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Littérature scientifique sur le sujet « Computer programming, informatic »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Computer programming, informatic"

Ramadhan, Muhammad Sabir. « PENGEMBANGAN APLIKASI MOBILE LEARNING PADA MATA KULIAH PEMROGRAMAN CLIENT SERVER UNTUK MENINGKATKAN PRESTASI BELAJAR MAHASISWA ». JURNAL TEKNOLOGI INFORMASI 3, n^o 1 (13 juin 2019) : 106. http://dx.doi.org/10.36294/jurti.v3i1.741.

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ABSTRACT- This study aims to design interactive multimedia for computer client server programming with Android-based so that it can be accessed via smartphone. Client server programming course is one of compulsory subjects in Informatics Engineering course. With the realization of multimedia is expected to shorten the learning time of students, and students can more easily understand the material of client server programming rather than through the tutorial tutorial as usual, and is expected to improve learning achievement. This multimedia realization chose to use the Android operating system to be accessible through smartphone that is currently widely used by the students. This interactive multimedia presents theories, simulations and problems as the evaluation of client server programming learning. The results of this interactive multimedia will be tested through the test instrument to the students on the study program of Informatika Technique of Asahan University. Instrument test used to know student achievement. Test instrument used is a questionnaire instrument to determine the quality of interactive multimedia computer network courses. Multimedia is designed using the main software such as Macromedia Flash, Macromedia Director, and Macromedia Authorware and Eclipse 4.2 along with supporting applications. The material to be delivered on interactive multimedia is tailored to the syllabus of client server programming courses on Strata 1 level. The expected research output is in the form of teaching materials for the enrichment of client server programming subjects and multimedia technology and will be socialized through the national seminar in the field of informatic engineering. Keywords - interactive multimedia, Android, client server programming

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Masic, Izet. « The History and New Trends of Medical Informatics ». Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, n^o 3 (2013) : 301–12. http://dx.doi.org/10.5005/jp-journals-10009-1298.

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ABSTRACT The breakthrough of the computer and information technologies in all the segments of the society, led to the needs for the computer and information technologies. The knowledge of information technology is now part of general literacy. The computer literacy does not require comprehensive and detailed knowledge of the electronics or programming. Although with the electronic computer which is the invention of our age, the attempts of the construction of the first machine for the processing of the information reach far in the history of human civilization. The only and global function of a computer data processing can be naturally separated into the series of the other elementary operations, as for examples are: ‘the followup of the data, their registration, reproduction, selection, sorting, and comparison’ and so on. The computers are being classified according to ‘the purpose, type and computer size’. According to the purpose the computers it can be of the general and specific purposes. The computers for the general purpose serve for the commercial applications or any other application that is necessary. If medical informatics is regarded as a scientific discipline dealing with theory and practice of information processes in medicine, comprising data communication by information and communication technologies (ICT), with computers as an especially important ICT, then it can be stated that the history medical informatics is connected with the beginnings of computer usage in medicine. The medical informatics is the foundation for understanding and practice of the up-to-day medicine. Its basic tool is the computer, subject of studying and the means by which the aspects and achieve the new knowledge in the studying of a man, his health and disease, and functioning of the total health activities. Current network system possesses the limited global performance in the organization of health care, and that is especially expressed in the clinical medicine, where the computer technology has not received the wanted applications yet. In front of us lies the brilliant future of the medical informatics. It should expect that the application of terminal and personal computers with more simple manners of operation will enable routine use of computer technology by all health professionals in the fields of telemedicine, distance learning (DL) (web-based medical education), application of ICT, medical robotics, genomics, etc. The development of nature languages for communication with the computers and the identification of input voice will make the work simpler. Regarding the future of medical informatics education there are numerous controversies. Everybody agrees that the medical informatics is very significant for the whole health care and for the needs for personnel. However, there is not yet the general agreement regarding the teaching programs, because the medical informatics is very involved and propulsive, what makes the performance of the stable education programs more difficult. There are also not general agreement in which year of studding should transfer the knowledge from medical informatics. The majority of the experts still agree that the priority should be given in later study years, since more and more students enroll the faculties with prior informatics illiteracy, and the comprehension of some medical informatics fields is not possible without prior clinical knowledge. How to cite this article Masic I. The History and New Trends of Medical Informatics. Donald School J Ultrasound Obstet Gynecol 2013;7(3):301-312.

