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Journal articles on the topic 'Computing curricula'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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1

Scime, Anthony, and Christine Wania. "Computing Curricula." International Journal of Information and Communication Technology Education 1, no. 2 (2005): 1–18. http://dx.doi.org/10.4018/jicte.2005040101.

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2

Shackelford, Russell, Lillian Cassel, James Cross, et al. "Computing curricula 2004." ACM SIGCSE Bulletin 36, no. 1 (2004): 501. http://dx.doi.org/10.1145/1028174.971470.

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3

Martin, C. Dianne. "Computing curricula 2001." ACM SIGCSE Bulletin 35, no. 2 (2003): 9–10. http://dx.doi.org/10.1145/782941.782945.

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Martin, C. Dianne. "Computing curricula 2001." ACM SIGCSE Bulletin 34, no. 4 (2002): 10–11. http://dx.doi.org/10.1145/820127.820132.

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5

Impagliazzo, John. "Computing curricula 2005." ACM SIGCSE Bulletin 38, no. 3 (2006): 311. http://dx.doi.org/10.1145/1140123.1140216.

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Impagliazzo, John, Robert Sloan, Andrew McGettrick, and Pradip K. Srimani. "Computer engineering computing curricula." ACM SIGCSE Bulletin 35, no. 1 (2003): 355–56. http://dx.doi.org/10.1145/792548.611915.

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Fenwick, Jay, Cindy Norris, Ron Cytron, and Matthias Felleisen. "Computing curricula 2001 draft." ACM SIGPLAN Notices 36, no. 4 (2001): 3–4. http://dx.doi.org/10.1145/375431.375414.

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Impagliazzo, John. "Computing curricula overview project." ACM SIGCSE Bulletin 37, no. 3 (2005): 347. http://dx.doi.org/10.1145/1151954.1067546.

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9

Isbell, Charles L., Lynn Andrea Stein, Robb Cutler, et al. "(Re)defining computing curricula by (re)defining computing." ACM SIGCSE Bulletin 41, no. 4 (2010): 195–207. http://dx.doi.org/10.1145/1709424.1709462.

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10

Hilburn, Thomas B., Susan Mengel, Donald J. Bagert, and Dale Oexmann. "Software engineering across computing curricula." ACM SIGCSE Bulletin 30, no. 3 (1998): 117–21. http://dx.doi.org/10.1145/290320.283086.

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Denning, Peter J. "Great principles in computing curricula." ACM SIGCSE Bulletin 36, no. 1 (2004): 336–41. http://dx.doi.org/10.1145/1028174.971303.

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Impagliazzo, John, Esther A. Hughes, Richard LeBlanc, et al. "IEEE-CS/ACM computing curricula." ACM SIGCSE Bulletin 36, no. 1 (2004): 450–52. http://dx.doi.org/10.1145/1028174.971453.

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Chalk, Peter. "Java in the computing curricula." ACM SIGPLAN Notices 34, no. 12 (1999): 9–11. http://dx.doi.org/10.1145/344283.344284.

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Nolan, Deborah, and Duncan Temple Lang. "Computing in the Statistics Curricula." American Statistician 64, no. 2 (2010): 97–107. http://dx.doi.org/10.1198/tast.2010.09132.

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Sobel, Ann E. K., and Tim Lethbridge. "IEEE-CS/ACM computing curricula." ACM SIGCSE Bulletin 35, no. 3 (2003): 217–18. http://dx.doi.org/10.1145/961290.961573.

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LeBlanc, Mark D., and Betsey D. Dyer. "Bioinformatics and computing curricula 2001." ACM SIGCSE Bulletin 36, no. 4 (2004): 64–68. http://dx.doi.org/10.1145/1041624.1041659.

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17

Engel, Gerald. "Computing Curricula 1991 — a résumé." ITNOW 33, no. 5 (1991): 29. https://doi.org/10.1093/combul/33.5.29.

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Abstract The IEEE Computer Society, together with the Association for Computing Machinery (ACM) has just released the report Computer Curricula 1991. The report updates the 1983 Model Program In Computer Science and Engineering of the Computer Society, and Curriculum 78 of the ACM.
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McGettrick, Andrew. "Computing Curricula 1991 - a review." ITNOW 33, no. 5 (1991): 30–32. https://doi.org/10.1093/combul/33.5.30.

