438 research outputs found

    LIPIcs, Volume 251, ITCS 2023, Complete Volume

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    LIPIcs, Volume 251, ITCS 2023, Complete Volum

    Mapping the Focal Points of WordPress: A Software and Critical Code Analysis

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    Programming languages or code can be examined through numerous analytical lenses. This project is a critical analysis of WordPress, a prevalent web content management system, applying four modes of inquiry. The project draws on theoretical perspectives and areas of study in media, software, platforms, code, language, and power structures. The applied research is based on Critical Code Studies, an interdisciplinary field of study that holds the potential as a theoretical lens and methodological toolkit to understand computational code beyond its function. The project begins with a critical code analysis of WordPress, examining its origins and source code and mapping selected vulnerabilities. An examination of the influence of digital and computational thinking follows this. The work also explores the intersection of code patching and vulnerability management and how code shapes our sense of control, trust, and empathy, ultimately arguing that a rhetorical-cultural lens can be used to better understand code\u27s controlling influence. Recurring themes throughout these analyses and observations are the connections to power and vulnerability in WordPress\u27 code and how cultural, processual, rhetorical, and ethical implications can be expressed through its code, creating a particular worldview. Code\u27s emergent properties help illustrate how human values and practices (e.g., empathy, aesthetics, language, and trust) become encoded in software design and how people perceive the software through its worldview. These connected analyses reveal cultural, processual, and vulnerability focal points and the influence these entanglements have concerning WordPress as code, software, and platform. WordPress is a complex sociotechnical platform worthy of further study, as is the interdisciplinary merging of theoretical perspectives and disciplines to critically examine code. Ultimately, this project helps further enrich the field by introducing focal points in code, examining sociocultural phenomena within the code, and offering techniques to apply critical code methods

    Design and Development of Biofeedback Stick Technology (BfT) to Improve the Quality of Life of Walking Stick Users

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    Biomedical engineering has seen a rapid growth in recent times, where the aim to facilitate and equip humans with the latest technology has become widespread globally. From high-tech equipment ranging from CT scanners, MRI equipment, and laser treatments, to the design, creation, and implementation of artificial body parts, the field of biomedical engineering has significantly contributed to mankind. Biomedical engineering has facilitated many of the latest developments surrounding human mobility, with advancement in mobility aids improving human movement for people with compromised mobility either caused by an injury or health condition. A review of the literature indicated that mobility aids, especially walking sticks, and appropriate training for their use, are generally prescribed by allied health professionals (AHP) to walking stick users for rehabilitation and activities of daily living (ADL). However, feedback from AHP is limited to the clinical environment, leaving walking stick users vulnerable to falls and injuries due to incorrect usage. Hence, to mitigate the risk of falls and injuries, and to facilitate a routine appraisal of individual patient’s usage, a simple, portable, robust, and reliable tool was developed which provides the walking stick users with real-time feedback upon incorrect usage during their activities of daily living (ADL). This thesis aimed to design and develop a smart walking stick technology: Biofeedback stick technology (BfT). The design incorporates the approach of patient and public involvement (PPI) in the development of BfT to ensure that BfT was developed as per the requirements of walking stick users and AHP recommendations. The newly developed system was tested quantitatively for; validity, reliability, and reproducibility against gold standard equipment such as the 3D motion capture system, force plates, optical measurement system for orientation, weight bearing, and step count. The system was also tested qualitatively for its usability by conducting semi-informal interviews with AHPs and walking stick users. The results of these studies showed that the newly developed system has good accuracy, reported above 95% with a maximum inaccuracy of 1°. The data reported indicates good reproducibility. The angles, weight, and steps recorded by the system during experiments are within the values published in the literature. From these studies, it was concluded that, BfT has the potential to improve the lives of walking stick users and that, with few additional improvements, appropriate approval from relevant regulatory bodies, and robust clinical testing, the technology has a huge potential to carve its way to a commercial market

    Programming unplugged : insights from theoretical models and teacher experiences.