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Bosova, L. L., et A. V. Kaplan. « THE INTERNATIONAL CONFERENCE ON INFORMATICS IN SCHOOLS ISSEP 2018 ». Informatics in school, n^o 9 (20 décembre 2018) : 2–6. http://dx.doi.org/10.32517/2221-1993-2018-17-9-2-6.

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The article describes the main areas of work of ISSEP — the international conference on school informatics, which has been held since 2005; in 2018 the conference was frst held inRussia. There is the summary of the main reports by sections: “Sustainable Education in Informatics for Pupils of All Ages. Role of Programming and Algorithmics”, “National Concepts of Teaching Computer Science. Research on Informatics in Schools”, “Teacher Education in Informatics”, “Contests and Competitions in Informatics”, “Socio-Psychological Aspects of Teaching Informatics”, “Computer Tools in Teaching and Studying Informatics”.

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Kuzminskyi, Anatoliy I., Оleksandr V. Kuchai et Olena A. Bida. « ВИКОРИСТАННЯ ПОЛЬСЬКОГО ДОСВІДУ ПІДГОТОВКИ ФАХІВЦІВ З ІНФОРМАТИКИ В СИСТЕМІ ПЕДАГОГІЧНОЇ ОСВІТИ УКРАЇНИ ». Information Technologies and Learning Tools 68, n^o 6 (27 décembre 2018) : 206. http://dx.doi.org/10.33407/itlt.v68i6.2636.

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The authors of the article have determined the content basis of specialist in computer science vocational training which was grounded on the functional approach in the research process. In particular, the content of relevant curricula and programs has been analyzed. The curricula of Poland and Ukraine provide a set of disciplines that ensure the formation of the professional competence of a specialist in computer science. Based on the state standard of a specialist in computer science, we have identified the following teacher of informatics competences: information system, operative-informatics, computer networks, competence in the field of programming. We considered their formation through the prism of the disciplines that they form. The curricula for the training of computer science specialists from Poland and Ukraine have been analyzed. We note that the group of disciplines in the humanities and socio-economic training cycle to a lesser degree, as well as the cycle of educational disciplines of professional and practical training, to a greater extent serve as a fundamental basis for the formation of the professional competence of a specialist in informatics. As for the disciplines of the group of professional and practical training, we note that among the disciplines that contribute to the formation and development of teacher of informatics competence, there are subjects that are characteristic for all higher educational institutions, such as: programming (including systemic, object- oriented, WEB-programming), database design, computer network administration, computer architecture, computer networks, computer graphics, operating systems. Therefore, in higher education institutions which train specialists in computer science, the curriculum provides a large number of disciplines, the content of which is aimed at forming the computer science specialists professional competence. On the basis of the comparative analysis of the training of the future computer science specialists in Poland and Ukraine, the authors have made the conclusion that advanced ideas of the Polish experience of training future specialists of informatics could be used in the Ukrainian system of pedagogical education.

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Et. al., Wilda Susanti,. « An Overviuw Of The Teaching And Learning Process Basic Programming In Algorithm And Programming Courses ». Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n^o 2 (11 avril 2021) : 2934–44. http://dx.doi.org/10.17762/turcomat.v12i2.2332.

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In this paper, we review the literature related to computer programming learning, where Algorithms and Programming are the topic domains of the Informatics and Computer science clusters. There are 4 competencies in learning outcomes, such as: 1) understand algorithmic concepts; 2) master algorithm concepts and principles; 3) master programming language concepts; and 4) master programming languages and algorithms. The main focus of this review is on beginner programming and topics related to student difficulties in learning programming. Various problems experienced by beginners were identified from the literature to some of the solutions offered by researchers.

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Pavlenko, Maksym, et Tetiana Varava. « Information tools for teaching the basics of programming in high school ». Ukrainian Journal of Educational Studies and Information Technology 5, n^o 3 (30 septembre 2017) : 58–72. http://dx.doi.org/10.32919/uesit.2017.03.06.

