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This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students' learning and what can be done to increase the potential for learning. There are thus interesting pedagogical challenges with computer science student projects. There is a need to better understand the effects on learning outcomes as a function of how a student project is designed. The focus in this thesis is on the effects of role taking in the project groups, work allocation, and goal setting in student projects. In this thesis, three studies investigating different aspects of processes in computer science student projects are presented. A number of conclusions are drawn, which serve as a starting point for further research. The first study investigates how power is distributed within a group of students in a full semester computer science project course. Perceived competence of fellow students contributes to personal influence in the student project groups, and three qualitatively different ways of experiencing competence among other students have been identified. The second study investigates experiences of the process of decision-making in a full semester computer science project course. Six categories describing the experience of decision-making have been identified spanning from the experience of decision-making in individual decisions too small and unimportant to handle by anyone else than the individual to the experience of decision-making as a democratic process involving both the full group and the context in which the group acts. The third study investigates Swedish engineering students' conceptions of engineering, where dealing with problems and their solutions and creativity are identified as core concepts. Subject concepts, as math, and physics do not appear in any top position. "Math", for example, accounts for only five percent of the total mentioned engineering terms. "Physics", the second highest ranked subject term, only accounts for circa 1 percent. By combining the results from the three studies, four central areas of general interest for designing and running student projects have been identified. These four features are: 1) the mechanism for work allocation; 2) students connection to external stakeholders; 3) focus on result or process; and 4) level of freedom in the project task. These four features are related to the results from the three studies in this thesis. The thesis is concluded by proposing an analytical framework based on those four features. The intention with the framework is to provide a useful tool for the analysis and development of future computer science student projects.

The views expressed in this report are those of the authors and do not reflect the official policy or position of the Department of Defense or the U.S. Government. ; This report contains summaries of research projects in the Department of Computer Science. A list of recent publications is also included which consists of conference presentations and publications, books, contributions to books, published journal papers, technical reports, and thesis abstracts.

The views expressed in this report are those of the author and do not reflect the official policy or position of the Department of Defense or U.S. Government. ; This report contains project summaries of the research projects in the Department of Computer Science. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstracts of students advised by faculty in the Department are also included.

The views expressed in this report are those of the author and do not reflect the official policy or position of the Department of Defense or U.S. Government. ; This report contains project summaries of the research projects in the Department of Computer Science. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstracts of students advised by faculty in the Department are also included.

The views expressed in this report are those of the author and do not reflect the official policy or position of the Department of Defense or U.S. Government ; This report contains project summaries of the research projects in the Department of Computer Science. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstracts of students advised by faculty in the Department are also included.

Computer science has a curious history in Argentina: it began late (more than ten years later than in USA), had a ten-year span of flowering, was completely destroyed by the military dictatorship in 1966 and, disregarding some advances in small universities in the 1970s, began to weakly revive in 1983. In this article we shall analyze the ten-years long (1956-1966) "golden age" of computer science in Argentina, that is imbedded into a "golden age" of Argentinean universities. ; 2nd IFIP Conference on the History of Computing and Education ; Red de Universidades con Carreras en Informática (RedUNCI)

With the advent of distributed computing, the need for frameworks that facilitate its programming and management has also appeared. These tools have typically been used to support the research on application areas that require them. This poses good initial conditions for translational computer science (TCS), although this does not always occur. This article describes our experience with the PyCOMPSs project, a programming model for distributed computing. While it is a research instrument for our team, it has also been applied in multiple real use cases under the umbrella of European Funded projects, or as part of internal projects between various departments at the Barcelona Supercomputing Center. This article illustrates how the authors have engaged in TCS as an underlying research methodology, collecting experiences from three European projects. ; This work was supported in part by Spanish Government under Contract TIN2015-65316-P, in part by the Generalitat de Catalunya under Contract 2014-SGR-1051, and in part by the European Commission's Horizon 2020 Framework program through BioExcel Center of Excellence under Contract 823830 and Contract 675728, in part by the ExaQUte Project under Contract 800898, in part by the European High-Performance Computing Joint Undertaking (JU) under Grant 955558, in part by the MCIN/AEI/10.13039/501100011033, and in part by the European Union NextGenerationEU/PRTR. ; Peer Reviewed ; Postprint (author's final draft)

A description of the trend toward cooperative research efforts between academic, government, and entrepreneurial partners in the field of science to expand technological innovation and research.

Cross disciplinary research is essential for technological innovation. For decades, computer science (Comp Sci) has leveraged behavior science (Behav Sci) research to create innovative products and improve end user experience. Despite the natural challenges that come with cross disciplinary work, there are no published manuscripts outlining how to responsibly integrate Behav Sci into Comp Sci research and development. This publication fills this critical gap by discussing important differences between Behav Sci and Comp Sci, particularly with regard to how each field fits under the umbrella of science and how each field conceptualizes data. We then discuss the consequences of misusing Behav Sci and provide examples of technology efforts that drew inappropriate or unethical conclusions about their behavioral data. We discuss in detail common errors to avoid at each stage of the research process, which we condensed into a useful checklist to use as a tool for teams integrating Behav Sci in their work. Finally, we include examples of good applications of Behav Sci into Comp Sci research, the design of which can inform and strengthen digital government, e-commerce, defense, and many other areas of information technology.

