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With the proliferation of applications that support the buying and selling process or better known as e-commerce, and currently online buying and selling is a trend among students, and also a source of income that can be done in spare time, therefore to be able to increase the results of using e-commerce. -commerce required an understanding of the marketing system. In this study, research was conducted on what subjects were taught to students at the Fakultas Teknik dan Ilmu Komputer, Universitas Muhammadiyah Pekajangan Pekalongan which would help in understanding the marketing system. The C4.5 classification algorithm is used to build a decision tree that will make it easier to see courses that can be used to understand the marketing system. After the analysis, the subjects of entrepreneurship, management information systems, design analysis and information systems, data communication and computer networks, computer organization and algorithms and structured programming can be used to gain an understanding of marketing systems.

The learning process carried out at home during the COVID-19 pandemic demands the creativity of educators so that the material provided can be understood by students. The problems that arise during online lectures are changing the habits of students who always get detailed explanations from lecturers, while in online lectures the interaction between students and lecturers is limited and there are student guidelines for independent study. The research was conducted with the aim of evaluating the learning process at home using video-based tutorials. The methodology is carried out using the ADIIE model. The process of making tutorials is done by making a video story board that will be made and implementing the story board using Camtasia Studio. The results of the study resulted in Structured Programming course material in the form of video tutorials from meetings 1 to 10. The evaluation results showed that 39.1% of students answered very well to the question of whether videos can be used for self-study at home and 60.8% answered quite well.

The existing work investigates the ways that sensors are being used by primary school children in the automations of educational robotics projects. The research findings revealed that among the available (distance, tilt and sound) sensors the students preferred the distance sensors first, the tilt sensors second and last the sound one in their projects. The study has also recorded that the majority of the contestants made a rather conventional use of the aforementioned sensors. The assessment of the children projects revealed that the beginners predominately used distance sensors, in a conventional way, while their code was ranked in the unistructural level of the SOLO taxonomy. Finally, they used event-driven programming and the interrupt method for event detection. On the other hand, the advanced ones apart from the distance sensor have also used the tilt and the sound sensors, in a more advanced way in terms of innovation. Their code, in terms of the SOLO taxonomy, was ranked between the multi-structural and the relational level and the event detection was held with polling method using a structured programming approach.

The article discusses the use of a constructive approach to building a program that is systematically cultivated in software engineering and made possible by a number of fundamental results obtained in programming theory. On the first, based on the structural theorem, reasonably was refused to use the go to operator and proposed a structured programming method, which provided a real way to create understandable programs. On the second, the concept of a subroutine, although it was used only to reduce routine work in the programming process, was the first means of modular presentation of programs. Later, the block and the subroutine formed the basis of block-oriented (procedural, subroutine) languages and the procedural (subroutine) programming method. In the third, to answer questions related to the definition of boundaries, sizes, and building module, the concept of connecting parts that make up a module and connections to indicate the connection between modules; specific modularization criteria; proposed a device module based on the concept of information hiding were introduced. The module is implemented in the programming language Modula, and later Modula-2. The concept of a module based on the modular (compositional) programming method. In the Simula 67 language, the foundations of object-oriented languages were introduced. They developed through the work on the concepts of inheritance, late binding and links, and were completed by the development of object-oriented languages and object-oriented (classification) programming. Thus, a framework for reuse, systematic reuse and component software development was created. Now these works are developing in the direction of research and creation of software as system of systems, using the link between system analysis and software engineering, and developing software system engineering. In the article, for learning the basics of programming, as a tool that allows clarifying the concept of program design, classification is used. As a classification feature - the level of encapsulation, which is based on the principles of software engineering – encapsulation and multi-level presentation -, is used. Applying the principle of encapsulation at different levels of representation program structure corresponding to different degrees of software abstraction, the concept of encapsulation level was obtained. Using this concept, you can find out the types of software constructions and the corresponding methods of programming (construction) programs. Using introduced the concepts and the constructive approach to building the program, the author created the didactics of the basics of programming, which was deployment through lectures for students of the specialty “Software Engineering” (121) and a textbook of the author for students and post-graduate students of the specialty. Problems in programming 2019; 3: 45-57