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The article focuses on the problem of finding methodological approaches to the use of information programming tools in the course of computer science high school. The definition of information tools for teaching as electronic means of storage, processing and transfer of educational information through computers is set out. The authors, based on the analysis of four existing training programs in computer science 5-9 classes, identified the topics for studying students of the middle classes of programming: "Algorithms and Programs", "Algorithms and their Implementers", "Algorithmization and Programming", "Fundamentals of algorithmization and programming". It is revealed that the computer science curriculum for grades 8-9 for general education institutions with in-depth study of individual subjects does not include any programming topics. The analysis of methodological recommendations on informatics teaching in 2016-2018 academic years allowed to determine the competency tasks that students should learn to solve when they study computer science in high school, for example, to develop and run a linear geometric figure drawing algorithm, to recreate the motion of a computer ' object on the plane, including the interception of obstacles, create a simple computer game using variables, analyze the results of the implementation of programs for processing values of numeric type, create a software project and more. The authors analyze the possibilities of such information learning tools as online gaming platforms, Internet resources, online programming learning environments, graphical programming environments, interactive learning environments, and application development environments. The methodical approaches to the use of informational learning tools in the course of computer science high school: the implementation of online online exercises to learn theoretical concepts, solving problems from the basics of algorithmization and programming in the online environment, teaching the stages of creating a program project through the study of online courses, the implementation of tasks for training programming in the online learning environment; learning in action with a graphical programming environment for robots; development of a software project in the programming environment.

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Dyachkova, T. A., O. V. Razumova, E. R. Sadykova, Z. R. Harisova, R. R. Nasibullov et I. F. Yarullin. « COMPUTER GAMES FOR INTEGRATED INFORMATICS AND MATHEMATICS LESSONS ». Informatics in school, n^o 4 (23 juin 2019) : 37–42. http://dx.doi.org/10.32517/2221-1993-2019-18-4-37-42.

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The article discusses the psychological and pedagogical problems of using computer games in school education. Graphic and animation capabilities of visual programming language Scratch, as well as computer games for educational purposes as a means of increasing cognitive interest and educational motivation of students to study informatics and mathematics are demonstrated.

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Taurusta, Cindy, et Yulian Findawati. « Rancang Bangun Game Simulasi Pemrograman Berbasis Obyek (PBO) Sebagai Media Pembelajaran Mahasiswa Teknik Informatika Universitas Muhammadiyah Sidoarjo ». Journal of Animation and Games Studies 4, n^o 1 (8 août 2018) : 73–90. http://dx.doi.org/10.24821/jags.v4i1.2026.

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Technological progress is increasing rapidly along with the increasing need for graduates of Informatics Engineering in Higher Education. Many companies and businesses today require graduates who can compete in terms of programming. And the most dominant programming that must be mastered by the graduates of Informatics Engineering is Object-Based Programming (PBO) or commonly known as Java Programming. Where this programming is programming that can generate various applications, both applications in Personal Computer (PC) and in mobile. However, based on analysis conducted by the researcher when teaching object-based programming program (PBO) in Informatics Engineering Faculty of Engineering Muhammadiyah University of Sidoarjo, found the result that there are still many students who still difficulty studying this course, if only taught through theory without any direct practice. So that students interested in studying this subject further and learning not only through theory, a fun learning will researchers do by making the Design of Object-Based Programming Simulation Game (PBO) As Media Student Learning Informatics University of Muhammadiyah Sidoarjo. This game will contain several learning levels packed with animation. Where players are students not only get learning about what components are required in programming Java, but also steps - steps programming Java easily presented with an interesting animation. Not only the curiosity and excitement in playing but understanding and making the program easier. The purpose of making this learning simulation game in order to help Student of Informatics Engineering Muhammadiyah University of Sidoarjo in understanding, likes, and able to make object-based program or Java so as to improve the quality and competitiveness of Informatics Engineering Student University of Muhammadiyah Sidoarjo in the world of work. And in the future, researchers will conduct a survey to prove the effects and results obtained after learning through simulation games. Keywords: Simulation Game, Animation, IT Student, Object-Based Programming, Java

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VERHOEFF, Tom. « Programming, Software Development, and Computer Science – The Golden Triangle ». Olympiads in Informatics 13 (13 juillet 2019) : 157–70. http://dx.doi.org/10.15388/ioi.2019.10.

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I present my thoughts on programming, software development, and computer science (CS), and their inevitable relationship. Originally this was intended to help prepare some CS courses aimed (also) at non-CS university students. But it is also relevant for students in secondary education, especially if they have an interest in participating in the International Olympiad in Informatics.

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Цветкова, Marina Tsvetkova, Кирюхин et V. Kiryukhin. « Methodology of Training for Academic Olympics at School ». Profession-Oriented School 2, n^o 2 (17 avril 2014) : 15–26. http://dx.doi.org/10.12737/3836.

