can go a long way towards highlighting readily available opportunities to oppose and confound the law.

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Lyon, Louise Ann, and Emily Green. "Coding Boot Camps." ACM Transactions on Computing Education 21, no. 2 (June 2021): 1–30. http://dx.doi.org/10.1145/3440891.

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College-educated women in the workforce are discovering a latent interest in and aptitude for computing motivated by the prevalence of computing as an integral part of jobs in many fields as well as continued headlines about the number of unfilled, highly paid computing jobs. One of these women's choices for retraining are the so-called coding boot camps that teach programming skills through intensive multi-week courses. This article reports on a qualitative research study focused on the Silicon Valley area of California. We used social cognitive career theory (SCCT) to investigate the larger context surrounding women entering computing professions through boot camp learning sites, including: the environment of a booming technology workforce, boot camps as learning settings , the characteristics of women who attend boot camps, how retraining at a coding boot camp influence women's computing self-efficacy and outcome expectations , and the performance attainments of women at boot camps. Interview data was collected from 14 women who had attended boot camps—first before graduating from the boot camp and again after six months in the workforce. To contextualize the computing ecosystem, we conducted single interviews with 6 boot camp organizers/curriculum developers, 7 industry hiring managers, and 14 university computer science faculty. To provide a contrast with women at boot camps, we interviewed 5 women who majored in computer science at the university and with 17 men who had attended boot camps. Structural data coding and analysis was done focused on the SCCT mechanisms of environment, person inputs, learning experiences, self-efficacy, outcome expectations, and performance attainments. Findings here demonstrate that training at a boot camp can be the catalyst for college-educated women to attain computing jobs and careers, although these entry-level jobs may be a compromise to the goal of a software development job and are unlikely to lead to a job at large, well-known, established technology companies.

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Kosasih, P. B. "Learning Finite Element Methods by Building Applications." International Journal of Mechanical Engineering Education 38, no. 2 (April 2010): 167–84. http://dx.doi.org/10.7227/ijmee.38.2.7.

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This paper describes how programming projects are used to help students understand the theory of finite element (FE) methods in the author's class. The implementation of FE theory in FE-based commercial software is made clearer through programming simple FE analysis codes. From the experience gained in the coding, students have a better understanding of the theory and numerical processes used in FE commercial software. As a result, they have more confidence in using commercial software, knowing that the computer programs are not simply ‘black boxes’ that process data and produce colourful results. More importantly, they understand the limitations of the programs, how to use them correctly and interpret the generated output correctly. Two projects are described in which students develop codes and then compare the results with those from commercial software.

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Chung, Chih-Chao, and Shi-Jer Lou. "Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards." Applied Sciences 11, no. 4 (February 19, 2021): 1830. http://dx.doi.org/10.3390/app11041830.

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The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

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Oz, Furkan, and Kursat Kara. "A CFD Tutorial in Julia: Introduction to Laminar Boundary-Layer Theory." Fluids 6, no. 6 (June 3, 2021): 207. http://dx.doi.org/10.3390/fluids6060207.

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Numerical simulations of laminar boundary-layer equations are used to investigate the origins of skin-friction drag, flow separation, and aerodynamic heating concepts in advanced undergraduate- and graduate-level fluid dynamics/aerodynamics courses. A boundary-layer is a thin layer of fluid near a solid surface, and viscous effects dominate it. Students must understand the modeling of flow physics and implement numerical methods to conduct successful simulations. Writing computer codes to solve equations numerically is a critical part of the simulation process. Julia is a new programming language that is designed to combine performance and productivity. It is dynamic and fast. However, it is crucial to understand the capabilities of a new programming language before attempting to use it in a new project. In this paper, fundamental flow problems such as Blasius, Hiemenz, Homann, and Falkner-Skan flow equations are derived from scratch and numerically solved using the Julia language. We used the finite difference scheme to discretize the governing equations, employed the Thomas algorithm to solve the resulting linear system, and compared the results with the published data. In addition, we released the Julia codes in GitHub to shorten the learning curve for new users and discussed the advantages of Julia over other programming languages. We found that the Julia language has significant advantages in productivity over other coding languages. Interested readers may access the Julia codes on our GitHub page.

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Lee, Younhee, Qi Lu, and Woong Lim. "An Application of Mathematics to Computer Programming: Connecting Translation Vectors, the Minkowski Difference, and Collision Detection." Mathematics Teacher 112, no. 2 (October 2018): 150–55. http://dx.doi.org/10.5951/mathteacher.112.2.0150.