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Abstract Over the years, the Association for Computing Machinery (ACM) and The Institute of Electrical and Electronic Engineers (IEEE) have produced circular documents[1,2,3]. Traditionally, computer science departments have not adopted these slavishly but have used them as a yardstick against which to measure their own courses and development; they have provided a focus for discussion and debate on curricular issues, so leading to further refinement and eventual development. In one sense ACM/IEEE, 1991[4], hereafter referred to as Curriculum 1991, is the latest in this series and is published in that spirit. But there are important breaks with tradition.
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19

Mungai, Joseph, and Wanjiku Nganga. "Benchmarking of Undergraduate Computing Curricula in Kenya." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 6, no. 1 (2013): 727–37. http://dx.doi.org/10.24297/ijmit.v6i1.754.

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This study investigated the quality of undergraduate computing curricula at Kenyan universities, how they compare locally and regionally with equivalent programs and how closely they meet the ICT sector needs. It was guided by four objectives i.e. to undertake an ontological mapping of computing curricula, to identify appropriate benchmarking criteria, to develop and test a benchmarking tool, and to investigate the alignment of these curricula to computing skills requirement. The study was deemed important by the plethora of academic computing programs of varying degrees of utility and credibility, which are a product of the escalating demand for computing education in Kenya given the development of Vision 2030 and the rapid growth of the ICT industry. To achieve its objectives, the study adopted a quantitative and qualitative cross-sectional descriptive survey of computing curricula offered locally (in Kenya) and regionally (from best practicing countries, USA and India). A sample of 70.3% was drawn from the target population for ontological mapping. Two research instruments, i.e. a questionnaire and a document analysis framework that were administered to a cross-section of 11 public/private universities. The study established that there are 24 undergraduate computing programs under 6 titles, viz. BSc., BCom., BTech., BB., BEd. and BEng. The two most populous programs are BSc. Computer Science (CS) and BSc. Information Technology (IT), which were selected to help identify two benchmarking criteria: Percent weight allocation of core hours within ACM knowledge areas and Relative performance capabilities of computing graduates. Using these criteria a benchmarking tool was developed and tested, which depicted disparities among the respondents in the percent weight allocation of core hours in CS programs. Similarly, it portrayed overlaps in the relative performance capabilities of CS and IT graduates, an outcome that queried the uniqueness of these programs. As such, its results indicate that the quality of the two computing programs is relatively insufficient. However, it further establishes that the computing curricula are aligned to meet the top 3 highly demanded computing skills i.e. Networking, Software development and Internet skills albeit insufficient percent weight allocation of core hours in Software development. It therefore recommends further testing and refining of the established benchmarking tool, the need to re-focus the computing programs and supports the call to institute a regulatory body and qualifications framework for computing education and skills.Â
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20

Leonard, Hayley C., and Sue Sentance. "Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review." International Journal of Computer Science Education in Schools 5, no. 2 (2021): 3–13. http://dx.doi.org/10.21585/ijcses.v5i2.130.

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The underrepresentation of certain groups in computing has led to increasing efforts in the United States (US) to develop computing curricula that is responsive and relevant to a more diverse group of learners. In England, despite a mandatory computing curriculum from age 5, a similar problem is seen in terms of representation in formal Computer Science qualifications as in the US. The current paper used a Quick Scoping Review methodology to identify research that has implemented and evaluated culturally-responsive and relevant K-12 computing curricula, and to understand how they have been designed, the methods used for evaluation, and the factors affecting their success. In total, 12 papers were included in the review and all were from a US setting. Successes included changing learners’ attitudes towards computing and increased learning gains. Key factors in the implementation of the curricula were teacher confidence and understanding of the sociopolitical context of computing, opportunities provided for collaboration and sharing knowledge and opinions, and allowing time for difficult discussions without oversimplifying the issues. The review identifies important lessons to be learned for other countries, including England, aiming to increase the diversity in representation in computing in their schools.
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21

Hawthorne, Elizabeth K. "Infusing software assurance in computing curricula." ACM Inroads 3, no. 2 (2012): 18–20. http://dx.doi.org/10.1145/2189835.2189844.

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22

Kornecki, Andrew J. "Computing Curricula for the 21st Century." IEEE Distributed Systems Online 9, no. 2 (2008): 2. http://dx.doi.org/10.1109/mdso.2008.5.

