76 research outputs found
Why Don't Some CS0 Students Succeed?
No full textThere are always some students who succeed and some students who don't. Our four panelists are committed to the success of all students, but have different explanations for students' lack of success. This panel discussion will highlight both their shared beliefs and disagreements between veteran CS educators Stuart Reges and Dan Garcia, CS education researcher Colleen Lewis, and Professor of History and Philosophy of Science Nathan Ensmenger. We hope this lively discussion will bring together divergent and complementary positions and expertise, as well as invite significant audience participation
Resolved: Objects Early Has Failed
No full textThe participants will use a debate format with a provocative thesis to explore the pedagogical approach known as "objects early" or "objects first." By arguing in the affirmative, Elliot Koffman and Stuart Reges will point out concerns that have been raised about the approach. By arguing in the negative, Kim Bruce and Michael Kölling will describe schools that are succeeding with the approach and ways to address significant concerns. Owen Astrachan as moderator will ensure that the debate remains civil and will provide some humorous and possibly even insightful commentary on the evidence presented by both sides
Indo-Gallici Reges
No full textLexical parallels between Indo-Iranian and Italo-Celtic, first heralded by Vendryes, have recently mutiplied, particularly through studies by E. Campanile, and by the author. Here he endeavours to list some Gaulish -rīx compounds which have close Indian parallels : 1. Svarigillus, and Svarica correspond to Skr. sva-rāj-“ independant” ; – 2. Samorix = Ved. sam-rāj-“ supreme chief” ; – 3. Anderex, in Aquitania, = Ved. adhi-rāja “ emperor” ; – 4. Magiorix = Old Ind. māha-rājá-“ great king” ; – 5. Rerigonion, Ptol., a forteress of Novantae, presents (together with an intensive prefix (p) ro-> re-) the same suffix as Skr. rājanya-“ royal”.Les correspondances de vocabulaire entre l’indo-iranien et l’italo-celtique, signalées d’abord par Vendryes, ont été augmentées à date récente, en particulier par les travaux de E. Campanile, et ceux de l’auteur. Il s’attache ici à démontrer que le gaulois connaît quelques composés en -rīx qui ont un parallèle exact en sanskrit : 1. Svarigillus, et Svarica correspondent à skr. sva-rāj-“ indépendant” ; – 2. Samorix = véd. sam-rāj-“ chef suprême” ; – 3. Anderex, en Aquitaine, = véd. adhi-rāja “ empereur” ; – 4. Magiorix = v. ind. māha-rājá-“ grand-roi” ; – 5. Rerigonion, Ptol., citadelle des Novantae, présente (après préfixe intensif ro-> re-) la même suffixation que skr. rājanya-“ royal”.Delamarre Xavier. Indo-Gallici Reges. In: Etudes Celtiques, vol. 36, 2008. pp. 79-84
Back to basics in CS1 and CS2
No full textThis paper describes a significant redesign of the introductory courses at the University of Washington that has led to increased enrollments, increased student satisfaction and an increase in the number of women admitted to the CS major. The new courses are still taught in Java, but they represent a return to the basics that were emphasized in the pre-Java era. The biggest changes have occurred in the CS1 course where we have replaced an “objects early ” curriculum with a more traditional procedural approach using static methods in Java. The new CS1 course emphasizes problem solving, procedural decomposition and mastery of basic skills (e.g., loops, conditionals and arrays). The new CS2 course emphasizes data structures, linked lists, binary trees and recursion
Building Pascal Programs : An Introduction To Computer Scienece
No full textThe book is defineded into two major parts: foundation and extensions. The firs then chapters (foundations) represent the fundamental concepts upon which students bulid to understand more advanced topics. In the next seven chapters (extensions) we explore different advanced topics. To understand the other structural aspects of the book, you have to understand the compromises that I made to achieve the competing goals of writing a book that is:
- Pedagogically sound
- Easy to read
- Full of helpful examples
- Flexibl
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