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Translation by a vector in the coordinate plane is first introduced in precalculus and connects to the basic theory of vector spaces in linear algebra. In this article, we explore the topic of collision detection in which the idea of a translation vector plays a significant role. Because collision detection has various applications in video games, virtual simulations, and robotics (Garcia-Alonso, Serrano, and Flaquer 1994; Rodrigue 2012), using it as a motivator in the study of translation vectors can be helpful. For example, students might be interested in the question, “How does the computer recognize when a player's character gets hit by a fireball?” Computer science provides a rich context for real-life applications of mathematics-programmers use mathematics for coding an algorithm in which the computer recognizes two objects nearing each other or colliding. The Minkowski difference, named after the nineteenth century German mathematician Hermann Minkowski, is used to solve collision detection problems (Ericson 2004). Applying the Minkowski difference to collision detection is based on translation vectors, and programmers use the algorithm as a method for detecting collision in video games.

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Cavalcanti Bueno, Andre Luis, Noemi de La Rocque Rodriguez, and Elisa Dominguez Sotelino. "An adaptive methodology for multi-GPU programming in OpenCL." Engineering Computations 34, no. 4 (June 12, 2017): 1277–92. http://dx.doi.org/10.1108/ec-12-2015-0392.

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Purpose The purpose of this work is to present a methodology that harnesses the computational power of multiple graphics processing units (GPUs) and hides the complexities of tuning GPU parameters from the users. Design/methodology/approach A methodology for auto-tuning OpenCL configuration parameters has been developed. Findings This described process helps simplify coding and generates a significant gain in time for each method execution. Originality/value Most authors develop their GPU applications for specific hardware configurations. In this work, a solution is offered to make the developed code portable to any GPU hardware.

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KOHRING, G. A. "PARALLELIZATION OF SHORT- AND LONG-RANGE CELLULAR AUTOMATA ON SCALAR, VECTOR, SIMD AND MIMD MACHINES." International Journal of Modern Physics C 02, no. 03 (September 1991): 755–72. http://dx.doi.org/10.1142/s0129183191000986.

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Algorithms exhibiting parallelization on many different levels are discussed for short-and long-range cellular automata implemented on scalar, vector, SIMD and MIMD machines. Short range cellular automata are commonly used for simulating hydrodynamic fluid flows, while long range cellular automata are applicable to neural networks at zero temperature. A common programming approach based upon multi-spin coding and including higher levels of parallelization when possible, has been used to implement these models on the SUN SPARC-1, the IBM-3090, the Alliant FX/2800, the NEC-SX3/11, the Cray-YMP/832 and the Connection Machine, CM-2. Section 4 of the paper compares the performance of these computers for the algorithms discussed in the text. Additionally, the major subroutines for each computer type are given in the Appendix.

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Xu, Ying, Richard J. Mural, and Edward C. Uberbacher. "Correcting sequencing errors in DNA coding regions using a dynamic programming approach." Bioinformatics 11, no. 2 (1995): 117–24. http://dx.doi.org/10.1093/bioinformatics/11.2.117.

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OETSCH, JOHANNES, JÖRG PÜHRER, and HANS TOMPITS. "Catching the Ouroboros: On debugging non-ground answer-set programs." Theory and Practice of Logic Programming 10, no. 4-6 (July 2010): 513–29. http://dx.doi.org/10.1017/s1471068410000256.

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AbstractAn important issue towards a broader acceptance of answer-set programming (ASP) is the deployment of tools which support the programmer during the coding phase. In particular, methods fordebuggingan answer-set program are recognised as a crucial step in this regard. Initial work on debugging in ASP mainly focused on propositional programs, yet practical debuggers need to handle programs with variables as well. In this paper, we discuss a debugging technique that is directly geared towards non-ground programs. Following previous work, we address the central debugging question why some interpretation is not an answer set. The explanations provided by our method are computed by means of a meta-programming technique, using a uniform encoding of a debugging request in terms of ASP itself. Our method also permits programs containing comparison predicates and integer arithmetics, thus covering a relevant language class commonly supported by all state-of-the-art ASP solvers.

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Ferla, Matteo P., Alistair T. Pagnamenta, David Damerell, Jenny C. Taylor, and Brian D. Marsden. "MichelaNglo: sculpting protein views on web pages without coding." Bioinformatics 36, no. 10 (February 15, 2020): 3268–70. http://dx.doi.org/10.1093/bioinformatics/btaa104.