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    Unplugged approaches to teaching Computational Thinking (CT), which are based on activities that do not require the use of a digital device or programming, are widely used in computing education. Evidence from the literature and practice indicates that this approach can be used successfully, although views on the value of Unplugged computing have been varied. Recently it was found that rather than comparing Unplugged with other approaches, combining Unplugged with teaching programming enabled students to achieve the same level of programming competence, but with higher self-efficacy, and a larger vocabulary in the programming language compared to a similar time span spent on programming alone. Despite this improved understanding of how to use Unplugged activities, there is little understanding of why they are effective and what ways they can be combined with plugged-in exercises effectively in a programming classroom and for teachers’ professional development (PD). In this thesis we use practical observations viewed through the lenses of theories of learning to understand why the Unplugged approach is effective. Computational Thinking in school curricula is about teaching students to understand how to use computation to solve problems, to create, and to discover new questions that can fruitfully be explored in other disciplines and professions as well as Computer Science. Teachers need to be able to effectively communicate the ideas of Computational Thinking to students and apply these within the context of their classroom. Our initial studies with teachers indicated that understanding the nature of the commonly identi- fied difficulties and confusion caused by computer jargon among teachers is important for finding ways for effective classroom delivery. We found that the concerns from teach- ers finding computer jargon difficult can be because the computational context in which they are applied makes them difficult for teachers to understand, rather than not knowing their meanings in the first place, and appropriate support can enable teachers to learn the techniques and skills that the terminology refers to. Using Unplugged material in teachers’ professional development, we tried to understand how they perceive the utility of Unplugged, particularly in introductory programming and understanding the jargon. Findings indicate that alternating Unplugged content in introductory programming does not hinder the teachers’ teaching efficacy and self-efficacy towards computer programming, yet teachers can be equipped with more content within the same time frame as a conventional teaching approach. Another lens that we use to understand how Unplugged and programming relate is the Notional Machine (NM), an abstract model of a computer created by teachers to facilitate learners’ understanding. It represents something they can (mentally) interact with to draw learners’ attention to hidden aspects of computing, is implicit in all programming teaching methods, and is a key to successful programming. We explore how Unplugged activities seem to have a close connection with Notional Machine, and therefore use the lens of Notional Machine to understand the relationship between Un- plugged and programming. Reviewing the existing Unplugged activities through this lens, we can understand where Unplugged has been successful in teaching programming and why. We also identify the possible gaps in Unplugged activities that need addressing for it to be further successful as a programming education tool. Accordingly, in our professional development experimental studies we developed and trialled new Unplugged activities focusing on modeling basic programming concepts, and studied their usefulness in alternating with conventional programming teaching practices. The usefulness of Unplugged activities in introductory programming was then considered through the lens of Semantic Waves, a concept that describes an ideal learning journey of a novice learner over a course of learning while shifting between expert and novice understanding, abstract and concrete context, and technical and simple meanings. Studying the behavior of the Semantic Waves of Unplugged activities we saw how, heuristically, the Zone of Proximal Development (ZPD) can be seen as a differentiation of a semantic profile of an Unplugged activity, essentially shifting learners back and forth between existing and new knowledge, while learning a programming concept. The Semantic Waves of Unplugged activities used to model programming concepts were analysed and compared with a plugged-in only lessons that taught the same concepts to show how alternating Unplugged activities with plugged-in experience successfully covers a wider semantic range, indicating the possibility of avoiding both learner anxiety as well as boredom, and enabling teachers to find better teaching strategies that suit their classrooms. Semantic profiles show the balance between what learners know and what they should know about what is actually happening, and the use of Unplugged activities supports the flow needed for creating effective semantic profiles, particularly in programming classrooms

    2001 July, University of Memphis bulletin

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    Vol. 88 of the University of Memphis bulletin containing the graduate catalog for 2001-2003.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1189/thumbnail.jp

    2013-2014, University of Memphis bulletin

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    University of Memphis bulletin containing the graduate catalog for 2013-2014.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1434/thumbnail.jp

    Understanding Quantum Technologies 2022

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    Understanding Quantum Technologies 2022 is a creative-commons ebook that provides a unique 360 degrees overview of quantum technologies from science and technology to geopolitical and societal issues. It covers quantum physics history, quantum physics 101, gate-based quantum computing, quantum computing engineering (including quantum error corrections and quantum computing energetics), quantum computing hardware (all qubit types, including quantum annealing and quantum simulation paradigms, history, science, research, implementation and vendors), quantum enabling technologies (cryogenics, control electronics, photonics, components fabs, raw materials), quantum computing algorithms, software development tools and use cases, unconventional computing (potential alternatives to quantum and classical computing), quantum telecommunications and cryptography, quantum sensing, quantum technologies around the world, quantum technologies societal impact and even quantum fake sciences. The main audience are computer science engineers, developers and IT specialists as well as quantum scientists and students who want to acquire a global view of how quantum technologies work, and particularly quantum computing. This version is an extensive update to the 2021 edition published in October 2021.Comment: 1132 pages, 920 figures, Letter forma

    2009-2010, University of Memphis bulletin

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    University of Memphis bulletin containing the graduate catalog for 2009-2010.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1429/thumbnail.jp
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