[EN] Generalized planning is the task of generating a single solution (a generalized plan) that is valid for multiple planning instances. In this paper we introduce a novel formalism for representing generalized plans that borrows two mechanisms from structured programming: control flow and procedure calls. On one hand, control flow structures allow to compactly represent generalized plans. On the other hand, procedure calls allow to represent hierarchical and recursive solutions as well as to reuse existing generalized plans. The paper also presents a compilation from generalized planning into classical planning which allows us to compute generalized plans with off-the-shelf planners. The compilation can incorporate prior knowledge in the form of auxiliary procedures which expands the applicability of the approach to more challenging tasks. Experiments show that a classical planner using our compilation can compute generalized plans that solve a wide range of generalized planning tasks, including sorting lists of variable size or DFS traversing variable-size binary trees. Additionally the paper presents an extension of the compilation for computing generalized plans when generalization requires a high-level state representation that is not provided a priori. This extension brings a new landscape of benchmarks to classical planning since classification tasks can naturally be modeled as generalized planning tasks, and hence, as classical planning tasks. Finally the paper shows that the compilation can be extended to compute control knowledge for off-the-shelf planners and solve planning instances that are difficult to solve without such additional knowledge., Anders Jonsson is partially supported by the grants TIN2015-67959 and PCIN-2017-082 of the Spanish Ministry of Science. Sergio Jimenez is partially supported by the grants, RYC-2015-18009 and TIN2017-88476-C2-1-R of the Spanish Ministry of Science.

As a representative of structured programming language, C language has been identified as a required course of various science and engineering majors in many universities. In order to improve the programming ability of learners, the online judge system (OJ) or the experimental support system has become an urgent teaching support platform. The function of this kind of teaching platform is to automatically evaluate the program codes submitted by students through black box testing, and give the evaluation results to promote the practical teaching effect of the course. However, most of the current platforms can only provide the evaluation results, but cannot locate the code defects to help learners find the problems in the code as soon as possible. A new defect location method for C language code based on deep learning is proposed in the paper. This method is different from the previous code defect location methods that use defect reports or use defect code to form a training library. The method of this paper is based on a large number of correct codes existing in the OJ system to form a detection template, and locate the defect code by finding the template code that is the most similar to the submitted code. The method is verified by constructing two data sets and corresponding test sets. Finally, it is proved that the method of this paper has a better effect on defect location.

The term “mobile learning” (or “m-learning”) refers to using handheld phones to learn and wireless computing as a learning tool and connectivity technology. This paper presents and explores the latest mobile platform for teaching and studying programming basics. The M-Learning tool was created using a platform-independent approach to target the largest available number of learners while reducing development and maintenance time and effort. Since the code is completely shared across mobile devices (iOS, Android, and Windows Phone), students can use any smartphone to access the app. To make the programme responsive, scalable, and dynamic, and to provide students with personalised guidance, the core application is based on an analysis design development implementation and assessment (ADDIE) model implemented in the Xamarin framework. The application’s key features are depicted in a prototype. An experiment is carried out on BS students at a university to evaluate the efficacy of the generated application. A usefulness questionnaire is administered to an experimental community in order to determine students’ expectations of the developed mobile application’s usability. The findings of the experiment show that the application is considerably more successful than conventional learning in developing students’ online knowledge assessment abilities, with an impact size of 1.96. The findings add to the existing mobile learning literature by defining usability assessment features and offering a basis for designing platform-independent m-learning applications. The current findings are explored in terms of their implications for study and teaching practice.

Artificial intelligent techniques provide different kind of searching methods in tree structure and those methods are implemented sequential and parallel manner using structured programming. Depth-first search is a tree search algorithm which enables the traversal from source node to neighbour nodes adjacent to source node in a graph and implemented sequentially in this fashion. The improvement of the sequential Depth-first search is sought in several research studies. One of the solutions to the improvement of Depth-first search is the design of multi agent system for the searching problem. In this research study, the proposed multi agent system for Depth-first search divides the entire graph into several clusters using bi-connected region method and consigns the agents to each cluster to perform the Depth-first search sequentially. The proposed method reveals the significance improvement in terms of the performance measure of the system than sequential Depth-first search.