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Abstract Motivation The sharing of macromolecular structural information online by scientists is predominantly performed via 2D static images, since the embedding of interactive 3D structures in webpages is non-trivial. Whilst the technologies to do so exist, they are often only implementable with significant web coding experience. Results Michelaɴɢʟo is an accessible and open-source web-based application that supports the generation, customization and sharing of interactive 3D macromolecular visualizations for digital media without requiring programming skills. A PyMOL file, PDB file, PDB identifier code or protein/gene name can be provided to form the basis of visualizations using the NGL JavaScript library. Hyperlinks that control the view can be added to text within the page. Protein-coding variants can be highlighted to support interpretation of their potential functional consequences. The resulting visualizations and text can be customized and shared, as well as embedded within existing websites by following instructions and using a self-contained download. Michelaɴɢʟo allows researchers to move away from static images and instead engage, describe and explain their protein to a wider audience in a more interactive fashion. Availability and implementation Michelaɴɢʟo is hosted at michelanglo.sgc.ox.ac.uk. The Python code is freely available at https://github.com/thesgc/MichelaNGLo, along with documentations about its implementation.

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Shimko, Tyler C., Polly M. Fordyce, and Yaron Orenstein. "DeCoDe: degenerate codon design for complete protein-coding DNA libraries." Bioinformatics 36, no. 11 (March 16, 2020): 3357–64. http://dx.doi.org/10.1093/bioinformatics/btaa162.

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Abstract Motivation High-throughput protein screening is a critical technique for dissecting and designing protein function. Libraries for these assays can be created through a number of means, including targeted or random mutagenesis of a template protein sequence or direct DNA synthesis. However, mutagenic library construction methods often yield vastly more nonfunctional than functional variants and, despite advances in large-scale DNA synthesis, individual synthesis of each desired DNA template is often prohibitively expensive. Consequently, many protein-screening libraries rely on the use of degenerate codons (DCs), mixtures of DNA bases incorporated at specific positions during DNA synthesis, to generate highly diverse protein-variant pools from only a few low-cost synthesis reactions. However, selecting DCs for sets of sequences that covary at multiple positions dramatically increases the difficulty of designing a DC library and leads to the creation of many undesired variants that can quickly outstrip screening capacity. Results We introduce a novel algorithm for total DC library optimization, degenerate codon design (DeCoDe), based on integer linear programming. DeCoDe significantly outperforms state-of-the-art DC optimization algorithms and scales well to more than a hundred proteins sharing complex patterns of covariation (e.g. the lab-derived avGFP lineage). Moreover, DeCoDe is, to our knowledge, the first DC design algorithm with the capability to encode mixed-length protein libraries. We anticipate DeCoDe to be broadly useful for a variety of library generation problems, ranging from protein engineering attempts that leverage mutual information to the reconstruction of ancestral protein states. Availability and implementation github.com/OrensteinLab/DeCoDe. Contact yaronore@bgu.ac.il Supplementary information Supplementary data are available at Bioinformatics online.

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Zenil, Hector, Santiago Hernández-Orozco, Narsis Kiani, Fernando Soler-Toscano, Antonio Rueda-Toicen, and Jesper Tegnér. "A Decomposition Method for Global Evaluation of Shannon Entropy and Local Estimations of Algorithmic Complexity." Entropy 20, no. 8 (August 15, 2018): 605. http://dx.doi.org/10.3390/e20080605.

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We investigate the properties of a Block Decomposition Method (BDM), which extends the power of a Coding Theorem Method (CTM) that approximates local estimations of algorithmic complexity based on Solomonoff–Levin’s theory of algorithmic probability providing a closer connection to algorithmic complexity than previous attempts based on statistical regularities such as popular lossless compression schemes. The strategy behind BDM is to find small computer programs that produce the components of a larger, decomposed object. The set of short computer programs can then be artfully arranged in sequence so as to produce the original object. We show that the method provides efficient estimations of algorithmic complexity but that it performs like Shannon entropy when it loses accuracy. We estimate errors and study the behaviour of BDM for different boundary conditions, all of which are compared and assessed in detail. The measure may be adapted for use with more multi-dimensional objects than strings, objects such as arrays and tensors. To test the measure we demonstrate the power of CTM on low algorithmic-randomness objects that are assigned maximal entropy (e.g., π ) but whose numerical approximations are closer to the theoretical low algorithmic-randomness expectation. We also test the measure on larger objects including dual, isomorphic and cospectral graphs for which we know that algorithmic randomness is low. We also release implementations of the methods in most major programming languages—Wolfram Language (Mathematica), Matlab, R, Perl, Python, Pascal, C++, and Haskell—and an online algorithmic complexity calculator.