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The paper considers methods of preparing for participation in Academic Olympics on Informatics in the school setting. The proposed methods pat special attention to revealing and enhancing talents of a school-level student. Age peculiarities in studying Informatics of Academic Olympics level are shown, and among others, those involving Internet-resources. Specially outlined is the role of a teacher in timely revealing and developing talents of students, studying Informatics and Computer Programming.

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Thèses sur le sujet "Computer programming, informatic"

Kirby, Graham N. C. « Reflection and hyper-programming in persistent programming systems ». Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/1673.

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In an orthogonally persistent programming system, data is treated in a manner independent of its persistence. This gives simpler semantics, allows the programmer to ignore details of long-term data storage and enables type checking protection mechanisms to operate over the entire lifetime of the data. The ultimate goal of persistent programming language research is to reduce the costs of producing software. The work presented in this thesis seeks to improve programmer productivity in the following ways: • by reducing the amount of code that has to be written to construct an application; • by increasing the reliability of the code written; and • by improving the programmer’s understanding of the persistent environment in which applications are constructed. Two programming techniques that may be used to pursue these goals in a persistent environment are type-safe linguistic reflection and hyper-programming. The first provides a mechanism by which the programmer can write generators that, when executed, produce new program representations. This allows the specification of programs that are highly generic yet depend in non-trivial ways on the types of the data on which they operate. Genericity promotes software reuse which in turn reduces the amount of new code that has to be written. Hyper-programming allows a source program to contain links to data items in the persistent store. This improves program reliability by allowing certain program checking to be performed earlier than is otherwise possible. It also reduces the amount of code written by permitting direct links to data in the place of textual descriptions. Both techniques contribute to the understanding of the persistent environment through supporting the implementation of store browsing tools and allowing source representations to be associated with all executable programs in the persistent store. This thesis describes in detail the structure of type-safe linguistic reflection and hyper-programming, their benefits in the persistent context, and a suite of programming tools that support reflective programming and hyper-programming. These tools may be used in conjunction to allow reflection over hyper-program representations. The implementation of the tools is described.

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Davidson, Joseph Ray. « An information theoretic approach to the expressiveness of programming languages ». Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7200/.

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The conciseness conjecture is a longstanding notion in computer science that programming languages with more built-in operators, that is more expressive languages with larger semantics, produce smaller programs on average. Chaitin defines the related concept of an elegant program such that there is no smaller program in some language which, when run, produces the same output. This thesis investigates the conciseness conjecture in an empirical manner. Influenced by the concept of elegant programs, we investigate several models of computation, and implement a set of functions in each programming model. The programming models are Turing Machines, λ-Calculus, SKI, RASP, RASP2, and RASP3. The information content of the programs and models are measured as characters. They are compared to investigate hypotheses relating to how the mean program size changes as the size of the semantics change, and how the relationship of mean program sizes between two models compares to that between the sizes of their semantics. We show that the amount of information present in models of the same paradigm, or model family, is a good indication of relative expressivity and average program size. Models that contain more information in their semantics have smaller average programs for the set of tested functions. In contrast, the relative expressiveness of models from differing paradigms, is not indicated by their relative information contents. RASP and Turing Machines have been implemented as Field Programmable Gate Array (FPGA) circuits to investigate hardware analogues of the hypotheses above. Namely that the amount of information in the semantics for a model directly influences the size of the corresponding circuit, and that the relationship of mean circuit sizes between models is comparable to the relationship of mean program sizes. We show that the number of components in the circuits that realise the semantics and programs of the models correlates with the information required to implement the semantics and program of a model. However, the number of components to implement a program in a circuit for one model does not relate to the number of components implementing the same program in another model. This is in contrast to the more abstract implementations of the programs. Information is a computational resource and therefore follows the rules of Blum’s axioms. These axioms and the speedup theorem are used to obtain an alternate proof of the undecidability of elegance. This work is a step towards unifying the formal notion of expressiveness with the notion of algorithmic information theory and exposes a number of interesting research directions. A start has been made on integrating the results of the thesis with the formal framework for the expressiveness of programming languages.

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Page, Stephen Dowland. « Computer tools for music information retrieval ». Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293399.