The article addresses the problems associated with computer training of engineers at higher schools, which are stemming from insufficiently clear understanding of the main training goal. If this training is seen as a part of the overall mathematical education with defining its goal as educating a student to solve problems on a computer, this goal is achieved by teaching to structured programming, which is a modern method of solving problems on a computer. Conceptually computer programming has presently been fully shaped as a science, a circumstance that fundamentally changes the very approach to education for programming. The structured programming philosophy forms the basis for understanding the programming process as a formalized problem solution process. Structured programing is based on the basic programming language PASCAL which was developed for teaching to computer programming. This language clearly reflects the capabilities of a computer as a tool; they are necessary and sufficient for solving problems of any complexity because the PASCAL language strictly defines the set of data types supporting the problem solving process. Education for structured programming is learning the technology of solving problems on a computer which is the basis of computer literacy of any higher school graduate. The top-down program development method, which includes the rules for aggregation and decomposition of sub-problems, has been laid at the heart of this technology. In learning computer programming as a technological process for solving problems, a student should gain skills of solving problems on a computer and develop an algorithmic way of thinking already at the initial stage of his or her education. This experience will be useful for the future engineer, a specialist on technologies in his or her profession.

Java is arguably today’s most popular and widely used object-oriented programming language. Learning Java is a daunting task for students, and teaching it is a challenging undertaking for instructo...

Despite the importance, the methodological standards for business process modeling are still very much insufficient. One of the most important aspects which must be covered with the process models is essential unity of object oriented and process oriented views of a business system. To achieve such unity, this article introduces a process normalization technique as part of the Methodology for Modeling and Analysis of Business Processes (MMABP). This technique is freely inspired by the famous 'ancient' Normalization of Data Structures technique which we regard as relevant and correct because of the essential unity of objects and processes in the business system. At the same time it can be seen that harmonizing the structure of processes with the (conceptual) structure of the Real World directly fulfills the objective. The goal of this article is to illustrate the steps of process normalization with examples. Important connected problems of structural algorithmic thinking, as well as other ways of manifesting the previously mentioned essential object-processes unity in the business system, are also discussed in the article.

Teaching programming to newbies is still an ongoing challenge. Strongly worded, either students can program when they enter the university or they never learn it. The challenge is to address as many students as possible in such a way that they get an understanding of programming and become able to complete the course successfully. In contrary to traditional structured programming the Objects-First approach starts with classes and objects and introduces data types and programming statements whenever they are necessary to define the structure or behaviour of objects. The author has used the Objects-First approach for more than ten years. Almost the same content has been used all over the years but the way of teaching has changed. For the last two years the author has used elements of just-in-time teaching. The paper reviews the different teaching approaches based on the exams results. The author argues that teaching style has a minor influence. The social atmosphere among the students is a more crucial factor.

This paper deals with the problem of overcoming difficulties and raising the motivation of novice engineering students studying programming. We consider this an important factor for engineering education in general and for programming of embedded devices, as well as for calculations and modeling in the field of scientific computing in particular. We present a case study on how novice engineering students can be motivated to study structured programming and coding in C using game programming in the App Inventor environment. The study is based on the authors’ practical teaching experience in the Applied Sciences University for novice programmers, with students of the Technology of Smart Devices specialty, as well as the authors’ long-time research activities in teaching Computer Science.

Deployed through skeleton frameworks, structured parallelism yields a clear and consistent structure across platforms by distinctly decoupling computations from the structure in a parallel programme. Structured programming is a viable and effective means of providing the separation of concerns, as it subdivides a system into building blocks (modules, skids or components) that can be independently created, and then used in different systems to drive multiple functionalities. Depending on its defined semantic, each building block wraps a unit of computing function, where the valid assembly of these building blocks forms a high-level structural parallel programming model. This paper proposes a grammar to build block components to execute computational functions in heterogeneous multi-core architectures. The grammar is validated against three different families of computing models: skeleton-based, general purpose, and domain-specific. In conjunction with the protocol, the grammar produces fully instrumented code for an application suite using the skeletal framework FastFlow.

