Checklists for grading object-oriented CS1 programs: concepts and misconceptions

Sanders, K. and Thomas, L. 2007. Checklists for grading object-oriented CS1 programs: concepts and misconceptions. In Proceedings of the 12th Annual SIGCSE Conference on innovation and Technology in Computer Science Education (Dundee, Scotland, June 25 - 27, 2007). ITiCSE '07. ACM, New York, NY, 166-170

A conserved residue in the tip proteins of CS1 and CFA/I pili of enterotoxigenic Escherichia coli that is essential for adherence

Enterotoxigenic Escherichia coli associated with human diarrheal disease utilize any of a limited group of serologically distinguishable pili for attachment to intestinal cells. These include CS1 and CFA/I pili. We show here that chemical modification of arginyl residues in CS1 pili abolishes CS1-mediated agglutination of bovine erythrocytes, which serves as a model system for attachment. Alanine substitution of the single arginyl residue in CooA, the major pilin, had no effect on the assembly of pili or on hemagglutination. In contrast, substitution of alanine for R181 in CooD, the minor pilin associated with the pilus tip, abolished hemagglutination, and substitution of R20 reduced hemagglutination. Neither of these substitutions affected CS1 pilus assembly. This shows that CooD is essential for CS1-mediated attachment and identifies specific residues that are involved in receptor binding but not in pilus assembly. In addition to mediating agglutination of bovine erythrocytes, CFA/I also mediates agglutination of human erythrocytes. Substitution of R181 by alanine in the CooD homolog, CfaE, abolished both of these reactions. We conclude that the same region of the pilus tip protein is involved in adherence of CS1 and CFA/I pili, although their receptor specificities differ. This suggests that the region of the pilus tip adhesin protein that includes R181 might be an appropriate target for therapeutic intervention or for a vaccine to protect against human diarrhea caused by enterotoxigenic E. coli strains that have serologically different pili.

CooB plays a chaperone-like role for the proteins involved in formation of CS1 pili of enterotoxigenic Escherichia coli

CS1 pili serve as the prototype of a class of filamentous appendages found on the surface of strains of enterotoxigenic Escherichia coli. The four genes needed to synthesize functional CS1 pili in E. coli K12 are: cooA, which encodes the major pilin protein; cooD, which encodes a minor pilin protein found at the tip of the structure; cooC, which encodes a protein found in the outer membrane of piliated bacteria; and cooB. We show here that CooB, which is required for pilus assembly but is not part of the final structure, stabilizes CooA, CooC, and CooD. We previously reported that CooB is complexed with CooA in the periplasm and show here that CooB also is found complexed with CooD in the periplasm. CooB is associated with the membrane fraction only in the presence of CooC, suggesting that these two proteins also interact. This suggests that although it has no homology to known chaperone proteins, CooB serves a chaperone-like role for assembly of CS1.

Some empirical results for neo-Piagetian reasoning in novice programmers and the relationship to code explanation questions

Recent research on novice programmers has suggested that they pass through neo-Piagetian stages: sensorimotor, preoperational, and concrete operational stages, before eventually reaching programming competence at the formal operational stage. This paper presents empirical results in support of this neo-Piagetian perspective. The major novel contributions of this paper are empirical results for some exam questions aimed at testing novices for the concrete operational abilities to reason with quantities that are conserved, processes that are reversible, and properties that hold under transitive inference. While the questions we used had been proposed earlier by Lister, he did not present any data for how students performed on these questions. Our empirical results demonstrate that many students struggle to answer these problems, despite the apparent simplicity of these problems. We then compare student performance on these questions with their performance on six explain in plain English questions.

How difficult are exams? A framework for assessing the complexity of introductory programming exams

Student performance on examinations is influenced by the level of difficulty of the questions. It seems reasonable to propose therefore that assessment of the difficulty of exam questions could be used to gauge the level of skills and knowledge expected at the end of a course. This paper reports the results of a study investigating the difficulty of exam questions using a subjective assessment of difficulty and a purpose-built exam question complexity classification scheme. The scheme, devised for exams in introductory programming courses, assesses the complexity of each question using six measures: external domain references, explicitness, linguistic complexity, conceptual complexity, length of code involved in the question and/or answer, and intellectual complexity (Bloom level). We apply the scheme to 20 introductory programming exam papers from five countries, and find substantial variation across the exams for all measures. Most exams include a mix of questions of low, medium, and high difficulty, although seven of the 20 have no questions of high difficulty. All of the complexity measures correlate with assessment of difficulty, indicating that the difficulty of an exam question relates to each of these more specific measures. We discuss the implications of these findings for the development of measures to assess learning standards in programming courses.

'Explain in plain English' questions revisited : data structures problems

Recent studies have linked the ability of novice (CS1) programmers to read and explain code with their ability to write code. This study extends earlier work by asking CS2 students to explain object-oriented data structures problems that involve recursion. Results show a strong correlation between ability to explain code at an abstract level and performance on code writing and code reading test problems for these object-oriented data structures problems. The authors postulate that there is a common set of skills concerned with reasoning about programs that explains the correlation between writing code and explaining code. The authors suggest that an overly exclusive emphasis on code writing may be detrimental to learning to program. Non-code writing learning activities (e.g., reading and explaining code) are likely to improve student ability to reason about code and, by extension, improve student ability to write code. A judicious mix of code-writing and code-reading activities is recommended.

