Programming and computer science teaching in high schools and colleges in initial phase
IT specialists are very demandable at any modern business and science sphere. And there is only one reason for it: most problems and tasks are decided and automated with computers. In this article we want to talk about IT specialists teaching, especially about their first classes in Computer Sciences and discuss the uprising in this process problems. This article is based on over than 10 years authors experience at Moscow’s High School and College Computer Science teaching.
Special issue of Elsevier’s Procedia Computer Science, which consists of the proceedings of the 20th International Conference on Knowledge - Based and Intelligent Information & Engineering Systems (KES2016) which was organised by KES International and held on September 5th to 7th, 2016 in York, United Kingdom. Celebrating 20 years of KES conferences, KES2016 was the 20th event in a series of broad-spectrum intelligent systems conferences first held in Adelaide, Australia in 1997. The main aim of this KES conference series is to provide an internationally respected forum for the dissemination of research results and the discussion of issues relating to the theory, technologies and applications of intelligent information and knowledge-based systems. This year, this truly international conference attracted a substantial number of researchers and practitioners from all over the world who submitted their papers to five general tracks and 28 special sessions on specific topics. The papers highlight the new trends and challenge of intelligent and knowledge-based systems. Each paper was peer reviewed by at least two members of the International Program Committee and International Reviewer Board. Out of a large number of submissions, more than 200 high-quality papers were accepted for oral presentation and publication in Procedia Computer Science, submitted for indexing in CPCi (ISI conferences), Engineering Index, and Scopus.
Propaedeutics of engineering culture in the school should not be limited by familiarity with the school robotics. It is necessary to the development of other components of the engineering culture, such as TRIZ, system analysis, project management, and others. The possible content of these components and the ability of their studying in the "Permian version" of a propaedeutic course of computer science ("TRIZformatics") and contest "TRIZformashka" are discussed.
The article is devoted to the problem of selfdisclosure of a personality as implicit readiness to active self-fulfillment. The author examines positive and negative consequences of self-disclosure in communication and studies temporal boundaries, time and relevance of self-disclosure of a person in dyadic, interpersonal and inter-group relationship.
Opinions of professors and chairmen of chambers of appeals on the quality of teaching in universities' law schools in imperial Russia in the late 19th - early 20th century are discussed.
Derick Kourie is one of the founding fathers of Computer Science in the Republic of South Africa. On the occasion of his 65th birthday in the year 2013, to honour his scientific and academic contributions to research and higher education, this Festschrift book has been compiled. It contains ten chapters in four parts, namely Logic, Automata, Stringology, Programming, which cover many of Derrick Kourie's own research interests in the area of Theoretical Informatics and Formal Aspects of Computing. All authors and coauthors of this Festschrift belong to Derrick Kourie's long-term scientific cooperators and academic colleagues, and all of them are experts in their related fields. The contributions are written by L. Cleophas, J.W. Daykin, A. Deza, F. Franek, J. Geldenhuys, S. Gruner, J. Gutknecht, C. Iliopoulos, S. Objedkov, S. Pissis, W.F. Smyth, B. van der Merwe, L. van Zijl, and B.W. Watson.
Combinatorial abilities are fundamental to experimental thinking. The aim of this work was to design didactic objects that will stimulate preschoolers’ experimental thinking and to study young children’s thinking in relation to these objects. Six heuristic rules for the design of didactic objects are specified, and the responses of 623 children aged between 3 and 7 to the didactic objects are described in this paper. The first two calculating devices required rods to be pressed simultaneously for successive windows to be lit up or made visible. A total of 30 five year olds played with these for 20 minutes, and were seen to perform a logical series of actions in order to understand the device’s function. Half of the children counted the presses and thereby understood the way the device functioned. The second device was designed to allow all possible combinations of four variables. Sixty children between the ages of 4 and 6 played with the device for 20 minutes. A total of 88% of the children found all possible combinations of the device, with no differences between age groups in the strategies used. The third device had a matrix of shutters opened by buttons arrayed along two edges. In the first mode, single buttons presses opened the nearest windows and button presses along both edges opened windows on coordinates determined by the two buttons. In the second mode, single button presses opened nothing and simultaneous button presses along two edges opened windows on coordinates determined by the two buttons. Ninety children between the ages of 5 and 10 played with the device in the second mode for 20 minutes. The children used scientific strategies to discover the device’s function in the following proportions: 20% at five years, 50% at six years and 93% at 10 years. Eighteen children between the ages of 4 and 6 played with the device in the second mode. They played in pairs, and each child was assigned a row of buttons, thus requiring co-operation to open the windows requiring two coordinated button presses. All the children were eventually successful in the joint experimentation. The fourth device had 16 windows and eight buttons, which lit up the windows when pressed in logical combinations. A total of 20 five-year-old children were trained on this device to use combinations of button presses to light up selected windows. These children were then allowed to explore the third device in second mode by themselves. The trained five year olds all used scientific strategies in their search for the third device’s combinations. The study showed that preschoolers can combine actions and discover hidden relationships, and that the didactic objects can be used to develop children’s thinking.
Logical frameworks allow the specification of deductive systems using the same logical machinery. Linear logical frameworks have been successfully used for the specification of a number of computational, logics and proof systems. Its success relies on the fact that formulas can be distinguished as linear, which behave intuitively as resources, and unbounded, which behave intuitionistically. Commutative subexponentials enhance the expressiveness of linear logic frameworks by allowing the distinction of multiple contexts. These contexts may behave as multisets of formulas or sets of formulas. Motivated by applications in distributed systems and in type-logical grammar, we propose a linear logical framework containing both commutative and non-commutative subexponentials. Non-commutative subexponentials can be used to specify contexts which behave as lists, not multisets, of formulas. In addition, motivated by our applications in type-logical grammar, where the weakenening rule is disallowed, we investigate the proof theory of formulas that can only contract, but not weaken. In fact, our contraction is non-local. We demonstrate that under some conditions such formulas may be treated as unbounded formulas, which behave intuitionistically.