Computer programming was introduced to primary schools by many countries with the aim of advancing logic and algorithmic thinking of students. The bulk of a typical syllabus (e.g., in the case of Greece) for computer programming courses at 5th and 6th grade primary school, consists of teaching structured programming concepts. While the comprehension of basic program flow concepts such as branch instructions and loops is of paramount importance, overextending the teaching of the basics may lead to students losing their interest due to lack of challenge. On the other hand, in a mixed classroom environment there exist both students with substantial skills in modern computer technology and others with smaller such experience, e.g., due to societal and economic factors. To avoid discouraging both the talented pupils by re-visiting the same topics and the less experienced ones by not providing an alternative way of learning, we investigate instructing advanced computer programming concepts in a playful way using pair programming. Results reveal that teaching advanced programming concepts using pair programming can improve the overall programming skills of mixed classroom students.

Using variables in regulating computing procedures is a key competence of structured programming. This tacit knowledge, which is highly repetitive and transferrable between programming tasks, may be succinctly described as the roles of variables. The role of a variable defines the pattern of the uses and changes of variable for computing procedures. This notion is an effective pedagogical tool for providing feedback on how to fix faulty computing procedures linked to misuse of variables. This paper proposes the automation of variable role recognition and describes an evaluation study for a variable role classifier based on deep neural network architectures. The classifier is designed to learn the variable roles from execution-time traces of variables. Experimental results showed the classification accuracy reached over 0.95. Other findings indicated that the variable roles revealed diverse temporal characteristics in their execution-time traces, and specifically designed deep learning architectures would be needed for some individual roles. Automated variable role recognition will find applications in intelligent tutoring systems and the feedback to programs will significantly improve learning effectiveness.

Системы уравнений с запаздываниями широко применяются в различных областях современного математического моделирования. В ходе разработки структуры математической модели и идентификации ее параметров приходится многократно решать задачу Коши для подобных систем. В случае высокой размерности системы, а также при условии жесткости задачи численное решение уравнений с запаздываниями может требовать значительных вычислительных и временных затрат. Таким образом, разработка и реализация эффективных алгоритмов численного решения различных классов уравнений с запаздывающими аргументами является актуальной задачей. В настоящей статье представлена модифицированная версия программного комплекса DIFSUBDEL, в которой реализованы методы численного решения дифференциальных уравнений с запаздываниями на основе линейных многошаговых методов. Переработанная версия разработана с применением принципов структурного программирования и является значительно более удобной в эксплуатации, чем исходная, а также обладает свойством потокобезопасности, что позволяет использовать комплекс в качестве блока в системах, основанных на технологиях параллельного программирования с общей памятью. Был проведен сравнительный анализ производительности переработанной системы DIFSUBDEL c другими существующими программными реализациями численных методов решения дифференциальных уравнений с запаздыванием и показана ее эффективность., The systems of delay differential equation are widely used in modern mathematical modeling. The process of mathematical model development and identification requires the repeated solution of initial value problems for such systems. The numerical solution of delay differential equations may be computationally expensive, especially when the problem is stiff and high-dimensional. Therefore, it is important to develop and implement the efficient algorithms for the numerical solution of different classes of delay differential equations. In this paper, a new implementation of DIFSUBDEL program package for the numerical solution of delay differential equations based on linear multistep methods is discussed. The modified version is based on structured programming principles to make the program thread safe and user-friendly. The modified program performance is compared with the existing implementations of numerical methods for the solution of delay differential equations., ВЫЧИСЛИТЕЛЬНЫЕ МЕТОДЫ И ПРОГРАММИРОВАНИЕ: НОВЫЕ ВЫЧИСЛИТЕЛЬНЫЕ ТЕХНОЛОГИИ, Выпуск 1 2020