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Yang, Jean Ph D. Massachusetts Institute of Technology. « Preventing information leaks with policy-agnostic programming ». Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101468.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged student-submitted from PDF version of thesis.
Includes bibliographical references (pages 103-115).
As a solution to the problem of information leaks, I propose a policy-agnostic programming paradigm that enforces security and privacy policies by construction. I present the implementation of this paradigm in a new language, Jeeves, that automatically enforces information flow policies describing how sensitive values may flow through computations. In Jeeves, the programmer specifies expressive information flow policies separately from other functionality and relies on the language runtime to customize program behavior based on the policies. Jeeves allows programmers to implement information flow policies once instead of as repeated checks and filters across the program. To provide strong guarantees about Jeeves programs, I present a formalization of the dynamic semantics of Jeeves, define non-interference and policy compliance properties, and provide proofs that Jeeves enforces these properties. To demonstrate the practical feasibility of policy-agnostic programming, I present Jacqueline, a web framework built on Jeeves that enforces policies in database-backed web applications. I provide a formalization of Jacqueline as an extension of Jeeves to include relational operators and proofs that this preserves the policy compliance guarantees. Jacqueline enforces information flow policies end-to-end and runs using an unmodified Python interpreter and SQL database. I show, through several case studies, that Jacqueline reduces the amount of policy code required while incurring limited overheads
by Jean Yang.
Ph. D.

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Deng, Zhenyue. « Practical secure information flow in programming languages ». FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2771.

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If we classify variables in a program into various security levels, then a secure information flow analysis aims to verify statically that information in a program can flow only in ways consistent with the specified security levels. One well-studied approach is to formulate the rules of the secure information flow analysis as a type system. A major trend of recent research focuses on how to accommodate various sophisticated modern language features. However, this approach often leads to overly complicated and restrictive type systems, . making them unfit for practical use. Also, problems essential to practical use, such as type inference and error reporting, have received little attention. This dissertation identified and solved major theoretical and practical hurdles to the application of secure information flow. We adopted a minimalist approach to designing our language to ensure a simple lenient type system. We started out with a small simple imperative language and only added features that we deemed most important for practical use. One language feature we addressed is arrays. Due to the various leaking channels associated with array operations, arrays have received complicated and restrictive typing rules in other secure languages. We presented a novel approach for lenient array operations, which lead to simple and lenient typing of arrays. Type inference is necessary because usually a user is only concerned with the security types for input/output variables of a program and would like to have all types for auxiliary variables inferred automatically. We presented a type inference algorithm B and proved its soundness and completeness. Moreover, algorithm B stays close to the program and the type system and therefore facilitates informative error reporting that is generated in a cascading fashion. Algorithm Band error reporting have been implemented and tested. Lastly, we presented a novel framework for developing applications that ensure user information privacy. In this framework, core computations are defined as code modules that involve input/output data from multiple parties. Incrementally, secure flow policies are refined based on feedback from the type checking/inference. Core computations only interact with code modules from involved parties through well-defined interfaces. All code modules are digitally signed to ensure their authenticity and integrity.

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Mehandjiev, Nikolay Dimitrov. « User enhanceability for information systems through visual programming ». Thesis, University of Hull, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389464.

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Hsu, Jimmy M. « Programming surveys for the MIT Information Acceleration Project ». Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/40187.

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Alzahrani, Ahmed A. « Enhanced learning of computer programming in university through collaboration using multi-touch tools ». Thesis, Kingston University, 2017. http://eprints.kingston.ac.uk/41045/.

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While collaborative learning is universally recognised as a process of considerable pedagogical value, and the enhancement of standard application interfaces to promote collaboration has formed the subject of previous studies, the literature addressing the degree to which Multi-touch technology is used remains limited. Multi-touch, multi-mouse tools are a novel category of groupware, which can enhance learning through collaborative use of those tools. The research aim is to develop a framework and a software tool known as the Learning to Program through a Computer-Aided Collaboration (LPCAC) tool. The LPCAC is a Multi-touch software tool that enhances the learning of computer programming in university through collaborative use of this tool. Subsidary objectives are pursued in the form of research questions, with most comparatively investigating and evaluating the use of the Multi-touch tool compared to the standalone PC-based approach. University students were selected to take part in a study to measure their performance improvements using the Multi-touch tools in a collaborative environment. A two-part process was followed to analyse the difference between student collaborations using Multi-touch with multi-mouse devices cmpared to standalone PC-based system with a single mouse device. Data collection involved video recording and a questionnaire analysis. Data analysis followed an eight-step process to evaluate the process of collaborative programming, which includes an analysis of collaboration patterns, time on task, equity of participation and design quality. While the Multi-touch tool is limited in a number of ways, its multiple points of contact and the collaborative activity promote a more favourable software design process when compared to the standalone PC-based condition. Although further research is needed, this study has found that Multi-touch technology represents a promising prospect for application in teaching computer programming in educational establishments, as well as improving the software development process in the wider collaborative software development.

