Advances in medical technologies and clinical practice book series · 2018
This chapter presents the computer implementation of the tree-based genetic programming in C# programming language. Since C# is a common object-oriented programming language, with little modification the source code presented in the chapter can be easily transformed into Java or C++ programming languages. The chapter covers all aspects of the implementation: node, chromosome, population, function set, and terminal set class implementations. The chapter is carefully structured, so at the end of the chapter fully working GP computer program will be implemented which can solve regression and multiclass classification problems. The reader should not worry about specific operating system, or development environment, since all code implementations are based on cross-OS and open source integrated development environment visual studio code which can run on Windows, Mac, or Linux.
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Oscar DeLong · 2018
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Donald E. Knuth · Communications of the ACM · 1974
When Communications of the ACM began publication in 1959, the members of ACM's Editorial Board made the following remark as they described the purposes of ACM's periodicals [2]: “If computer programming is to become an important part of computer research and development, a transition of programming from an art to a disciplined science must be effected.” Such a goal has been a continually recurring theme during the ensuing years; for example, we read in 1970 of the “first steps toward transforming the art of programming into a science” [26]. Meanwhile we have actually succeeded in making our discipline a science, and in a remarkably simple way: merely by deciding to call it “computer science.”
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Norman Powell, David Moore, John Gray et al. · ACM SIGCSE Bulletin · 2004
This poster explores some of the issues associated with teaching computer science to students with dyslexia. Issues associated with both student learning generally and computer science specifically are considered. The accessibility of teaching materials made available through virtual learning environments (VLEs) is addressed. Twelve resulting guidelines particularly relevant to students with dyslexia are outlined. More specifically to computer science, the issues associated with programming are explored through the development of a mapping of the features of dyslexia to the tasks involved in writing a computer program. Preliminary evidence, from both the wider dyslexia community with computer programming experience and some early interview results, are presented to both support the mapping and draw out other important issues.This poster describes results generated from a LTSN-ICS Development Fund project, entitled 'Impact of Learning Disability on the Study of Computing'. This project seeks to investigate the impact of learning disabilities on students who are following a course of study in the computing curriculum. It looked at how best to deliver materials through the University's Virtual Learning Environment (VLE) and then focused on issues surrounding students with dyslexia and computer programming.The introduction of the Special Educational Needs and Disability Act [1] and the Disability Discrimination Act part IV [2] provides an opportunity and incentive to review teaching and learning methods and see how the needs of the students with special needs are addressed. In the case of a computing department, this should include general aspects, for example accessible provision of e-resources, and also domain specific aspects, for example programming. This poster looks at both of these aspects.Leeds Metropolitan University (Leeds Met.) is a large (37,000 students) university of applied learning, with a policy of widening access to higher education. The School of Computing has approximately 1,500 students enrolled on a variety of HND and degree programmes, of these on average 20 are registered as dyslexic at any given time. This is in line with the occurrence of dyslexia across the University as a whole and the general higher education student population, 1.2 per cent to 1.5 per cent [3]. There is, then, a substantial and persistent number of individuals that require support within the school.The poster begins by outlining the sources of standards and guidelines relating to the provision of accessible Web based and e-learning materials and then highlights those considered particularly pertinent to students with dyslexia. It then focuses in on specific issues associated with computer programming and dyslexia. In order to do this, first the features of dyslexia, both negative and positive, are outlined. A model of the processes involved in computer programming is then proposed. This allows an interaction matrix of the features of dyslexia and the process stages of computer programming to be developed. Preliminary evidence is then presented from correspondents of a Dyslexia e-mail forum, which supports the interaction matrix and raises additional issues. The results of an interview with a Computer Science student with dyslexia are also presented.This poster is based on earlier work [4,5].
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Holly Hubenschmidt · 2013
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Cicek, Yasemin · Mendeley Data · 2025
This dataset features two survey data sets and interview transcripts.
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Michael K. Keane, David W. Jensen · 1990
Abstract : This report investigates the use of the personal computer as an aid in the study of Group Theory. Chapter I discusses the basic mathematical concepts used and how they are translated into a programming language. Chapter II describes testing results using the forty non-isomorphic groups of order three to sixteen. Chapter III builds upon the previous chapter, presenting several examples an instructor could use to focus and clarify the ideas presented in the class and text. (cp)
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Ralph LeRoy Keul · 1978
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Joseph Collentine · The Encyclopedia of Applied Linguistics · 2025
Abstract Computer programming is now an integral part of applied linguistics. It assists corpus linguists in managing and analyzing large and complex corpora. Languages like Python, R, and JavaScript enable web scraping, data preprocessing, statistical analysis, cloud‐based corpora, and data visualization. Programming is also vital for natural language processing (NLP), facilitating logical and efficient solutions for machine translation, sentiment analysis, and text mining. Programming leverages neural networks such as BERT and RoBERTa transformers to study textual dependencies and relationships. Moreover, programming skills help language educators design interactive learning activities and collaborate with programmers to keep language‐learning technologies updated and viable. In addition, computer programming is crucial for speech recognition, enabling the development and implementation of models that process and analyze audio data and spoken language into text, which is necessary for voice‐controlled applications.