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23

Roberts, Eric, C. Fay Cover, Gordon Davies, Michael Schneider, and Robert Sloan. "Computing Curricula 2001 implementing the recommendations." ACM SIGCSE Bulletin 34, no. 1 (2002): 167–68. http://dx.doi.org/10.1145/563517.563403.

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24

Shackelford, Russell, Andrew McGettrick, Robert Sloan, et al. "Computing Curricula 2005: The Overview Report." ACM SIGCSE Bulletin 38, no. 1 (2006): 456–57. http://dx.doi.org/10.1145/1124706.1121482.

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25

Clear, Tony. "The arbitrary nature of computing curricula." XRDS: Crossroads, The ACM Magazine for Students 25, no. 1 (2018): 56–59. http://dx.doi.org/10.1145/3265905.

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26

Brudney, Jeffrey L., and Mary Maureen Brown. "Computing in Graduate Education in Public Administration: An Assessment of Current Practices and Future Needs." Social Science Computer Review 10, no. 2 (1992): 241–54. http://dx.doi.org/10.1177/089443939201000208.

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This article addresses current practices and future needs in education in computing in graduate-level programs in public administration and affairs. Based on a survey of MPA-granting institutions, it shows that most public administration programs have incorporated computing applications into curricula beyond conventional courses in statistics and research methodology. To meet the needs of future public managers for computing skills, however, further enhancement of curricula will prove necessary. For this purpose, the article identifies a potential curriculum in computing in public administration. The curriculum is tailored to the distinctive demands and challenges of the public sector environment.
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27

Bruce, Kim B. "Creating a new model curriculum: A rationale for Computing curricula 1990." Education and Computing 7, no. 1-2 (1991): 23–42. http://dx.doi.org/10.1016/s0167-9287(05)80080-9.

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28

Samaka, Mohammed. "Changing a computer science curriculum in light of computing curricula 2001." ACM SIGCSE Bulletin 34, no. 4 (2002): 32–35. http://dx.doi.org/10.1145/820127.820160.

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29

Apon, A., J. Mache, R. Buyya, and H. Jin. "Cluster Computing in the Classroom and Integration With Computing Curricula 2001." IEEE Transactions on Education 47, no. 2 (2004): 188–95. http://dx.doi.org/10.1109/te.2004.824842.

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30

Takada, Shingo, Ernesto Cuadros-Vargas, John Impagliazzo, et al. "Toward the visual understanding of computing curricula." Education and Information Technologies 25, no. 5 (2020): 4231–70. http://dx.doi.org/10.1007/s10639-020-10127-1.

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31

Piner, M. L. G. "Defining computing curricula for the modern age." Computer 34, no. 6 (2001): 75–77. http://dx.doi.org/10.1109/2.953467.

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32

Danyluk, Andrea, and Scott Buck. "Artificial Intelligence Competencies for Data Science Undergraduate Curricula." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9746–47. http://dx.doi.org/10.1609/aaai.v33i01.33019746.

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In August 2017, the ACM Education Council initiated a task force to add to the broad, interdisciplinary conversation on data science, with an articulation of the role of computing discipline-specific contributions to this emerging field. Specifically, the task force is seeking to define what the computing contributions are to this new field, in order to provide guidance for computer science or similar departments offering data science programs of study at the undergraduate level. The ACM Data Science Task Force has completed the initial draft of a curricular report. The computing-knowledge areas identified in the report are drawn from across computing disciplines and include several sub-areas of AI. This short paper describes the overall project, highlights AI-relevant areas, and seeks to open a dialog about the AI competencies that are to be considered central to a data science undergraduate curriculum.
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33

Paxton, John, Rockford J. Ross, and Denbigh Starkey. "An integrated, breadth-first computer science curriculum based on Computing Curricula 1991." ACM SIGCSE Bulletin 25, no. 1 (1993): 68–72. http://dx.doi.org/10.1145/169073.169351.

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34

Arslanyilmaz, Abdu, Margaret L. Briley, Gregory V. Boerio, Katie Petridis, and Ramlah Ilyas. "Assessing the Efficacy of an Accessible Computing Curriculum for Students with Autism Spectrum Disorders." Multimodal Technologies and Interaction 8, no. 2 (2024): 11. http://dx.doi.org/10.3390/mti8020011.