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Winnett, Maria E. « Programming support for CSCW : using X windows ». Thesis, Kingston University, 1995. http://eprints.kingston.ac.uk/20591/.

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This thesis presents a model for programming support for synchronous, distributed CSCW (Computer Supported Co-operative Work). Synchronous, distributed CSCW aims to allow groups of people separated, by distance to work together in real time as if they were at the same location. The model proposed in the thesis allows an application program to be constructed using user interface components known as “shared widgets”. A shared widget displays underlying application data on multiple screens and processes input from multiple users distributed over a network. The distribution of data to and from the users and the underlying network communication is hidden from the application program within the shared widget. The model describes a shared widget as comprising a single “Artefact” and a number of “Views.” The Artefact contains the underlying data and the actions that can be performed on it. A View is the presentation of the Artefact on a user's screen. Shared widgets contain a View for each user in the group. Each user can provide input to the Artefact via their own View, and any change made to the Artefact is reflected synchronously in all the Views. The Artefact can also impose a floor control policy to restrict input to a particular user or group of users, by checking each input event against a known floor control value. The model differs from previous approaches to programming support for CSCW in that the distributed nature of the users is hidden from the application programmer within the shared widgets. As a result, the application programmer does not have to be concerned with the processing of input events or the distribution of output to multiple users. The hiding of these implementation details within the shared widgets allows the CSCW application to be constructed in a similar way to a single-user application. An implementation of the shared widget model, using X Windows, is also described in the thesis. Experimental results and observations are given and used to suggest future directions for further research.

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Backeman, Jens, et Erik Carlson. « Dokumentera med eXtreme Programming : Går det ? » Thesis, Uppsala University, Computer Systems Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126179.

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Att sätta sig in i system kan vara krångligt utan rätt sorts dokumentation. Vi har undersökt vilken dokumentation som kan vara lämplig att lämna över till nya utvecklare, som ska arbeta vidare med systemet i software maintenance fasen.

Det har gjorts genom att vi har gjort en litteraturstudie om dokumentation samt undersökt vad för dokumentationsartefakter som används när man ska sätta sig in i datorsystem. Vi använde eXtreme Programming för att utveckla ett system som vi försökte dokumentera samtidigt som vi utvecklade det.

eXtreme Programming förordar muntlig kommunikation, vilket är svårt att lämna över till nya utvecklare. Vi upptäckte under vår utveckling att det var svårt att föra in dokumentation sam-tidigt som utvecklandet pågick, därför använde vi bara enhetstester och strukturerade kod-kommentarer under utvecklingsiterationerna.

Vi undersökte hur dokumentationen som skapats fungerade genom att göra en undersökning bestående av strukturerade intervjuer där de fick komma med kommentarer om hur dokumen-tationen hjälpte förståelsen för systemet.

Vi lämnar ifrån oss en vidareutveckling av eXtreme Programming som innefattar en doku-mentationsiteration innan överlämnandet samt en studie om vad för dokumentation som är värdefull att ha vid systemöverlämningar.

Understanding systems can be a tough task without the right sort of documentation. We have examined the documentation artifacts which may be appropriate to hand over to new develop-ers, who will continue working with the system during the software maintenance phase.

By doing a literature review on documentation and examined what documentation artifacts is used when you want to understand a computer system. We used the eXtreme Programming system development methodology to develop a system that we tried to document as we devel-oped it.

eXtreme Programming favors oral communication, but that is hard to hand over to new devel-opers. We discovered during our development that it was difficult to introduce documentation while the development process was going on so we only used structured code comments and unit testing during the development iterations

We examined how the documentation that was created worked by doing a survey consisting of structured interviews where the respondents made comments about if and how the documen-tation improved their understanding of the system.

We pass on an evolved eXtreme Programming system development methodology, which in-cludes a standalone documentation iteration before the handover, and a study of what kind of documentation that is valuable to have when transferring systems to new developers.