Saying isn't necessarily believing: influencing self-theories in computing

Simon, B., Hanks, B., Murphy, L., Fitzgerald, S., McCauley, R., Thomas, L., and Zander, C. 2008. Saying isn't necessarily believing: influencing self-theories in computing. In Proceeding of the Fourth international Workshop on Computing Education Research (Sydney, Australia, September 06 - 07, 2008). ICER '08. ACM, New York, NY, 173-184.

A cognitive approach to identifying measurable milestones for programming skill acquisition

Mead, J., Gray, S., Hamer, J., James, R., Sorva, J., Clair, C. S., and Thomas, L. 2006. A cognitive approach to identifying measurable milestones for programming skill acquisition. SIGCSE Bull. 38, 4 (Dec. 2006), 182-194.

Commercial reviews in the tender process of contractors

Purpose – The purpose of this paper is to show the extent to which clients amend standard form contracts in practice, the locus of the amendments, and how contractors respond to the amendments when putting together a bid. Design/methodology/approach – Four live observational case studies were carried out in two of the top 20 UK construction firms. The whole process used to review the proposed terms and conditions of the contract was shadowed using participant observation, interview and documentary analysis. Findings – All four cases showed strong evidence of amendments relating mostly to payment and contractual aspects: 83 amendments in Case Study 1 (CS1), 80 in CS2, 15 in CS3 and 29 in CS4. This comprised clauses that were modified (37 per cent), substituted (23 per cent), deleted (7 per cent) and new additions (33 per cent). Risks inherent in the amendments were mostly addressed through contractual rather than price mechanisms, to reflect commercial imperatives. “Qualifications” and “clarifications” were included in the tender submissions for post-tender negotiations. Thus, the amendments did not necessarily influence price. There was no evidence of a “standard-form contract“ being used as such, although clients may draw on published “standard-form contracts” to derive the forms of contract actually used in practice. Practical implications – Contractors should pay attention to clauses relating to contractual and financial aspects when reviewing tender documents. Clients should draft equitable payment and contractual terms and conditions to reduce risk of dispute. Indeed, it is prudent for clients not to pass on inestimable risks. Originality/value – A better understanding of the extent and locus of amendments in standard form contracts, and how contractors respond, is provided.

Opportunities and challenges with J2SE 5 for introductory programming teaching

The recent release of the Java version 5.0 "Tiger" introduces some significant language changes. For educators, some of these changes provide opportunities to improve teaching, while others pose additional problems that require awareness to avoid them. The authors have recently completed the inclusion of support for all new language features into a wellknown educational IDE for Java – BlueJ – and in the course of doing so evaluated each of them for usefulness in education, and developed pedagogic strategies to handle the inherent opportunities and challenges. This has formed the basis of the design of the features in BlueJ which support the language changes. In this paper, we describe the results of our evaluation, provide recommendations on treatment of the new features in introductory courses and discuss how BlueJ may be used to illustrate important aspects.

Limiar anaeróbio e velocidade crítica determinada com diferentes distâncias em nadadores de 10 a 15 anos: relações com a performance e a resposta do lactato sanguíneo em testes de endurance

O objetivo deste estudo foi comparar a velocidade crítica (VC) determinada através de diferentes distâncias com o limiar anaeróbio (LAn) e as velocidades máximas mantidas em testes de 20 (V20) e 30 (V30) minutos na natação, verificando se a idade cronológica em jovens nadadores interfere nessas relações. Participaram do estudo 31 nadadores (17 meninas e 14 meninos) divididos segundo a idade cronológica em dois grupos: 10 a 12 anos e 13 a 15 anos. O LAn foi determinado como sendo a velocidade correspondente a 4mM de lactato sanguíneo. A VC1 (25/50/100m), VC2 (100/200/400m) e a VC3 (50/100/200m) foram calculadas através do coeficiente angular da reta de regressão linear entre as distâncias e seus respectivos tempos. As V20 e V30 foram determinadas através de três a seis repetições, com coletas de sangue no 10º minuto e ao final do tiro. Para o grupo de 10 a 12 anos, a VC1 (m/s) (0,98 ± 0,17) e o LAn (0,97 ± 0,12) não foram diferentes entre si, sendo maiores do que a VC2 (0,92 ± 0,16), VC3 (0,89 ± 0,18), V20 (0,92 ± 0,11) e V30 (0,90 ± 0,11). Para o grupo de 13 a 15 anos, a VC1 (m/s)(1,11 ± 0,11) foi maior do que o LAn (1,02 ± 0,07), V20 (0,99 ± 0,09), V30 (0,97 ± 0,09), VC2 (0,98 ± 0,11) e VC3 (1,00 ± 0,11). Pode-se concluir que a distância utilizada na determinação da VC interfere no valor obtido, independente da idade cronológica. A VC determinada com distâncias entre 50 e 400m pode ser utilizada na avaliação da capacidade aeróbia de crianças e adolescentes, substituindo os testes contínuos máximos com durações próximas a 20 ou 30 minutos.