Real-world cryptographic code is often written in a subset of C intended to execute in constant-time, thereby avoiding timing side channel vulnerabilities. This C subset eschews structured programming as we know it: if-statements, looping constructs, and procedural abstractions can leak timing information when handling sensitive data. The resulting obfuscation has led to subtle bugs, even in widely-used high-profile libraries like OpenSSL. To address the challenge of writing constant-time cryptographic code, we present FaCT, a crypto DSL that provides high-level but safe language constructs. The FaCT compiler uses a secrecy type system to automatically transform potentially timing-sensitive high-level code into low-level, constant-time LLVM bitcode. We develop the language and type system, formalize the constant-time transformation, and present an empirical evaluation that uses FaCT to implement core crypto routines from several open-source projects including OpenSSL, libsodium, and curve25519-donna. Our evaluation shows that FaCT’s design makes it possible to write readable, high-level cryptographic code, with efficient, constant-time behavior.

Applied informatics engineering students of the undergraduate course Programming I get acquainted with the basic programming knowledge (structured programming) in C. Our earlier personal experiences in Higher Education showed that the majority of the students can not acquire the algorithmic thinking by following the traditional teaching process and they do not have too much chance to pass it. Our starting hypothesis was that the group where the students followed the game oriented exercises would achieve better results in the papers. After the semester we collected the paper results by groups and we tried to analyze whether this method was helpful or not for the students. The traditional way to teach programming for applied informatics engineering students was not so successful than the game-based examples. The students were more motivated to write game programs and more students could pass the test. It means by same learning material and test exercises the student who learned programming in game-based method could get more than one mark better paper results and pass the test in higher percent.

Communication is a central elements in software development. As a potential typed foundation for structured communication-centered programming, session types have been studied over the past decade for a wide range of process calculi and programming languages, focusing on binary (two-party) sessions. This work extends the foregoing theories of binary session types to multiparty, asynchronous sessions, which often arise in practical communication-centered applications. Presented as a typed calculus for mobile processes, the theory introduces a new notion of types in which interactions involving multiple peers are directly abstracted as a global scenario. Global types retain the friendly type syntax of binary session types while specifying dependencies and capturing complex causal chains of multiparty asynchronous interactions. A global type plays the role of a shared agreement among communication peers and is used as a basis of efficient type-checking through its projection onto individual peers. The fundamental properties of the session type discipline, such as communication safety, progress, and session fidelity, are established for general n-party asynchronous interactions.

There are some things for university students that are important to acquire the whole learning of a particular subject moreover when the subject is one of the last ones that a student must take in order to finish the university requirements to be a professional, at the moment the student has a wide range of knowledge and he is almost ready to begin his professional life. In the process of learning Structured Programming, it is necessary the use of teaching techniques that let students get thoroughly involved in building programs efficiently. This is the case of pedagogical focus based on the constructivism methodology with a pedagogical strategy solving problems and learning with a metacognition orientation based on the successful education for Structured Programming specifically, using programming languages like C ++, Visual Basic 6, Visual Basic Net, hypertext protocol, Java, among others. It should be mentioned that the main objective of this research is to develop a study with Learning Methodologies for Structured Programming using constructivist techniques. The specific objectives are based on establishing teaching events in the processes of meaningful learning of students; defining the percentage that teachers involved technologies in their classroom processes in terms of programming, classifying teachers into levels of knowledge about using constructivist programming technologies for teaching. Teachers should positively have as a part of his pro le the knowledge of ICT in terms of software creation and the use of methodologies and resources doing teachers’ role.