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There is a limited amount of research dedicated to designing and developing computing curricula specifically tailored for students with autism spectrum disorder (ASD), and thus far, no study has examined the effectiveness of an accessible computing curriculum designed specifically for students with ASD. The goal of this study is to evaluate the effectiveness of an accessible curriculum in improving the learning of computational thinking concepts (CTCs) such as sequences, loops, parallelism, conditionals, operators, and data, as well as the development of proficiency in computational thinking practices (CTPs) including experimenting and iterating, testing and debugging, reusing and remixing, and abstracting and modularizing. The study involved two groups, each comprising twenty-four students. One group received instruction using the accessible curriculum, while the other was taught with the original curriculum. Evaluation of students’ CTCs included the analysis of pretest and posttest scores for both groups, and their CTPs were assessed through artifact-based interview scores. The results indicated improvement in both groups concerning the learning of CTCs, with no significant difference between the two curricula. However, the accessible computing curriculum demonstrated significant enhancements in students’ proficiency in debugging and testing, iterating and experimenting, modularizing and abstracting, as well as remixing and reusing. The findings suggest the effectiveness of accessible computing curricula for students with ASD.
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35

Lynch, Joan K., Peter Fischer, and Sarah F. Green. "Teaching in a Computer-intensive Algebra Curriculum." Mathematics Teacher 82, no. 9 (1989): 688–94. http://dx.doi.org/10.5951/mt.82.9.0688.

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The report of a March 1984 NCTM conference (Corbitt 1985) argued that one of the critical problems facing mathematics education today is the need for curricula and instructional methods that reflect the influence of computing on mathematics and its teaching. The conference report suggested that emerging technology would make possible a significant shift in curricular priorities and in patterns of classroom organization. The curricular emphasis could shift from ma nipulative skills to concepts, relationships, structures, and problem solving. The instructional emphasis could shift from teacher presentations and guided practice of skills to student-directed learning that exploits technology to solve problems and explore concepts.
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36

Connolly, Randy. "Can Citizenship Education Benefit Computing?" Informatics 9, no. 4 (2022): 93. http://dx.doi.org/10.3390/informatics9040093.

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A recurring motif in recent scholarship in the computing ethics and society studies (CESS) subfield within computing have been the calls for a wider recognition of the social and political nature of computing work. These calls have highlighted the limitations of an ethics-only approach to covering social and political topics such as bias, fairness, equality, and justice within computing curricula. However, given the technically focused background of most computing educators, it is not necessarily clear how political topics should best be addressed in computing courses. This paper proposes that one helpful way to do so is via the well-established pedagogy of citizenship education, and as such it endeavors to introduce the discourse of citizenship education to an audience of computing educators. In particular, the change within citizenship education away from its early focus on personal responsibility and duty to its current twin focus on engendering civic participation in one’s community along with catalyzing critical attitudes to the realities of today’s social, political, and technical worlds, is especially relevant to computing educators in light of computing’s new-found interest in the political education of its students. Related work in digital literacy education is also discussed.
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37

Alvarez Rubio, Juan. "A first computing course based on curricula 1991." ACM SIGCSE Bulletin 24, no. 1 (1992): 5–8. http://dx.doi.org/10.1145/135250.134512.

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38

Finkelstein, A. "European Computing Curricula: A Guide and Comparative Analysis." Computer Journal 36, no. 4 (1993): 299–319. http://dx.doi.org/10.1093/comjnl/36.4.299.

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39

Baldwin, Doug, Jerry Mead, Keith Barker, Allen Tucker, and Lynn R. Ziegler. "Visions of breadth in introductory computing curricula (abstract)." ACM SIGCSE Bulletin 27, no. 1 (1995): 386–87. http://dx.doi.org/10.1145/199691.199893.

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40

Tucker, A. B., and B. H. Barnes. "Flexible design: a summary of Computing Curricula 1991." Computer 24, no. 11 (1991): 56–66. http://dx.doi.org/10.1109/2.116851.

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41

Rahayu, Nur W., Ridi Ferdiana, and Sri S. Kusumawardani. "An enhanced domain ontology model of database course in computing curricula." IAES International Journal of Artificial Intelligence (IJ-AI) 13, no. 2 (2024): 1339. http://dx.doi.org/10.11591/ijai.v13.i2.pp1339-1347.

