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It is always a challenge to a lecturer to obtain undivided attention from a programming lab class. Conventional lecture and lab sessions are not effective enough in the delivery of programming knowledge. Role play allows students actively involved in the class activities. Via the role assigned; the student is having a better understanding of the knowledge delivered to them. This paper performs a study on the application of role play in teaching parameter-passing of C programming language. Based on the observation during and after the class, it shows that role play do have a significant effect in conducting programming classes.

In the past decade, there has been a noticeable increase in the number of courses/programs offered online by higher education institutions in US and worldwide. This increase makes it necessary to comprehensively study the effectiveness of these offerings to ensure that they yield comparable outcomes to traditional offerings. This research discusses findings of a multi- year, in-depth quantitative study with the objective of assessing the effectiveness of delivering computer programming courses online and analyzing the quality of this delivery mechanism. The paper addresses several aspects of comparing tradition/blended offerings with fully online offerings. Several data sets are used in this study with primarily focus on direct assessments. Specifically, this research measures the Intended Learning Outcomes (ILOs) attained by students enrolled in online programming classes and compares them to the ILOs obtained when teaching the same course in a blended format. Moreover, several other students’ success and involvement indicators are measured in both cases and compared. Besides, the paper briefly addresses other indirect assessment findings. The employed data sets have been collected over a number of years (from 2006 till 2011) to enhance the accuracy and implications of the reported statistical findings. Generally, no significant differences were found regarding the attainment of almost all of the ILOs with the exception of one that showed better performance, on average, in the online offerings. On the other hand, blended offerings yielded favorable results that are statistically significant when considering other performance criteria such as withdrawal and failure rates.

This study specifically seeks to test three of DePalma’s (2000) five recommendations for improving the success of female students in beginning programming classes: (1) teach programming by emphasizing the logic and design rather than focusing exclusively on the specific syntax of a language (e.g., Java, C++, etc.); (2) make efforts to decrease the distraction caused by hardware- specific demands (i.e., minimize the overhead associated with using the computer, its operating system and complex program GUIs); and (3) require subjects to complete numerous small programs – each progressively more difficult than the last. This allows each student to methodically work through a common body of problems that compensates for differences in individual experience with computers. Consistent with DePalma’s final recommendation, the programming language is treated as a tool for problem solving rather than being the learning objective itself.

In contrast to the narrower interpretations of Bourdieu and agency, the publically available online literature shows that non-formal learn-to-code opportunities can sup- port student agency and produce successful outcomes. The article, ‘Meet the Non-Typ- ical Programmer Who Beat Poverty and Shattered Stereotypes, for exampple, reports how a girl familiar with poverty, now has a work portfolio on LinkedIn and has ‘devel- oped a strong professional network of friends and colleagues all over the world ’ (King) - all indicative of acquiring “ capital ” . Skees (2017) reports on a Bangladeshi girl, Nila, born into poverty that ‘might have followed in footsteps of her parents for a life- time of arduous manual labour and chronic hunger’ , but with the help of free education including coding, has the confidence to dream of well-paying creative work: ‘ By the time I finish schooling … my mother will be old. So I will design a robot to do her housework for her, and I will take care of her’. It is also reported that Lakota Sioux In- dian students in free coding classes on the Pine River Reservation, who ‘never knew they were good at anything, not only “love” the learning, but “the impact [on] younger kids has been really obvious ” (Shannon n.d). This article reports that one of the stu- dents is ‘now a sophomore in high school, and one of the best students’. More- over: She won the best animation prize … despite never having heard of computer animation. It inspired her to become an animator and she’s now looking for college programs in animation (Shannon n.d).

This paper aims to properly place or rank students using an easier method than the traditional time-consuming examination. We focus on a class for second-year undergraduate students learning to program in Java at Waseda University. In this class, students participate in a programming contest at their department’s orientation about a month after the semester begins. The purpose of the contest is to increase student’s interest in programming. However, the contest is designed to evaluate pro- gramming skills. Around the same time as the contest, students are divided into an advanced class and an intermediate class according to the placement examination by the teacher.

Course offering in Computer Science have had difficulty in finding a significant student audience. Enrollment began to shrink in programming classes after the IT decline in 2000-01. With many programming jobs being out sourced overseas the number of students in programming has continued to decline. With this continue decline not only at Skyline, but across the District, discussion took place at the three Colleges science divisions as to how best to offer a robust program to students and improve efficiency. It was decided at that time that Skyline would support and improve the

Computer science topics listed in curricula represent the teachers’ perspective: “To be well-educated citizens in a computing-intensive world and to be prepared for careers in the 21st century, our students must have a clear understanding of the principles and practices of computer science.” (CSTA) But these “principles and practices” – as such – are not necessarily interesting for high school students. For example in Germany the requirements for final high school exams include topics like object oriented programming (classes, inheritance, polymorphism, UML) and finite state automata. Probably most 15 or 16 years old students, who have to decide whether or not they take CS classes, do not even understand what these terms mean.