Over the last twenty years, computer science has relied on concepts borrowed from game theory and economics to reason about applications ranging from internet routing to real-time auctions for online advertising. More recently, ideas have increasingly flowed in the opposite direction, with concepts and techniques from computer science beginning to influence economic theory and practice. In this lecture, I will illustrate this point with a detailed case study of the 2016-2017 Federal Communications Commission incentive auction for repurposing wireless spectrum. Computer science techniques, ranging from algorithms for NP-hard problems to nondeterministic communication complexity, have played a critical role both in the design of the reverse auction (with the government procuring existing licenses from television broadcasters) and in the analysis of the forward auction (when the procured licenses sell to the highest bidder).

International audience ; Official European statistics of education indicate that the number of students entering tertiary education have significantly increased between 2000 and 2006 [1], and indicate a trend that will continue. However, this increase is not reflected in every field of study; computer science and engineering are among those that have decreased each year, evidence of a decline of interest in following this career on the part of students. As a response to this disturbing fact, this paper aims to identify some of the possible consequences that this trend could produce in Europe. It will highlight the impacts in economic, social, political and pedagogical fields and explain how these segments will be affected if the decline in computer science persists. Supported by previous investigations and official reports, this analysis provides some examples of the problems already produced by the declining interest in computer science in Europe and proposes solutions such as teaching methods and learning strategies to attract more students to this field and therefore limit the negative effects in a near future.

The field of Graph Theory plays a vital role in various fields. In Graph theory main problem is graph labeling. Graph Labeling is the assignment of integer's form 1 to n for vertex, edges and both of the graphs respectively. One of the important areas in graph theory is Graph Labeling which is used in many applications like coding theory, radar, astronomy, circuit design, missile guidance, communication network addressing, x-ray crystallography, data base management. Here we would like to enhance the graph labeling applications in the field of computer science. This paper gives an overview of labeling of graphs in heterogeneous fields to some extent, but mainly focuses on important major areas of computer science like data mining, image processing, cryptography, software testing, information security, communication networks etc….These are various subjects in engineering studies and these are more efficiently used in various sectors like government sectors, corporate sectors like that. In these subjects every subject has their concept and gave their usage related to graph labeling. Future enhancements for the graph labeling should be used in cloud computing, signal processing etc… Various papers based on graph theory and graph labeling applications have been studied and we explore the usage of Graph Labeling in several areas like data mining, communication networks, image processing, cryptosystems, computer science applications and an overview has been proposed here.

This paper digs into the developmental strides achieved by some countries through the use of skill-oriented computer education. The involvement of the various governments through policy making, implementation, monitoring, funding, curriculum amendments, liberalization of computer science undergraduate program structure, the introduction of skill-oriented projects, is x-rayed. These parameters provide insight into the successful outcomes of these economies through investments in Computer education. The methodology adopted is a review of literature on various Computer Education Policies, Implementation methods adopted, as well as monitoring methods for sustainability. Our findings show that three reviewed Countries were able to develop skills through the researcher's computer education, that took over the technology world and helped advance their economies. While China focused on Hardware through task-free and funding of hardware-producing companies, the UK, through Raspberry Pi, focused on teacher and students' training in Software development. The United States on the other hand focused on Research and development and making ICT passing a prerequisite for college. The researcher recommends: Redesign of computer curriculum to teach coding to primary and secondary school students, training of teachers in specialized computer areas, and have them replicate the knowledge to other teachers, federal funding and monitoring of new computer education policies, including a minimum of a credit pass in computer subject as a prerequisite for studying computer science. Finally, the adoption of accelerated skill-based teaching of Computer science in core areas of beneficial disruptive Technology, through an intensive program such as "Yuanpei" would transform and cause desired sustainable development.

Computer science degree programs have proliferated due to the demands of industry and the pressures placed on higher education institutions by national governments. In tandem with this, the technological familiarity presumed in most undergraduate degree programs has also increased significantly, particularly in the Engineering and Science based disciplines. The computer science skills that these students are assumed to have, or are expected to acquire and develop, span a very broad spectrum of computer-based engagement. Many studies have highlighted the significant percentages of students who start degree programs in these areas and then fail to progress beyond the first year. Universities have been required to engage with, and address, the fundamental challenges facing these students and to support their successful progression throughout their undergraduate careers. ; TARA (Trinity?s Access to Research Archive) has a robust takedown policy. Please contact us if you have any concerns: rssadmin@tcd.ie

This paper shows the evolution of the Computador Científico (Computer Scientist) undergraduate program of the University of Buenos Aires Science School, and how it evolve into Licenciado en Ciencias de la Computación (Computer Science Degree). The original curriculum content is shown, the attempts to modify the program are explained and finally a comparison is made between the early program and the beginnings of the Computer Science Degree from 1983. This evolution is analyzed taken into account the development of new areas in CS and the argentinean political situation in this period. ; 2nd IFIP Conference on the History of Computing and Education ; Red de Universidades con Carreras en Informática (RedUNCI)