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Bailey, John S. · OPUS - Open Portal to University Scholarship (Governors State University) · 1996
Course syllabus for CPSC 351 COBOL Computer Programming Course description: Presents the fundamentals of computer programming and the ANSI COBOL computer language. These fundamentals will be applied to various business and/or statistical situations. The course will cover discussion of input/output devices, software considerations, and basic forms design.
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Mckay, Samuel · SUNY Digital Repository Support (State University of New York System) · 2018
The idea of the modern computer can be traced back to the work of Alan Turing, a mathematician from England. Turing wrote a paper published in 1937 which utilized theoretical “universal computing machines” to solve computational problems. These machines are now known as Turing Machines. Subsequently, programmable models of computation were created by inventor Konrad Zuse in the 1940s. In the 1950s, the IBM Corporation had created a model called the IBM 704. These early models of computers had to be programmed using machine instructions and assembly language. Breakthroughs in programming began with the language of FORTRAN in 1953, and shortly thereafter with iterations of ALGOL, COBOL and LISP. Over time, computers got smaller and faster, and programming languages got more efficient and effective at being useful tools for the creation of programs, by analyzing and synthesizing properties of prior languages. This essay examines a history of programming languages beginning with FORTRAN and advancing all the way to Rust.
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Kenneth D. Weeks · OPUS - Open Portal to University Scholarship (Governors State University) · 1994
Course syllabus for CPSC 351 Computer Programming: COBOL Course description: Presents the fundamentals of computer programming and the ANSI COBOL computer language. These fundamentals will be applied to various business and/or statistical situations. The course will cover discussion of input/output devices, software considerations, and basic forms design.
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Paulo Guilherme Alvarenga Gomes de [UNIFESP] Oliveira · Institutional Repository of the Federal Technological University of Paraná (RIUT) (Federal University of Technology – Paraná) · 2019
Software developers have organized face-to-face meetings to discuss, program and share knowledge. In many of these meetings, the purposes range from fun, facing challenges, and professional software development. Among these meetings, Coding Dojos are distinguished by the interest of its participants in learning new software development practices and learning new programming languages. However, Coding Dojos, in any of its styles, when employed for teaching in the classroom may not be as motivating and effective for student learning. In this work, we present the CPLD (Computer Programming Learning Dojo), a proposal that intends to adapt Coding Dojos to the academic environment and evaluate if the participation of the students in CPLD presents effective and motivating results for learning of new programming languages. This work was carried out in two stages. In the first one, we participated in Coding Dojo meetings held in a teaching institution, a free software event and in a technology company with the intention of getting involved in the activities. At each meeting, we applied questionnaires to find out if Coding Dojo allows any learning. We found that 78.5% participants learned something and 81% of them could better understand the programming language used in that Coding Dojo. In another moment, we presented to the 53 undergraduate students in the areas of Information Systems and Computer Engineering the Computer Programming Learning Dojo. And the results were: 72.2% stated that they liked the proposed activity and 74.1% of them liked its that teaching methodology. And the same percentage of 74.1% of the respondents stated that their level of knowledge in a given language presented good improvement. The results presented in this study show that there was a good acceptance of the activity proposed to the students of those case studies. Therefore, we can observe that by involving students in both the learning process and the process of imparting their knowledge, the classes can become increasingly attractive and reach a more considerable number of students in the classroom.
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Wassberg, Joakim · CERN Document Server (European Organization for Nuclear Research) · 2020
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Howard Solomons · American journal of optometry and archives of American Academy of Optometry · 1971
ABSTRACT Researchers in optometry can get most use from the computer by writing programs for themselves rather than just presenting their experimental results for statistical analysis. “A computer‐orientated” approach can bring fresh light to bear on hitherto insoluble problems and also requires the programmer to learn to analyze his problems in a logical way. Some examples are given of the logical analysis of some typical optometric problems with the aid of flow‐charts. Examples of computer programs for solving problems in corneal topography, thick lens systems, chromaticity and patient control are given.
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Per Martin-Löf · Philosophical Transactions of the Royal Society of London Series A Mathematical and Physical Sciences · 1984
Abstract If programming is understood not as the writing of instructions for this or that computing machine but as the design of methods of computation that it is the computer’s duty to execute (a difference that Dijkstra has referred to as the difference between computer science and computing science), then it no longer seems possible to distinguish the discipline of programming from constructive mathematics. This explains why the intuitionistic theory of types (Martin-Lof 1975 In Logic Colloquium 1973 (ed. H. E. Rose & J. C. Shepherdson), pp. 73- 118. Amsterdam: North-Holland), which was originally developed as a symbolism for the precise codification of constructive mathematics, may equally well be viewed as a programming language. As such it provides a precise notation not only, like other programming languages, for the programs themselves but also for the tasks that the programs are supposed to perform. Moreover, the inference rules of the theory of types, which are again completely formal, appear as rules of correct program synthesis. Thus the correctness of a program written in the theory of types is proved formally at the same time as it is being synthesized.
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Mohamed Toba · 2020
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Recayi Pecen, Dr. Md Salim, Mr. Ayhan Zora et al. · 2004
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Ahmet Nayır · Kırklareli University Institutional Repository (Kırklareli University) · 2021
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Brett, Lori · OPUS - Open Portal to University Scholarship (Governors State University) · 1999
Course syllabus for CPSC 351A Computer Programming: COBOL
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