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Demir, Ömer, and Süleyman Sadi Seferoglu. "A Comparison of Solo and Pair Programming in Terms of Flow Experience, Coding Quality, and Coding Achievement." Journal of Educational Computing Research 58, no. 8 (August 17, 2020): 1448–66. http://dx.doi.org/10.1177/0735633120949788.

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Cooperative learning manifests itself as pair programming in coding education. There is a limited number of studies experimentally demonstrating that pair programming is effective in the educational context. Therefore, in this study, solo and pair programming were compared in terms of flow experience, coding quality, and coding achievement. The method used in this study is a pretest-posttest quasi-experimental design. The study group consists of 42 volunteer senior university students (28 males, 14 females). While solo programming was performed in the control group, pair programming was performed in the experimental group. It was concluded that the flow experience of the experimental group was higher than that of the control group in four weeks of the six-week implementation, whereas the coding quality of the experimental group was higher in three weeks. No difference was found in the other weeks in terms of both flow experience and coding quality. Although the coding achievement of both the control and experimental groups increased in the study, the experimental group did not exhibit better performance in terms of coding achievement. In conclusion, since it was revealed in this study that pair programming is effective, it is recommended to use pair programming more frequently in educational settings.

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de Queiroz, Ruy J. G. B., and Thomas S. E. Maibaum. "Proof theory and computer programming." Zeitschrift für Mathematische Logik und Grundlagen der Mathematik 36, no. 5 (1990): 389–414. http://dx.doi.org/10.1002/malq.19900360505.

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Saito, Minoru. "Introduction to Coding Theory: (14) Application of Coding Theory to Computer Technology." Journal of the Institute of Television Engineers of Japan 45, no. 9 (1991): 1089–94. http://dx.doi.org/10.3169/itej1978.45.1089.

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19

Armoni, Michal. "COMPUTING IN SCHOOLSComputer science, computational thinking, programming, coding." ACM Inroads 7, no. 4 (November 21, 2016): 24–27. http://dx.doi.org/10.1145/3011071.

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20

Wyrich, Marvin, Daniel Graziotin, and Stefan Wagner. "A theory on individual characteristics of successful coding challenge solvers." PeerJ Computer Science 5 (February 4, 2019): e173. http://dx.doi.org/10.7717/peerj-cs.173.

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Background Assessing a software engineer’s ability to solve algorithmic programming tasks has been an essential part of technical interviews at some of the most successful technology companies for several years now. We do not know to what extent individual characteristics, such as personality or programming experience, predict the performance in such tasks. Decision makers’ unawareness of possible predictor variables has the potential to bias hiring decisions which can result in expensive false negatives as well as in the unintended exclusion of software engineers with actually desirable characteristics. Methods We conducted an exploratory quantitative study with 32 software engineering students to develop an empirical theory on which individual characteristics predict the performance in solving coding challenges. We developed our theory based on an established taxonomy framework by Gregor (2006). Results Our findings show that the better coding challenge solvers also have better exam grades and more programming experience. Furthermore, conscientious as well as sad software engineers performed worse in our study. We make the theory available in this paper for empirical testing. Discussion The theory raises awareness to the influence of individual characteristics on the outcome of technical interviews. Should the theory find empirical support in future studies, hiring costs could be reduced by selecting appropriate criteria for preselecting candidates for on-site interviews and potential bias in hiring decisions could be reduced by taking suitable measures.

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van Lint, J. H. "Coding theory introduction." IEEE Transactions on Information Theory 34, no. 5 (September 1988): 1274–75. http://dx.doi.org/10.1109/tit.1988.8862503.

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Whitney, Michael, Heather Richter Lipford, Bill Chu, and Tyler Thomas. "Embedding Secure Coding Instruction Into the IDE: Complementing Early and Intermediate CS Courses With ESIDE." Journal of Educational Computing Research 56, no. 3 (May 25, 2017): 415–38. http://dx.doi.org/10.1177/0735633117708816.

