Author: Briz-Ponce, Laura,Juanes-Méndez, Juan Antonio,García-Peñalvo, Francisco José
Publisher: IGI Global
Mobile phones have become an integral part of society, as their convenience has helped democratize and revolutionize communication and the marketplace of ideas. Because of their ubiquity in higher education, undergraduate classrooms have begun to utilize smartphones and tablets as tools for learning. The Handbook of Research on Mobile Devices and Applications in Higher Education Settings explores and fosters new perspectives on the use of mobile applications in a classroom context. This timely publication will demonstrate the challenges that universities face when introducing new technologies to students and instructors, as well as the rewards of doing so in a thoughtful manner. This book is meant to present the latest research and become a source of inspiration for educators, administrators, researchers, app developers, and students of education and technology.
The communication demands expected of todays engineers and information technology professionals immersed in multicultural global enterprises are unsurpassed. New Media Communication Skills for Engineers and IT Professionals: Trans-National and Trans-Cultural Demands provides new and experienced practitioners, academics, employers, researchers, and students with international examples of best practices in new, as well as traditional, communication skills in increasingly trans-cultural, digitalized, hypertext environments. This book will be a valuable addition to the existing literature and resources in communication skills in both organizational and higher educational settings, giving readers comprehensive insights into the proficient use of a broad range of communication critical for effective professional participation in the globalized and digitized communication environments that characterize current engineering and IT workplaces.
The control-flow issues presented in this textbook are extremely relevant in modern computer languages and programming styles. In addition to the basic control-flow mechanisms, virtually all new computer languages provide some form of exceptional control flow to support robust programming introduced in this textbook. Also, concurrency capabilities are appearing with increasing frequency in both new and old programming languages, and are covered in this book. Understanding Control Flow: With Concurrent Programming Using μC++ starts with looping, and works through each of the basic control-flow concepts, examining why each is fundamental and where it is useful. Time is spent on each concept according to its level of difficulty. Examples and exercises are also provided in this textbook. New programming methodologies are requiring new forms of control flow, and new programming languages are supporting these methodologies with new control structures, such as the concurrency constructs discussed in this textbook. Most computers now contain multi-threading and multi-cores, while multiple processors and distributed systems are ubiquitous — all of which require advanced programming methodologies to take full advantage of the available parallelism summarized in this textbook. Advance forms of control flow are becoming basic programming skills needed by all programmers, not just graduate stude nts working in the operating systems or database disciplines. This textbook is designed for advanced-level students studying computer science and engineering. Professionals and researchers working in this field, specifically programming and software engineering, will find this book useful as a reference.
These conference proceedings address the capabilities of technology in education. Papers and summaries of presentations are provided on topics such as: grants for educational technologies; telecomputing and electronic mail projects; instructional software and hypermedia design projects; curriculum integration; local control of the Internet; captioning for the hearing impaired; multilingual courseware and word-processing; intellectual property issues in a networked environment; multimedia use in various subject areas and in student assessment; technology's impact on teacher preparation and education; MicroWorlds; computer simulations; computer abuses and ethics; Electronic Performance Support Systems; the Star School program; problem solving for computer courses; restructuring; electronic classrooms and distance learning; partnerships in education; lifelong learning communities; interactive video and tutorials; object-oriented programming; collaborative teaching and learning; technology and intergenerational activities; and technology and educational equity. Committee members and session presiders are listed, and member societies are highlighted. The proceedings also include an alphabetical listing of authors, keywords, and session codes. (BEW)
Software Development and Professional Practice reveals how to design and code great software. What factors do you take into account? What makes a good design? What methods and processes are out there for designing software? Is designing small programs different than designing large ones? How can you tell a good design from a bad one? You'll learn the principles of good software design, and how to turn those principles back into great code. Software Development and Professional Practice is also about code construction—how to write great programs and make them work. What, you say? You've already written eight gazillion programs! Of course I know how to write code! Well, in this book you'll re-examine what you already do, and you'll investigate ways to improve. Using the Java language, you'll look deeply into coding standards, debugging, unit testing, modularity, and other characteristics of good programs. You'll also talk about reading code. How do you read code? What makes a program readable? Can good, readable code replace documentation? How much documentation do you really need? This book introduces you to software engineering—the application of engineering principles to the development of software. What are these engineering principles? First, all engineering efforts follow a defined process. So, you'll be spending a bit of time talking about how you run a software development project and the different phases of a project. Secondly, all engineering work has a basis in the application of science and mathematics to real-world problems. And so does software development! You'll therefore take the time to examine how to design and implement programs that solve specific problems. Finally, this book is also about human-computer interaction and user interface design issues. A poor user interface can ruin any desire to actually use a program; in this book, you'll figure out why and how to avoid those errors. Software Development and Professional Practice covers many of the topics described for the ACM Computing Curricula 2001 course C292c Software Development and Professional Practice. It is designed to be both a textbook and a manual for the working professional.
One of the best primary accounts of the Civil War by a Confederate. John Dooley was the youngest son of Irish immigrants to Richmond, Virginia, where his father prospered, and the family took a leading position among Richmond's sizeable Irish community. Early in 1862, John left his studies at Georgetown University to serve in the First Virginia Infantry Regiment, in which his father John and brother James also served. John's service took him to Second Manassas, South Mountain, Sharpsburg (Antietam), Fredericksburg, and Gettysburg; before that last battle, Dooley was elected a lieutenant. On the third day at Gettysburg, Dooley swept up the hill in Pickett's charge, where he was shot through both legs and lay all night on the field, to be made a POW the next day. Held until February 27, 1865, Dooley made his way back south to arrive home very near the Confederacy's final collapse. Dooley's account is valuable for the content of his service and because most of the material came from his diary, with some interpolations (which are indicated as such) that he made shortly after the war's end when his memory was still fresh. Dooley's health seems to have been permanently compromised by his wounds; he entered a Roman Catholic seminary after the war and died in 1873 several months before his ordination was to take place.