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Livres sur le sujet "Computer programming, informatic"

Yashin, Vladimir, et Anna Kolodenkova. Computer science. ru : INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1069776.

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The book describes the main topics of modern computer science: branch of theoretical computer science, associated with the analysis of different information models; section of computer technology, dedicated to the development of common principles of computer systems; section of programming devoted to the principles of algorithms and computer software. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying information technologies in the framework of the discipline "Informatics", graduate students, university teachers and anyone interested in modern information technologies.

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Perry, Jim. Essential XNA Game Studio 2.0 programming. Plano, Tex : Wordware Pub., 2008.

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Perry, Jim. Essential XNA Game Studio 2.0 programming. Plano, Tex : Wordware Pub., Inc., 2008.

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Mosher, Sue. Microsoft Outlook 2007 Programming. San Diego : Elsevier Science, 2009.

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service), SpringerLink (Online, dir. Cartesian Genetic Programming. Berlin, Heidelberg : Springer-Verlag Berlin Heidelberg, 2011.

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Automatic program development : A tribute to Robert Paige. Dordrecht : Springer, 2008.

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Extreme programming explained : Embrace change. Reading, Mass : Addison-Wesley, 2000.

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Cynthia, Andres, dir. Extreme programming explained : Embrace change. 2^e éd. Boston, MA : Addison-Wesley, 2005.

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Beck, Kent. Extreme programming explained : Embrace change. 2^e éd. Boston, Mass : Addison-Wesley, 2004.

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Dwyer, Catherine. Programming games with Microsoft Visual Basic 6.0. Boston, MA : Course Technology, 2001.

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Chapitres de livres sur le sujet "Computer programming, informatic"

Kurebayashi, Shuji, Toshiyuki Kamada et Susumu Kanemune. « Learning Computer Programming with Autonomous Robots ». Dans Informatics Education – The Bridge between Using and Understanding Computers, 138–49. Berlin, Heidelberg : Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11915355_13.

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Xiaohong, Chen, Ye Jun et Ling Xunfeng. « Programming Error Based on Ellipse Variable Programming ». Dans Communications in Computer and Information Science, 479–87. Berlin, Heidelberg : Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-53703-5_49.

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González-Ortega, David, Francisco Javier Díaz-Pernas, Mario Martínez-Zarzuela, Míriam Antón-Rodríguez, José Fernando Díez-Higuera, Daniel Boto-Giralda et Isabel de la Torre-Díez. « Using Wikis to Learn Computer Programming ». Dans Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 357–62. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_41.

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Steinová, Monika, et Juliana Šišková. « Programming Camps : Letting Children Discover the Computer Science ». Dans Teaching Fundamentals Concepts of Informatics, 170–81. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11376-5_16.

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Brito, Miguel A., et Filipe de Sá-Soares. « Computer Programming : Fail Fast to Learn Sooner ». Dans Communications in Computer and Information Science, 223–29. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_32.

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Jun, Wang, Jianyun Chen et Zhuang Yan. « Mixed Programming between MATLAB and Other Programming Languages ». Dans Communications in Computer and Information Science, 669–76. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23220-6_85.

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Flores, Juan J., et Mario Graff. « System Identification Using Genetic Programming and Gene Expression Programming ». Dans Computer and Information Sciences - ISCIS 2005, 503–11. Berlin, Heidelberg : Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11569596_53.

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Giannakopoulos, Apostolos P. « Programming : A Wicked Subject ? » Dans Communications in Computer and Information Science, 227–40. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69670-6_16.

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Bergel, Alexandre, et Lorenzo Bettini. « Generic Programming in Pharo ». Dans Communications in Computer and Information Science, 66–79. Berlin, Heidelberg : Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45404-2_5.

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Hromkovič, Juraj, et Regula Lacher. « The Computer Science Way of Thinking in Human History and Consequences for the Design of Computer Science Curricula ». Dans Informatics in Schools : Focus on Learning Programming, 3–11. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71483-7_1.

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Actes de conférences sur le sujet "Computer programming, informatic"

Carneiro de Paula, Virginia. « Computer Programming is More than to Program Computers ». Dans SIGITE '18 : The 19th Annual Conference on Information Technology Education. New York, NY, USA : ACM, 2018. http://dx.doi.org/10.1145/3241815.3241824.

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Inna, Motronenko, et Motronenko Yuri. « Improvement of studying the thematic line ‘Algorithmization and Programming’ course of computer science in the education system of the Russian Federation ». Dans 2015 IEEE 13th International Scientific Conference on Informatics. IEEE, 2015. http://dx.doi.org/10.1109/informatics.2015.7377829.