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Many of the software security vulnerabilities that people face today can be remediated through secure coding practices. A critical step toward the practice of secure coding is ensuring that our computing students are educated on these practices. We argue that secure coding education needs to be included across a computing curriculum. We are examining an approach that complements traditional classroom instruction by turning the student’s integrated development environment into an educational resource for secure coding instruction. In this article, we report on two formative and one summative study using our tool Educational Security in the Integrated Development Environment (ESIDE) in early and intermediate computer science programming courses. Our results support the viability of this approach to increase secure programming knowledge and awareness of students and also to identify several challenges for maximizing the learning opportunities within programming courses.

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Wilson, Virginia. "Female Public Library Patrons Value the Library for Services, Programs, and Technology." Evidence Based Library and Information Practice 4, no. 1 (March 8, 2009): 17. http://dx.doi.org/10.18438/b8dp58.

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A Review of: Fidishun, Dolores. “Women and the Public Library: Using Technology, Using the Library.” Library Trends 56.2 (2007): 328-43. Objective – This study attempts to give insight into why and how women use the public library and information technology, and how they learned to use the technology. Design – Qualitative survey. Setting – The research took place at the Chester County Library in Exton, Pennsylvania, USA. Subjects – One hundred and eighty-four female library patrons 18 years and older. Methods – An anonymous qualitative survey was handed out to all patrons at the Chester County Library 18 years of age and older who came into the library on four separate days and times. Times were chosen to obtain a good representation of library patrons, and included daytime, evening, and weekend hours. The survey consisted of questions about library use, information sought, information seeking behaviour, technology used, and how the respondents learned to use the technology. The surveys were collated and spreadsheets were created that reported answers to yes/no and other data questions. Word documents facilitated the listing of more qualitative answers. The data were analyzed using a thematic content analysis to find themes and patterns that emerged to create grounded theory. In thematic content analysis, “the coding scheme is based on categories designed to capture the dominant themes in a text (Franzosi 184). There is no universal coding scheme, and this method requires extensive pre-testing of the scheme (Franzosi 184). Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154). Main Results – The survey asked questions about library use, reasons for library use, using technology, finding information, and learning to use online resources. A total of 465 surveys were distributed and 329 were returned. From the surveys returned, 184 were from female patrons, 127 from male patrons, and 18 did not report gender. The data for this article are primarily taken from the 184 female respondents who reported ages between 18 and 79 years. Seventy-one percent of these reported having a bachelor’s degree or higher. The study uses some contrasting data from the men’s responses where appropriate. In terms of library use, out of the 184 respondents, 42% came to the library monthly, while 36% visited the library weekly. Sixty-two percent of respondents knew they could email the library and 72% knew that they could call the library with questions. As for reasons for library use, the most prominent response was to borrow books rather than buying them. The second most common reason for using the library related to children’s books and programming for children. Other common reasons for library use included research activities, using public computers, reading, use of services such as photocopying and tax forms, and to volunteer or tutor. The library was also used as a place of solitude, where women could find a place and time for themselves. The author compared the men’s results to the women’s responses, and found that coming to the library for books was lower on the list, and very few men mentioned children’s library services. Men came to the library more often than women to study or read. In terms of using technology, the female respondents were fairly tech-savvy. Seventy-four percent of respondents felt comfortable using computers. Only 5% replied that using computers meant more work for them. Eighty-two percent said they used a computer on a regular basis, and 98% reported that they had used the Internet. Out of those who use the Internet, 91% used it at home, 64% used it at work, and 34% used it at the public library. Ninety-eight percent of women who used the Internet used a search engine such as Google or Yahoo to find information. Topics frequently mentioned were medical and travel information, information for their children, and shopping. Men, by contrast, listed shopping and finding medical information as their second reason for using the internet. General research topics were most frequently cited by men. Seven survey questions focused on finding information. The Internet was the number one choice for finding health information, sports scores, the date of Thanksgiving, and the phone number of their state Senator. The library was the first place to find a good book. Results indicated that although women use libraries to find information, they use the Internet more, as libraries were at least third on the list of places women looked for most of the topics inquired about. When asked about their computer use, 71% of respondents said they used a computer to gain information for work, 74% said they used it for hobbies, and 81% used it to access medical information on the Internet. Sixty-five percent of respondents used email and chat to keep in touch with family and friends. 30% of the women asked felt that books were more valuable than using a computer. Forty-six percent reported that being able to ask a librarian for help was an appreciated service. The use of library technology figured in the survey. Seventy-two percent of respondents reported that they were comfortable using the online catalogue and 53% said they used the library’s webpage. Only 19% said they used the library’s databases. The comments section of the survey included evidence that the women either did not know these electronic resources existed, or they did not understand what databases are for. However, 47% said they had access to online databases from other sources, for example, higher education institutions, public schools, businesses. Those who did use online databases were asked how they learned to use them. Sixteen percent were self-taught. Only a few had formal training, including 3% who were taught by a public library staff member. Sixty percent of respondents indicated they would like formal training: 23% preferred individual training, while 77% preferred training in a class setting. The survey attempted to discern the value of participants’ library experience by using positive and negative critical incidents. The participants responded to questions about their best and worst experiences using the library. Best experiences included those involving books; children’s literature, programs, and family projects; library technology; access to non-print materials; the library as a place for solitude; other library services; and library staff. The negative experiences included library issues such as having to return books on time, getting an overdue notice or fine on an item already returned, and desired books being out of the library, noise in the library. The number of positive experiences reported was higher than the number of negative experiences. Conclusions – Although definitive conclusions are difficult to make using qualitative analysis, Fidishun summarizes her findings by reporting that her study of women public library patrons found that technology features prominently in women’s lives, and that they regularly use the Internet to find information. However, many women were not aware of the databases available at the public library. Books were an important part of the library experience for these women, as were traditional library services, such as asking a librarian for help. Women often are the ones who bring children to the library and seek information for them. And the women surveyed valued the library as place.

