105 research outputs found
Featured Speaker: Dwayne Reed
No full textDwayne Reed is an educator, speaker, author, and rapper. Catapulted by his blockbuster video Welcome to the Fourth Grade, Mr. Reed has been featured on Good Morning America, World News Tonight, BBC News, The Jimmy Kimmel Live Show, and in The Washington Post and Time Magazine. Mr. Reed, an EIU graduate, will share about his teaching journey to guide you on yours
Mt. Hood RSA final report
No full textprepared for: Oregon Department of Transportation (ODOT) ; prepared by: Dwayne Hofstetter, P.E.Title from PDF title page (viewed on December 9, 2019)."Audit Dates: November 16-18, 2011 and February 17, 2012"--Cover.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Home care workers
No full textby Dwayne Stevenson.Title from PDF caption (viewed on February 24, 2020).Converted from HTML.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Easel: an indefinite computing language
No full textThis work begins development of a functional language, Easel, with declarative denotational semantics similar to human mathematical discourse. Practical advantages of this include established methods of representation and analysis. Well-founded Easel programs have denotational semantics, the formal analog of the informal mathematical notion of well-definedness.
Easel programs are rewrite systems with guard conditions and are genuinely denotational in that the algorithm for evaluation is explicitly not constrained. While this yields a number of potential optimizations unique to Easel it also requires methodological changes due to a shift in burden from the compiler to the programmer.
Easel semantics are constructively defined and shown to be Turing complete. The specification for an Easel implementation is given and a reference implementation for Java allows terms to be evaluated. As the syntax for Easel is primitive and side-effects are not allowed, it is expected Easel will act as a computation server or as a meta-language for more readable languages, such as SequenceL. Initial performance measurements are reported
Abstract Display Maintenance A Pattern Language
No full textCorrect and timely rendering of graphics to a physical display is complex. Obvious solutions tend to be monolithic. Display Maintenance describes eight common design patterns for designing display architecture. Display List, Request Update and Painter's Algorithm, the kernel of the language, decompose the problem providing a modular architecture with correct behavior. The other patterns address the issue of speed
A Software Implementation Progress Model
No full textAbstract. Software project managers use a variety of informal methods to track the progress of development and refine project schedules. Previous formal techniques have generally assumed a constant implementation pace. This is at odds with the experience and intuition of many project managers. We present a simple model for charting the pace of software development and helping managers understand the changing implementation pace of a project. The model was validated against data collected from the implementation of several large projects.
From Walls to Steps: Using online automatic homework checking tools to improve learning in introductory programming courses
No full textWe describe the motivation, design, and implementation of a web-based automatic homework checker for Programming I and Programming II courses. Motivated by a problem-based-learning approach, we redesigned our first course to have over 70 short programming assignments. The goal was to change conceptual walls into steps , so that students would not feel overwhelmed at any point in time. At each step along the way, it must be clear where the student is and the next step must feel attainable. Over the last 3 years, we have learned much about proper step-size and sequencing of problems. We describe how current computer science technologies both hurt and help our students. We conclude by a critique of the system, recommendations for undergraduate programming courses, and our goals for the next release
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