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The ACM/IEEE Computing Curricula 2020 includes the study of relational databases in four of its six disciplines. However, a domain ontology model of multidisciplinary database course does not exist. Therefore, the current study aims to build a domain ontology model for the multidisciplinary database course. The research process comprises three phases: a review of database course contents based on the ACM/IEEE Computing Curricula 2020, a literature review of relevant domain ontology models, and a design research phase using the NeOn methodology framework. The ontology building involves the ontology reuse and reengineering of existing models, along with the construction of some classes from a non-ontological resource. The approach to ontology reuse and reengineering demonstrates ontology reusability. The final domain ontology model is then evaluated using two ontology syntactic metrics: Relationship Richness and Information Richness. These metrics reflect the diversity of relationships and the breadth of knowledge in the model, respectively. In conclusion, the current research contributes to the Computing Curricula by providing an ontology model for a multidisciplinary database course. The model, developed through ontology reuse and reengineering and the integration of non-ontological resources, exhibits more diverse relationships and represents a broader range of knowledge.
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42

Nur, W. Rahayu, Ferdiana Ridi, and S. Kusumawardani Sri. "An enhanced domain ontology model of database course in computing curricula." IAES International Journal of Artificial Intelligence (IJ-AI) 13, no. 2 (2024): 1339–47. https://doi.org/10.11591/ijai.v13.i2.pp1339-1347.

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The ACM/IEEE Computing Curricula 2020 includes the study of relational databases in four of its six disciplines. However, a domain ontology model of multidisciplinary database course does not exist. Therefore, the current study aims to build a domain ontology model for the multidisciplinary database course. The research process comprises three phases: a review of database course contents based on the ACM/IEEE Computing Curricula 2020, a literature review of relevant domain ontology models, and a design research phase using the NeOn methodology framework. The ontology building involves the ontology reuse and reengineering of existing models, along with the construction of some classes from a non-ontological resource. The approach to ontology reuse and reengineering demonstrates ontology reusability. The final domain ontology model is then evaluated using two ontology syntactic metrics: Relationship Richness and Information Richness. These metrics reflect the diversity of relationships and the breadth of knowledge in the model, respectively. In conclusion, the current research contributes to the Computing Curricula by providing an ontology model for a multidisciplinary database course. The model, developed through ontology reuse and reengineering and the integration of non-ontological resources, exhibits more diverse relationships and represents a broader range of knowledge.
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43

Indraprastha, Aswin. "Learning to Know and Think: Computing for Architecture Course." SHS Web of Conferences 41 (2018): 05001. http://dx.doi.org/10.1051/shsconf/20184105001.

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Computational technologies for solving design problems become increasingly important in architecturalpractice. In responding, architectural education has encouraged the use of this tool and method in the curricula. As the technology and environment are ever changing, the curricula should be evaluated and updated to adapt and to teach method and skills necessary to the students. Over the last four years, Architecture Program of ITB has inserted new computational courses into undergraduate levels. These courses are the mix of a skill focused computational workshop that is compulsory for the second-year students and introduction of computational design as an elective course that can be enrolled both by third and fourth year students. This paper delivers a report of our methods and findings from our continuingstudy of the courses including analysis of student outcomes, student evaluation of the course structures, assignments, and feedback as well as computational abilities after completion of the courses. The aim of the study is to have a grounded validation of computational courses in architecture curricula and to improve courses goal based on the evaluation. The result of our study reveals challenging issue to teach computational thinking undergraduate level rather than only providing them a set of computer skills for production and presentation techniques of the design.
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Yan, Wei, Priyanka Parekh, Ashish Amresh, and Paige Prescott. "Data Fusion Insights on Indigenous-Serving Teachers’ Implementation of Culturally Responsive Computing." Journal of Technology and Teacher Education 33, no. 1 (2025): 243–82. https://doi.org/10.70725/759223rdbocc.