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Grover, Shuchi, Nicholas Jackiw, and Patrik Lundh. "Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school." Computer Science Education 29, no. 2-3 (February 6, 2019): 106–35. http://dx.doi.org/10.1080/08993408.2019.1568955.

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Etzion, T., and L. Storme. "Galois geometries and coding theory." Designs, Codes and Cryptography 78, no. 1 (December 11, 2015): 311–50. http://dx.doi.org/10.1007/s10623-015-0156-5.

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Shinagawa, Y., T. L. Kunii, and Y. L. Kergosien. "Surface coding based on Morse theory." IEEE Computer Graphics and Applications 11, no. 5 (September 1991): 66–78. http://dx.doi.org/10.1109/38.90568.

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Kefalas, Petros, and Ioanna Stamatopoulou. "Using screencasts to enhance coding skills: The case of logic programming?" Computer Science and Information Systems 15, no. 3 (2018): 775–98. http://dx.doi.org/10.2298/csis180312028k.

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Learning technologies are gradually becoming an integral part of teaching in both face-to-face and online learning. Among them, screencasts (i.e. desktop video recordings of presentations normally accompanied by the presenter?s video and narration), constitute a pedagogical tool used to create visual material to be distributed to students. Learners can then watch the videos in their own convenience and pace. The plethora of tools available makes it easier for the teachers to produce high-quality, low-cost screencasts for a number of courses. In the current paper we investigate how students perceive the impact of screencasts on their understanding and motivation in learning Logic Programming. We take the opportunity to present some tips and techniques that can be applied in any screencast production. We discuss in detail how screencasts can be used in programming courses, irrespectively of whether the latter use Imperative, Object-Oriented, or Declarative languages, and we present a number of examples to demonstrate how screencasts can facilitate learning. Furthermore, we focus particularly on Logic Programming, which lends itself to technology enhanced learning, since it requires a non-linear, out-of-the-box way of thinking towards developing programs. Finally, we evaluate our approach by presenting the opinion of students.

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Bouyukliev, Iliya, Stanislav Bulygin, and Edgar Martínez-Moro. "Foreword: computer algebra in coding theory and cryptography." Applicable Algebra in Engineering, Communication and Computing 24, no. 3-4 (June 20, 2013): 157–58. http://dx.doi.org/10.1007/s00200-013-0199-7.

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Kotsireas, I., and Edgar Martínez-Moro. "Foreword: Computer Algebra in Coding Theory and Cryptography." Designs, Codes and Cryptography 76, no. 1 (February 10, 2015): 1–2. http://dx.doi.org/10.1007/s10623-015-0041-2.

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Fleury, Ann E. "Student Beliefs about Pascal Programming." Journal of Educational Computing Research 9, no. 3 (August 1993): 355–71. http://dx.doi.org/10.2190/vecr-p8t6-gb10-mxj5.

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This study examined the beliefs constructed by college students enrolled in an introductory course in Pascal programming regarding the larger programming process, including design, debugging, testing, and maintenance, as well as coding. Students rated programs on the criteria of ease of comprehension, ease of debugging and testing, ease of maintenance, modification, and extension, and quality of overall design; they also justified their ratings orally. These same interviews were repeated with expert programmers as the participants. The students' and experts' justifications showed that students noticed the advantages of avoiding complexity, while experts noticed the advantages of managing complexity. This article discusses these results in light of the constructivist framework and suggests implications for instruction.