During Phase II, men attend a 4 week Transitional Program in which they participate in core programming classes that focus more intensely on substance abuse, anger management, cognitive thinking, and victim impact. Phase II classes also focus on vocational skills, employment, and career resources through a Learn 2 Earn curriculum developed by The Corrections Learning Network. This pre-employment training is enhanced by vocational program and industry overviews that each vocational

The course provides advanced studies in Database Management. Two fields’ i.e Logical Database design (Defining the database structure) and Physical Database design (Practical Implementation of the database) are the basis of the course. To understand these concepts, you will need to revisit concepts of Normalization which is the foundation stone for logical database design. In this course you will design, critique, and develop database applications using SQL with fourth generation languages and SQL embedded in third generation languages such as C, Java, php, e.t.c. Interfacing MySQL and other programming languages require you to have prior knowledge of basic programming languages (C, Java, php, e.t.c)

Abstract: This paper is organized into four section here we discuss the c, java and assembly language programming, First section is Introduction, Second is Literature Survey, In literature survey firstly we discuss c programming language based on decision statement, loop control, case control, functions, pointer, arrays, strings, structure and file handling in c. Secondly we come to java programming language and discuss data type, operators, Control Statements, Classes, inheritance, Packages and Interfaces, Exception handling, Thirdly in literature survey we discuss Assembly language on Data transfer instruction, Arithmetic, Logical, Shift, Rotate, Flag Control, Compare, Loop and loop handling instruction. In Third Section of paper we make comparative analysis of three programming language and finally the conclusion in fourth section

At a high-level, Theorem 1 is based on an appropriate adaptation to the non-parametric setting of various techniques that have been developed for sparse linear regression (e.g., Bickel et al., 2009; Negahban et al., 2009). In contrast to the parametric setting where classical tail bounds are suf- ficient, controlling the error terms in the non-parametric case requires more advanced techniques from empirical process theory. In particular, we make use of various concentration theorems for Gaussian and empirical processes (e.g., Ledoux, 2001; Massart, 2000; Pisier, 1989; van de Geer, 2000), as well as results on the Rademacher complexity of kernel classes (Bartlett et al., 2005; Mendelson, 2002).

Structured multiprogramming, concurrent programming languages, hierarchical operat,ing systems, concurrent processes, monitors, classes, abstract data types, access rights, scheduling, j[r]

Classification is one of the most applied model of data mining [7, 8, 9, 10, 11]. Classifiers can automatically classify records into a predefined classes based on certain criteria [12, 13, 14]. Alternative methods, namely neural network, decision trees, if-else-then rules, and multiple criteria linear programming (MCLP), of classification have been applied [15]. Recently, a new method called RMCLP has been developed based on MCLP [16, 17, 18, 19, 20, 21]. RMCLP improved the solvability of MCLP [16]. Empirical studies showed that RMCLP is one of the most powerful classifiers and has significant higher accuracy than MCLP [16]. Therefore, this paper will adopt the RMCLP model in classification.

Computer Information Systems AAS Degree: This degree prepares students for computer information systems related careers. Students will take classes in the CIS Department that include software analysis, design, programming (in two or more languages), database modeling, Windows or Unix operating systems, data communications and an extensive selection of electives. Emphasis is on developing enduring skills and knowledge, rather than on training students to use specific tools and applications that may be "fashionable," but that haven't established a foothold in industry.

class definitions, purpose statements Obtaining classes from the class di- agram is an almost mechanical affair. Each box is translated accord- ing to a standard recipe. Containment arrows correspond to the type specifications of fields; refinement arrows become implements spec- ifications; and all boxes, except for those of interfaces, are equipped with a constructor. You must add a one-line purpose statement to each class that explains which information the class represents or a short paragraph that explains the entire collection of classes. As rep- resentations become complex, these explanations should provide de- tailed explanations for the move from information to data (and back). Only one part in his step needs your full attention: whether a field should have the same value for all instances of this class. If so, use an initialization equation with the field; otherwise, add the field as a parameter to the constructor and add an equation of the shape this. field = field to the constructor.

OO Programming Concepts Declaring and Creating Objects Constructors Modifiers public, private and static Instance and Class Variables and Methods Scope of Variables Use the this Keyword [r]

Many people moving to Java think that if you program with classes and inheritance you are an object- oriented programmer. In fact, it takes more. Object-orientation is not about classes or even inheritance. It is about polymorphic run-time message dispatch. All programs need t o handle situations in which more than one action is possible at a given program point. Procedural programmers handle this situation with if statements and similar selection mechanisms. Object programmers handle it, instead, with polymorphism. This requires thinking differently about programming, but i t can lead to better structured more maintainable programs.

Take computer science class to show your programming skills (in C, C++, etc., not in commercial statistical softwares). Take science classes where you want to apply statistics and show h[r]

Excessive coupling between object classes is harmful to modular design and prevents reuse. The more independent a class is easy to reuse it in another application. In order to improve modularity and promote encapsulation, inter-object class couples should be kept to a minimum. The larger the number of couples, the higher the sensitivity to changes in other parts of the design, and therefore maintenance is more difficult. A measure of coupling determines the testing of various parts of a design is complex. Very few metrics are presented for object oriented interfaces. In this paper, a measurement has been proposed to calculate the reusability of interfaces in object oriented programming. 4. SOFTWARE MAINTAINABILITY

In this paper, we summarize the relevant works which combine the prior knowledge and the MCLP or KMCLP model to solve the problem when the input consists of not only training examples, but also prior knowledge. Specifically, how to deal with linear and nonlinear knowledge in the MCLP and KMCLP models is the main concern of this paper. Linear prior knowledge in the form of polyhedral knowledge sets in the input space of the given data can be expressed in logical implications, which can further be converted into a series of equalities and inequalities. These equalities and inequalities can be imposed to the constraints of the original MCLP and KMCLP models, then help to generate the separation hyperplane of the two classes. In the same way, nonlinear knowledge can also be incorporated as the constraints in the KMCLP model to make it possible to separate two classes with the help of prior knowledge. All these models are linear programming formulations, which can be easily solved by some commercial software. With the optimum solution, the separation hyperplane of the two classes can be formulated. Numerical tests indicate that these models are effective when combining prior knowledge with the training sample as the classification principle.