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Cheng, Harry H., et Matt Campbell. « Effective Teaching of Computer Integrated Mechanism Analysis and Design ». Dans ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85565.

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An effective teaching strategy that integrates computer aided design and programming into a course on mechanism analysis and design is presented. Mechanism analysis is enhanced when coupled with basic programming that allows students to find solutions to more complex systems than would otherwise be possible. Web-based distance learning is part of the class and students also learn how to create these kinds of materials themselves. Students can better understand the course material through an integrated computing environment. By solving mechanism design problems in C/C++, the programming skills gained in the course are widely applicable in other areas of engineering. Ch, a C/C++ interpreter, is used to incorporate programming and mechanism design because of its high-level numerical and graphical plotting capabilities, scripting capability, and a mechanism toolkit with easy and quick animation. A student project is given as an example to show how computers are integrated for effective learning. This teaching strategy has been actively used at UC Davis for several years in an undergraduate course in computer-aided mechanism design.

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Zhang, Jie. « Selection and Improvement of Computer Programming Language ». Dans International Conference on Information System and Management Engineering. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0006448202420245.

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Ourusoff, Nicholas. « Using Jackson Structured Programming (JSP) and Jackson Workbench to Teach Program Design ». Dans 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2658.

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Teaching how to program independently of teaching a programming language has been recognized as a worthwhile goal in computer science pedagogy, but many have abandoned the goal as being impossible to achieve in practice. Jackson Structured Programming (JSP) is a well-documented and proven program design method that is independent of any programming language. CASE tools have generally been used in designing information systems rather than programs. Jackson Workbench (Keyword Computer Services Limited, 2002) is a CASE tool for designing programs (as well as information systems) that generates executable program code in several contemporary programming languages (Visual BASIC, Java, C++). Jackson Workbench contains a unique Structure Editor that uses “hotspots” to draw and syntactically validate program tree structure diagrams. As a result, the user can focus entirely on the design process, and leave the details of drawing to the CASE tool.

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Yulianto, Budi, Harjanto Prabowo, Raymond Kosala et Manik Hapsara. « MOOC architecture model for computer programming courses ». Dans 2016 International Conference on Information Management and Technology (ICIMTech). IEEE, 2016. http://dx.doi.org/10.1109/icimtech.2016.7930298.

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Tan, Delin, et Shou-Hsuan Stephen Huang. « Integrating Direct3D Programming into Computer Science Curriculum ». Dans 2008 Fifth International Conference on Information Technology : New Generations (ITNG). IEEE, 2008. http://dx.doi.org/10.1109/itng.2008.159.

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Marsh, Cecille. « Gender Diversity in Computing : An Environmental Perspective ». Dans InSITE 2008 : Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3248.

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Previous research conducted by the author investigated the socio-political backgrounds of two groups of female students studying computer-related university programmes. They came from distinctly different backgrounds and were enrolled at two institutions with very different legacies. The author found that socio-political factors, in particular the role of a dominant female household head and aggressive governmental affirmative action, had a significant effect on the girls’ levels of confidence and subsequently on their decision to study computer-related courses. Based on this insight, the researcher undertook to look further into gender diversity with respect to self-perceived general computer confidence and self-perceived ability to program a computer. A sample of both female and male Information T echnology students from very similar disadvantaged socio-economic backgrounds was surveyed. The sample of 204 students was drawn from all three years of the National Diploma in Information Technology. The author considered the following research questions: (i) Do males and females studying computer-related courses have differing computer selfefficacy levels? (ii) Do males and females studying computer programming have differing attitudes towards their ability to program? (iii) Do males and females differ in their attitudes towards the programming learning environment?

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Benetti, Guido, Gianluca Roveda, Davide Giuffrida et Tullio Facchinetti. « Coderiu : a cloud platform for computer programming e-learning ». Dans 2019 IEEE 17th International Conference on Industrial Informatics (INDIN). IEEE, 2019. http://dx.doi.org/10.1109/indin41052.2019.8972058.

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« Database Programming Technology Based on Computer Software Engineering ». Dans 2020 5th International Conference on Technologies in Manufacturing, Information and Computing. Francis Academic Press, 2020. http://dx.doi.org/10.25236/ictmic.2020.116.

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