This paper presents the performance comparison of some computation software for solving the boundary element method (BEM). BEM formulation is the numerical technique and high potential for solving the advance mathematical modeling to predict the production of oil well in arbitrarily shaped based on multiple leases reservoir. The limitation of data validation for ensuring that a program meets the accuracy of the mathematical modeling is considered as the research motivation of this paper. Thus, based on this limitation, there are three steps involved to validate the accuracy of the oil production simulation process. In the first step, identify the mathematical modeling based on partial differential equation (PDE) with Poisson-elliptic type to perform the BEM discretization. In the second step, implement the simulation of the 2D BEM discretization using COMSOL Multiphysic and MATLAB programming languages. In the last step, analyze the numerical performance indicators for both programming languages by using the validation of Fortran programming. The performance comparisons of numerical analysis are investigated in terms of percentage error, comparison graph and 2D visualization of pressure on oil production of multiple leases reservoir. According to the performance comparison, the structured programming in Fortran programming is the alternative software for implementing the accurate numerical simulation of BEM. As a conclusion, high-level language for numerical computation and numerical performance evaluation are satisfied to prove that Fortran is well suited for capturing the visualization of the production of oil well in arbitrarily shaped.

During the software crisis of the 1960s, Dijkstra’s famous thesis “goto considered harmful’’ paved the way for structured programming of sequential computers. This short communication suggests that many current difficulties and challenges of parallel programming based on message passing are caused by poorly structured, pair-wise communication, which is a consequence of using low-level send-receive primitives. We argue that, like goto in sequential programs, send-receive should be avoided as far as possible. A viable alternative in the setting of message passing are collective operations, already present in MPI (Message Passing Interface). We dispute some widely held opinions about the apparent superiority of unstructured pair-wise communication over well-structured collective operations, and we present substantial theoretical and empirical evidence to the contrary in the context of the MPI framework.

During the software crisis of the 1960s, Dijkstra’s famous thesis “goto considered harmful” paved the way for structured programming. In this paper that is a modified version of the short communication [10], we suggest that many current difficulties of parallel programming based on message passing are caused by poorly structured communication, which is a consequence of using low-level send-receive primitives. We argue that, like goto in sequential programs, send-receive should be avoided as far as possible and replaced by collective operations in the setting of message passing. We dispute some widely held opinions about the apparent superiority of low-level, pairwise primitives over collective operations, and we present substantial theoretical and empirical evidence to the contrary in the context of MPI (Message Passing Interface).

EgeUn###, Advances in energy harvesting circuits and energy efficient architecture of processors create the potential for batteryless computing and sensing systems called transiently powered computers. These computers can only operate intermittently due to fluctuating nature of ambient energy. Intermittent operation requires a new programming model that should preserve forward progress and maintain data consistency; which are challenging. We propose a structured task-based programming model; namely PureMEM, to cope with these challenges. We discuss how PureMEM prevents interdependencies caused by the unstructured control encountered in intermittent operation, enables re-usability of the tasks, provides dynamic memory management and supports error handling. We also present intermittent programs to exemplify the features of PureMEM., Assoc Comp Machinery Special Interest Grp Appl Comp

MATLAB® is a structured programming language – this means that you do not have to code everything from scratch. This makes it easier and quicker to develop sophisticated code. The program contains a large library of built-in functions, many of which are included in the core package available to all users. In this chapter, you will learn how to interpret function syntax, as provided in the help documentation, so that you can make optimal use of these functions in your own work. By the end of this chapter, you will have explored a variety of function structures including functions with optional inputs and multiple output values. You will also learn how to use a range of functions including the sub2ind and ind2sub function to convert between the subscript and index method of identifying location in an array, the find function to select a subset of elements in an array, and the max function which is a flexible function used to find maximum values.

Imagine next generation system can talk with people, move around, aware of and respond to changes in the environment, and learn from data. This system needs a lot of sensors and effectors in its hardware. In its software, it must have the capability to handle sensor data autonomously and to generate appropriate responses. This kind of system exactly is BDI (Belief, Desire, and Intention) system. However, traditional BDI system is too difficult to develop a software system, and it needs more cost in maintaining and developing software. To reduce the cost and increase efficiency, we propose a cell-inspired efficient software framework called the CellS. The framework implementation adopted the concept of traditional BDI system refactored by the new cell layer. The cell design can illustrate the BDI concept specifically. Software architectures continue evolvement, from structured programming to object-oriented programming, from single processor programming to multiprocessor programming, from passive calls to active execution. Our framework adopted dynamic parallel mechanism, autonomic BDI and Java language. It suits to all java development environments, and developer just need to learn basic BDI concept. The CellS has the following advantages: 1) high performance; and 2) high scalability. An empirical experimental evaluation demonstrates that the CellS work well in performance.