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FERREIRA, CÂNDIDA. "GENETIC REPRESENTATION AND GENETIC NEUTRALITY IN GENE EXPRESSION PROGRAMMING." Advances in Complex Systems 05, no. 04 (December 2002): 389–408. http://dx.doi.org/10.1142/s0219525902000626.

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The neutral theory of molecular evolution states that the accumulation of neutral mutations in the genome is fundamental for evolution to occur. The genetic representation of gene expression programming, an artificial genotype/phenotype system, not only allows the existence of non-coding regions in the genome where neutral mutations can accumulate but also allows the controlled manipulation of both the number and the extent of these non-coding regions. Therefore, gene expression programming is an ideal artificial system where the neutral theory of evolution can be tested in order to gain some insights into the workings of artificial evolutionary systems. The results presented in this work show beyond any doubt that the existence of neutral regions in the genome is fundamental for evolution to occur efficiently.

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Umaschi Bers, Marina. "Coding, robotics and socio-emotional learning: developing a palette of virtues." Pixel-Bit, Revista de Medios y Educación, no. 62 (2021): 309–22. http://dx.doi.org/10.12795/pixelbit.90537.

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This paper describes a pedagogical approach, Coding as Another language (CAL) to teach programming and computational thinking in early childhood. The CAL curriculum connects powerful ideas from the discipline of computer science with ideas from literacy in a way that is developmentally appropriate for children 4-8 years of age. CAL is free and can be used with two widely available programming environments for young children: the free on-screen ScratchJr app and the KIBO robotics kit that doesnt require keyboards or screens. Through 24 lessons centered on books, CAL emphasizes creative play and self-expression by positioning the learning of programming as the mastering of a new symbolic language. In addition, CAL provides opportunities for socio-emotional development in the context of a collaborative play-based learning environment, a coding playground, in which there is purposeful exploration of ethical and moral values and intentional promotion of positive behaviors and chrachter strenghs.

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Çalişkan, Erkan. "The effects of robotics programming on secondary school students’ problem-solving skills." World Journal on Educational Technology: Current Issues 12, no. 4 (October 30, 2020): 217–30. http://dx.doi.org/10.18844/wjet.v12i4.5143.

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Robotics programming is a type of coding that combines mechanics and programming. Robotics technology facilitates coding instruction. Coding improves students' problem-solving skills. However, studies from the literature show that some teaching methods do not have a positive effect on coding skills. The aim of this study is to examine the effects of robotics programming training on secondary school students’ problem-solving skills. For this purpose, the study was conducted as a pretest - posttest quasi-experimental model without control group. 30 6th grade students (12 boys and 18 girls) from three secondary schools participated in this study. Activities were conducted with the VEX IQ Robot Kit during nine weeks. Before and after the process, problem-solving inventory and problem-solving skills perception scale were applied as pre- and post-test. As the scores obtained from the scales did not show a normal distribution, the difference between the pretest and posttest scale scores was examined by Wilcoxon signed rank test. As a result of the analysis, it was revealed that robotics programming helped students to develop problem-solving skills.

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Bovermann, Till, and Dave Griffiths. "Computation as Material in Live Coding." Computer Music Journal 38, no. 1 (March 2014): 40–53. http://dx.doi.org/10.1162/comj_a_00228.

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What does computation sound like, and how can computational processing be integrated into live-coding practice along with code? This article gives insights into three years of artistic research and performance practice with Betablocker, an imaginary central processing unit architecture, specifically designed and implemented for live-coding purposes. It covers the themes of algorithmic composition, sound generation, genetic programming, and autonomous coding in the light of self-manipulating code and artistic research practice.

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Yang, Guomin, Chik How Tan, Yi Mu, Willy Susilo, and Duncan S. Wong. "Identity based identification from algebraic coding theory." Theoretical Computer Science 520 (February 2014): 51–61. http://dx.doi.org/10.1016/j.tcs.2013.09.008.

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Blake, Ian F. "A perspective on coding theory." Information Sciences 57-58 (September 1991): 111–18. http://dx.doi.org/10.1016/0020-0255(91)90070-b.

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Pach, Andrzej R. "Introduction to Coding Theory [Book Review]." IEEE Communications Magazine 45, no. 2 (February 2007): 18. http://dx.doi.org/10.1109/mcom.2007.313387.