Comparison between protocols for the determination of anaerobic threshold in adolescent swimmers

Aim. The purpose of this study was to compare the anaerobic threshold speed (AT) obtained from fixed lactate blood concentrations (AT 4 mM and AT 3.5 mM), lactate minimum speed (LM) and critical speed (CS), determined from different distances in fifteen Brazilian national level swimmers (10 boys = 14.8 ± 0.6 years old and 5 girls = 14.6 ±0.8 year-old). Methods. The tests to determine the AT 4 mM, AT 3.5 mM, LM and CS were performed in a 25 m swimming pool and consisted of 7 or 8 evaluations separated by 24-48 h intervals. Data were submitted to analysis of variance (ANOVA) for repeated measures, followed by the post hoc Scheffé test and Pearson correlation coefficients. Significance was set at P<0.01. Results. There were no significant differences among the values for AT 4 mM and CS1 (1.34 ± 0.05 vs. 1.33 ± 0.05 m.s -1, respectively). However, AT 4 mM and CS1 were significantly higher than AT 3.5 mM (1.28 ± 0.04 m.s -1), LM (1.27 ± 0.05 m.s -1), CS2 (1.26 ± 0.06 m.s -1), CS3 (1.27 ± 0.06 m.s -1) and CS4 (1.25 ± 0.07 m.s -1). There were no significant differences among the values for AT 3.5 mM, LM, CS2, CS3 and CS4. Conclusion. The results obtained in this study suggest that the anaerobic threshold determined by a fixed lactate concentration of 3.5 mM, as well as the LM and the CS methods determined by different distances, seem to be the most appropriate indexes for the evaluation of aerobic capacity in adolescent swimmers.

Adesão de um cimento resinoso a uma cerâmica feldspática: avaliação da resistência adesiva, ângulo de contato e ph, em função de diferentes técnicas de condicionamento

Pós-graduação em Odontologia Restauradora - ICT

Caracterização molecular e relação filogenética do genoma completo dos arbovírus Bussuquara, Iguape, Ilhéus e Rocio (Família Flaviviridae, Gênero Flavivirus)

Os flavivírus são conhecidos por seu complexo ciclo biológico e importância na saúde pública e na economia mundial. Os aspectos ecológicos e quadros clínicos estão estreitamente relacionados à filogenia e evolução dos flavivírus. Este trabalho objetiva a caracterização molecular dos genomas dos flavivírus Bussuquara (VBSQ), Iguape (VIGU), Ilhéus (VILH) e Rocio (VROC), determinando relações filogenéticas com os demais integrantes do gênero Flavivirus. Foi realizado o seqüenciamento completo da região codificadora (ORF) e regiões não codificantes (RNC) 5’ e 3’; análise da estrutura secundária do RNA viral e das sequências conservadas da 3’RNC; determinação dos sítios de clivagem, glicosilação, resíduos Cis e motivos conservados na poliproteína; e as análises de similaridade e filogenética. Os genomas dos VBSQ, VIGU, VILH e VROC apresentaram a mesma organização que os demais flavivírus, medindo 10.815 nt, 10.922 nt, 10.775 nt, 10.794 nt, respectivamente. O padrão das sequências conservadas da 3’RNC do VBSQ foi RCS2-CS2-CS1, enquanto que para os VIGU, VILH e VROC foram CS3-RCS2-CS2-CS1. As características das estruturas secundárias do RNAs dos flavivírus em estudo foram similares aos demais flavivírus. O número dos sítios de glicosilação das proteínas PrM, E e NS1 foi distinto entre os flavivírus brasileiros, porém o padrão 6,12,12 dos resíduos de Cis e do sítios de clivagem permaneceram conservados. Na proteína E, alterações aminoacídicas pontuais foram observadas no peptídeo de fusão dos VBSQ, VIGU e VROC, e a sequência do tripepídeo RGD foi distinta para os quatro vírus em estudo. Os motivos determinantes das atividades de MTase-SAM da NS5, bem como da helicase e protease da NS3, permanecem conservados. Dentre os oito motivos da polimerase viral (NS5), somente os motivos V, VI e VII possuem alguma substituição nucleotídica para o VILH e VROC. As análises de similaridade mostram que VBSQ apresenta maior relação com VIGU enquanto que o VILH e VROC são mais relacionados entre si, porém sendo consideradas espécies virais distintas. Com base nas análises filogenéticas, características moleculares do genoma e biológicas, propõem-se a formação de três grupos genéticos: o grupo Rocio, que agrupa VROC e VILH; o grupo Bussuquara formado pelos VBSQ e Vírus naranjal e o grupo Aroa que inclui o Vírus Aroa e VIGU.