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关键词： Black students in computer science   anti-Black racism in computer science   equity in computer science education   Equity Diversity Inclusion  

摘要： Background: People who are racialized, gendered, or otherwise minoritized are underrepresented in computing professions in North America. This is reflected in undergraduate computer science (CS) programs, in which students from marginalized backgrounds continue to experience inequities that do not typically affect White cis-men. This is especially true for Black students in general, and Black women in particular, whose experience of systemic, anti-Black racism compromises their ability to persist and thrive in CS education contexts. Objectives: This systematic mapping study endeavours to (1) determine the quantity of existing non-deficit-based studies concerned with the persistence of Black students in undergraduate CS;(2) summarize the findings and recommendations in those studies;and (3) identify areas in which additional studies may be required. We aim to accomplish these objectives by way of two research questions: (RQ1) What factors are associated with Black students' persistence in undergraduate CS programs?;and (RQ2) What recommendations have been made to further bolster Black students' persistence in undergraduate CS education programs? Methods: This systematic mapping study was conducted in accordance with PRISMA 2020 and SEGRESS guidelines. Studies were identified by conducting keyword searches in seven databases. Inclusion and exclusion criteria were designed to capture studies illuminating persistence factors for Black students in undergraduate CS programs. To ensure the completeness of our search results, we engaged in snowballing and an expert-based search to identify additional studies of interest. Finally, data were collected from each study to address the research questions outlined above. Results: Using the methods outlined above, we identified 16 empirical studies, including qualitative, quantitative, and mixed-methods studies informed by a range of theoretical frameworks. Based on data collected from the primary studies in our sample, we identifi

关键词： Physical computation   Explanation   Mathematical explanation   Computer science   Implementation  

摘要： What is computational explanation? Many accounts treat it as a kind of causal explanation. I argue against two more specific versions of this view, corresponding to two popular treatments of causal explanation. The first holds that computational explanation is mechanistic, while the second holds that it is interventionist. However, both overlook an important class of computational explanations, which I call limitative explanations. Limitative explanations explain why certain problems cannot be solved computationally, either in principle or in practice. I argue that limitative explanations are not plausibly understood in either mechanistic or interventionist terms. One upshot of this argument is that there are causal and non-causal kinds of computational explanation. I close the paper by suggesting that both are grounded in the notion of computational implementation.

关键词： pattern recognition   image processing   image analysis   image recognition   intelligent data analysis   machine learning  

摘要： This paper provides a short survey of the main direction of activity of the Federal Research Center "Computer Science and Control" of the Russian Academy of Sciences (FRC CSC RAS) in the areas concerning the topics of the journal Pattern Recognition and Image Analysis. The FRC CSC RAS was founded in December 2014 through the reorganization of the Institute of Informatics Problems of the Russian Academy of Sciences (IIP RAS) (by including the Institute for System Analysis of the Russian Academy of Sciences (ISA RAS) and the Dorodnycin Computing Center of the Russian Academy of Sciences (DCC RAS)). Section 1 reviews the activity of these institutes before their merger. Section 2 studies the work performed after 2015.

关键词： Virtual reality   Educational game   e-Learning   Active learning   Computer science   Game engine   Head mounted display  

摘要： Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate's introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture;and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.

关键词： Object oriented programming  

摘要： Early programming methodologies proved inadequate for the reliable implementation of the large programs enabled by rapidly growing computer memories, resulting in prohibitively long times for software development. Attempts to solve this problem by limiting control structure primitives within programming languages or by imposing external design methodologies to enforce ill-defined notions of modularity proved unsuccessful. Barbara Liskov's definition of abstract data types in 1973 and her embodiment of this notion in the programming language CLU provided a major step toward solving this problem. The key idea was to define the fundamental building blocks of programs as a set of abstractions, each of which resulted from the combination of a data type with all the operations that needed to be performed on the data type. Data abstraction is now fundamental to all modern programming languages. A second key innovation of Liskov's was what she called "behavioral subtyping" for object-oriented programming, now known as the Liskov Substitution Principle (LSP). The LSP formally defines when objects of subclasses can be safely substituted for the parent class, a crucial requirement of bug-free programming within this programming paradigm. In addition, Liskov has made several key contributions to distributed computer systems, including the first use of atomic actions for successful concurrency and providing a practical solution to the problem of Byzantine faults.

关键词： K-12 computer science education   computer science curriculum   curriculum design   culturally responsive pedagogy  

摘要： Objectives. The goal of this paper is to introduce and describe a new introductory computer science course. Research results from the implementation of this curriculum will be presented to demonstrate the nature of teachers' experiences with the curriculum. Participants. Participants are teachers implementing the new curriculum at two schools in the metro Atlanta area. Study Method. This paper is partly descriptive, presenting the theory underlying the newly developed curriculum as well as its various features. An organizing framework, the Teacher Accessibility, Equity, and Content (TEC) rubric from Weintrop et al. (2019) [1], is used to structure the curriculum description. Teacher perceptions were gathered via both structured interviews and short online enactment surveys. These perceptions are summarized and presented thematically, corresponding to the features of the curriculum. Findings. A newly developed introductory computer science (CS) curriculum, Student-Centered Computing (SCC), utilizes project-based learning (PBL) and culturally authentic practices (CAPs) to help promote a sense of belonging and intent to persist within computer science among all students. Teachers successfully implemented the curriculum and generally found it to be beneficial for their students, though they struggled with some of the pedagogical demands of project-based learning as well as some of the most advanced technical content associated with the music coding and app development platforms. Conclusions. This paper provides a detailed overview of a year-long introductory computer science curriculum focused on the creation of culturally relevant digital artifacts. The curriculum represents a strong effort to make CS content relevant and appealing to the full range of students by relating it to their lives and experiences. Teacher surveys and interviews revealed that both teachers and students had positive views of the course. However, teaching using inclusive PBL pedagogy and cultura