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Indigenous communities remain among the most underrepresented groups in computing and STEM fields, facing systemic barriers to equitable participation in computer science (CS) education. This study examines how Indigenous-serving teachers, through a sustained professional development (PD) program, design and implement culturally responsive computing (CRC) curricula in Indigenous-serving schools. Guided by the research question: How does sustained CS professional development inform the design of culturally responsive computing curricula by experienced CS teachers in Indigenous-serving schools? We employed a natural language processing (NLP) data fusion approach that integrates text mining and qualitative thematic analysis to investigate how teachers incorporate Indigenous knowledge into computing instruction. Our findings reveal three emergent themes in teacher learning and lesson design: Creating opportunities to access culture through computation, Leveraging Research and Critical Thinking Skills to Critically Engage Students with Computing, and Reflection, refinement, and professional growth through ongoing collaboration. These themes underscore the impact of CRC on bridging cultural traditions with computing, fostering engagement, and enhancing Indigenous students’ sense of belonging in CS. By supporting teachers in developing culturally relevant lessons that integrate storytelling, traditional arts, and computational thinking, this research contributes to the broader discourse on inclusive CS education. This study informs future efforts to expand Indigenous student participation in computing by highlighting the role of culturally sustaining pedagogy in professional development and curriculum design.
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45

P., K. Paul, and S. Aithal P. "Bachelors Degree in Computing and allied fields in India Emphasizing Private Universities—A Study of Science Platform (BCA & BSc)." International Journal on Recent Researches In Science, Engineering & Technology 5, no. 12 (2018): 1–12. https://doi.org/10.5281/zenodo.1146700.

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Information and Communication Technology plays a leading role in the development of many facets. Computing and allied educational programs may be treated as a vital source for the development of computerization and digitalization of all kinds. India a nation of ‘developing’ tag needs improvement in the manpower development segment and training. Universities are playing a leading role in building knowledge products, promotion of research & development affairs. As far as Computing and IT areas are concerned in India most popular branches are Computer Science, Computer Application, Information Technology etc. The programs are available with Science platform and also Technology/ Engineering platform. Indian education segment needs much improvement in skill integration into the curricula. A major study found that there are very less differences between Computer Science, Computer Application, and Information Technology curricula. The present study is focused on private universities and highlights the core of Computing programs at Bachelors levels (other than Technology degrees i.e. BE/BTech). The study highlights private university distribution in the Nation with references to emerging skill based Computing degrees as well. 
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46

Webb, Mary E., Tim Bell, Niki Davis, et al. "Tensions in specifying computing curricula for K-12: Towards a principled approach for objectives." it - Information Technology 60, no. 2 (2018): 59–68. http://dx.doi.org/10.1515/itit-2017-0017.

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AbstractIn this article we examine key issues and tensions for developing and specifying Computing-related elements of curricula design, particularly the role of Computer Science in the curriculum. The article is based on a series of discussions and analyses of curriculum design across various countries with different approaches and traditions of Computing in the curriculum.
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47

Smith, Mary. "Call for Papers: EduPar 2024." ACM SIGCSE Bulletin 56, no. 1 (2024): 4–5. http://dx.doi.org/10.1145/3643836.3643839.

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Parallel and Distributed Computing (PDC) is widespread in modern computing devices, such as PCs, laptops, and handheld devices, featuring multiple cores and GPUs. The dependence on web and cloud services and the rising demand for PDC solutions in addressing data-intensive challenges like Big Data highlights the importance of integrating PDC into computing curricula. The rapid advancements in PDC-related technologies present ongoing challenges in curriculum development, emphasizing the need to integrate PDC into existing and new courses seamlessly. This integration is essential to prepare students for careers increasingly focused on Parallel and Distributed Computing.
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48

Deb, Debzani, and Muztaba Fuad. "Integrating big data and cloud computing topics into the computing curricula: A modular approach." Journal of Parallel and Distributed Computing 157 (November 2021): 303–15. http://dx.doi.org/10.1016/j.jpdc.2021.07.012.

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49

MANEV, Krassimir, and Neli MANEVA. "On a Metodology for Creating School Curricula in Computing." OLYMPIADS IN INFORMATICS 11, no. 1 (2017): 93–107. http://dx.doi.org/10.15388/ioi.2017.08.

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50

Akingbehin, Kiumi, Bruce Maxim, and Louis Tsui. "A Capstone Design Course Based on Computing Curricula 1991." Computer Science Education 5, no. 2 (1994): 229–40. http://dx.doi.org/10.1080/0899340940050207.

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