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Dür, A., and J. Grabmeier. "Applying Coding Theory to Sparse Interpolation." SIAM Journal on Computing 22, no. 4 (August 1993): 695–704. http://dx.doi.org/10.1137/0222046.

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Lamberger, Mario, Florian Mendel, Vincent Rijmen, and Koen Simoens. "Memoryless near-collisions via coding theory." Designs, Codes and Cryptography 62, no. 1 (February 13, 2011): 1–18. http://dx.doi.org/10.1007/s10623-011-9484-2.

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Delsarte, P., and V. I. Levenshtein. "Association schemes and coding theory." IEEE Transactions on Information Theory 44, no. 6 (1998): 2477–504. http://dx.doi.org/10.1109/18.720545.

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Ginosar, Yuval, and Aviram Rochas Moreno. "Crossed Products and Coding Theory." IEEE Transactions on Information Theory 65, no. 10 (October 2019): 6224–33. http://dx.doi.org/10.1109/tit.2019.2923652.

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Gordon, A. "Bisimilarity as a Theory of Functional Programming." Electronic Notes in Theoretical Computer Science 1, no. 1 (January 2004): 1–21. http://dx.doi.org/10.1016/s1571-0661(04)00013-1.

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Gordon, Andrew D. "Bisimilarity as a Theory of Functional Programming." Electronic Notes in Theoretical Computer Science 1 (1995): 232–52. http://dx.doi.org/10.1016/s1571-0661(04)80013-6.

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Capretta, Venanzio. "Coalgebras in functional programming and type theory." Theoretical Computer Science 412, no. 38 (September 2011): 5006–24. http://dx.doi.org/10.1016/j.tcs.2011.04.024.

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Fenton, N. E., R. W. Whitty, and A. A. Kaposi. "A generalised mathematical theory of structured programming." Theoretical Computer Science 36 (1985): 145–71. http://dx.doi.org/10.1016/0304-3975(85)90040-4.

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Scarf, Herbert E. "Mathematical Programming and Economic Theory." Operations Research 38, no. 3 (June 1990): 377–85. http://dx.doi.org/10.1287/opre.38.3.377.

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Magnusson, Thor. "Algorithms as Scores: Coding Live Music." Leonardo Music Journal 21 (December 2011): 19–23. http://dx.doi.org/10.1162/lmj_a_00056.

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The author discusses live coding as a new path in the evolution of the musical score. Live-coding practice accentuates the score, and whilst it is the perfect vehicle for the performance of algorithmic music it also transforms the compositional process itself into a live event. As a continuation of 20th-century artistic developments of the musical score, live-coding systems often embrace graphical elements and language syntaxes foreign to standard programming languages. The author presents live coding as a highly technologized artistic practice, shedding light on how non-linearity, play and generativity will become prominent in future creative media productions.

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Sicchio, Kate. "Hacking Choreography: Dance and Live Coding." Computer Music Journal 38, no. 1 (March 2014): 31–39. http://dx.doi.org/10.1162/comj_a_00218.

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This article explores the intersection of live coding and choreography, discussing the “practice as research” project Hacking Choreography. It examines the use of computer programming languages within dance scores, the creation of scores in real time, and the transparency of these scores to the audience during performance. Four pieces created by the author are discussed in terms of these elements and compared to live-coding practices for computer music. Through this, not only does live coding emerge as a performance practice related to sound or visuals, but it also continues its trajectory as a transdisciplinary approach to live performance events.

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Collins, Nick. "Live Coding of Consequence." Leonardo 44, no. 3 (June 2011): 207–11. http://dx.doi.org/10.1162/leon_a_00164.

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A live coding movement has arisen from everyday use of interpreted programming environments, where the results of new code can be immediately established. Running algorithms can be modified as they progress. In the context of arts computing, live coding has become an intriguing movement in the field of real-time performance. It directly confronts the role of computer programmers in new media work by placing their actions, and the consequences of their actions, centrally within a work's setting. This article covers historical precedents, theoretical perspectives and recent practice. Although the contemporary exploration of live coding is associated with the rise of laptop music and visuals, there are many further links to uncover throughout rule-based art. A central issue is the role of a human being within computable structures; it is possible to find examples of live coding that do not require the use of a (digital) computer at all.

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Harper, Robert. "Mechanizing the meta-theory of programming languages." ACM SIGPLAN Notices 40, no. 9 (September 12, 2005): 240. http://dx.doi.org/10.1145/1090189.1086396.

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