关键词： artificial intelligence   chatbots   computer science   embodiment   moral theology   natural language processing   pragmatism   sociotechnical systems   systems theory   theological anthropology  

摘要： As artificial intelligence (AI) becomes progressively more engaged with society, its shift from technical tool to participating in society raises questions about AI personhood. Drawing upon developmental psychology and systems theory, a mediating structure for AI proto-personhood is defined analogous to an early stage of human development. The proposed AI bridges technical, psychological, and theological perspectives on near-future AI and is structured by its hardware, software, computational, and sociotechnical systems through which it experiences its world as embodied (even for putatively disembodied AI). Further social and moral construction can occur building upon a simple "self" for AI synthesized from symbolic and statistical approaches to AI.

关键词： Authentication   Aggregates   Vehicular ad hoc networks   Privacy   Fault tolerant systems   Fault tolerance   Computer science   Vehicular ad hoc networks (VANETs)   infrastructure-less vehicular networks   authenticated key management   aggregate authentication   fault-tolerance  

摘要： In recent years, growing research interest from both industry and academia has been aroused to the vehicular networks, which is regarded as the fundamental component of the modern intelligent transportation system (ITS). Lots of remarkable research outputs with respect to secure vehicular data interactions and user privacy preservation has been witnessed. However, the existing schemes all focus on the common vehicular communication scenarios where facilities are deployed, whereas the secure data exchange in the abnormal infrastructure-less vehicular environment has not been properly investigated. To deal with unpredictable abnormal situations caused by artificial or natural disasters such as earthquakes and floods, a distinctive vehicle-assisted aggregate authentication mechanism for infrastructure-less vehicular networks is presented in this paper. With assistance from the neighboring vehicles, the homomorphic signature involving all requesting vehicles is generated and forwarded to the remaining functional RSUs. Meanwhile, vehicular group communication among the validated entities is enabled. Additionally, the fault-tolerant verification method is adopted such that the ineffective entities can be easily distinguished and removed without interfering with other requesting vehicles. The security proofs and discussions regarding vital security properties are presented, while the performance analysis follows. Compared with the state-of-the-art, advantages in terms of security and performance properties can be proved.

关键词： Three-dimensional displays   Time factors   Memory management   Flash memories   Computer science   Waste handling   3-D NAND flash   garbage collection   page waste   parity restriction  

摘要： Garbage collection or GC running in the controller of 3-D NAND flash-based solid-state disks-SSDs-plays a critical role in the performance of storage systems. SSD manufacturers have developed various GC solutions based on internal data movement or IDM to mitigate the impacts of GC on request latency. Due to the circuit characteristics of flash memory, the existing IDM-based GC strategies are restricted by page parity during data movement: odd pages must be migrated to odd pages, and even pages to even pages. When migrating two consecutive pages with the same parity, the free page between the two migrated pages will be wasted after the migration is complete. This ever-increasing page waste problem inevitably deteriorates the storage space utilization of flash memory, thereby degrading the overall performance of 3-D NAND flash-based SSDs. To address this issue, we propose a parity-check GC scheme called PcGC to revamp SSD performance by alleviating page waste during GC. We build a parity-check unit in PcGC to facilitate checking the parity of migrated valid pages and destination pages. According to the parity results offered by the parity-check unit, PcGC dynamically adjusts the migration order of valid pages during the course of GC. In doing so, PcGC fundamentally averts page waste caused by the page parity restriction, thereby enhancing 3-D NAND flash performance. We quantitatively evaluate the performance of PcGC in terms of wasted pages, storage utilization, GC counts, write amplification, and average response time. We compare PcGC against the two state-of-the-art schemes-Amphibian and Tiny-tail flash (TTflash). The experimental results derived from the nine real-world workload traces unfold that compared with Amphibian and TTflash: 1) PcGC curtails the number of wasted pages by up to 91.4% with an average of 53.75%;2) cuts back the number of GC counts by up to 52.2% with an average of 11.9%;and 3) slashes average write response time by up to 77.8% with an average

关键词： Computer science curricula   computational thinking   secondary school education  

摘要： In recent years, the push for secondary school students to "learn to code" has increased significantly. Currently, about half of secondary schools in the United States have computer science education available to students in some form. Unfortunately, many of these schools choose a curriculum bogged down in the nuances of programming language syntax, leaving students bored, confused, unable to apply their learning to useful problems outside the classroom, and therefore disheartened about further pursuing a more conceptual computer science education in college. As a current undergraduate who has helped teach secondary school computer science, I witnessed firsthand the problems with current approaches. I, therefore, propose a shift in the focus of computing education research away from teaching "coding" effectively to elucidating a more abstract but nevertheless more pragmatic characterization of computer science as an academic field, rather than programming as a trade.