This paper proposes a language for describing reactive synthesis problems that integrates imperative and declarative elements. The semantics is defined in terms of two-player turn-based infinite games with full information. Currently, synthesis tools accept linear temporal logic (LTL) as input, but this description is less structured and does not facilitate the expression of sequential constraints. This motivates the use of a structured programming language to specify synthesis problems. Transition systems and guarded commands serve as imperative constructs, expressed in a syntax based on that of the modeling language Promela. The syntax allows defining which player controls data and control flow, and separating a program into assumptions and guarantees. These notions are necessary for input to game solvers. The integration of imperative and declarative paradigms allows using the paradigm that is most appropriate for expressing each requirement. The declarative part is expressed in the LTL fragment of generalized reactivity(1), which admits efficient synthesis algorithms, extended with past LTL. The implementation translates Promela to input for the Slugs synthesizer and is written in Python. The AMBA AHB bus case study is revisited and synthesized efficiently, identifying the need to reorder binary decision diagrams during strategy construction, in order to prevent the exponential blowup observed in previous work., Comment: In Proceedings SYNT 2015, arXiv:1602.00786

Basic computer training is an important part of the fundamental training for engineers in each application area. The article shows that the purpose of such training has been always the formation of the basic theoretical concepts and practical skills to solve problems by programming with computers. All the formation periods and the following improvement of basic computer training were analyzed by the example of the National Research University «Moscow Power Engineering Institute» (NRU MPEI). Special role of the structured programming technology is mentioned, the use of which allows you to effectively develop easy understood algorithms and computer programs with a minimal number of errors. Particular attention is drawn to the serious methodological support in the 80th (the last century), the basic computer training of students by the Ministry of Higher Education of the USSR and the Research Institute of Higher School Problems. The important role of methodical councils of universities on the computer technology application to coordinate in those years the basic computer training at the University is mentioned. The article shows the new teaching methods of the main discipline with generally accepted today in Russia term “Informatics”. This method was developed in the National Research University «Moscow Power Engineering Institute» at the Applied Mathematics Department, providing the basic computer training of students in 1–2 semesters. This new teaching method has such a «reference point» as fundamental programming concepts «task – method of this task solution – algorithm for solving the task – computer program». The main tasks of the discipline of the basic computer training were defined: – formation of students’ formal logic, algorithmic thinking; – learning of modern technology of structured programming, providing efficient development of algorithms and computer programs; – formation of practical skills of designing algorithms of any complexity; – learning of procedure-oriented programming languages. The article analyzes some negative aspects, related to basic computer training and appeared in the last 15–20 years in the National Research University «Moscow Power Engineering Institute» and other higher technical educational universities of Russia, including: – subjective diluting effect, changing the purpose and content of basic computer training and replacement by the other, «unconvincing» in the content subjects; – lack of a unified program of discipline «Informatics» for higher technical educational institutions of Russia; – lack of understanding of the specificity of very intensive work of lecturers, conducting such training, and the underestimation of their labor; – insufficient current level of initial computer training for the secondary school graduates; – lack of methodological interaction of higher technical educational universities of Russia among themselves and with the secondary school on basic computer training. The article emphasizes that the basic computer training in engineering education in Russia will be in perspective realized in its classic historical sense of the word, if the qualified engineers, who are able to think logically and resolve efficiently any professional tasks, will be necessary for the country as before.

This paper presents the fundamentals of reversible flowcharts. Reversible flowcharts are intended to naturally represent the structure and control flow of reversible (imperative) programming languages in a simple computation model in the same way classical flowcharts do for conventional languages. Although reversible flowcharts are superficially similar to classical flowcharts, there are crucial differences: atomic steps are limited to locally invertible operations, and join points require an explicit orthogonalizing conditional expression.Despite these constraints, we show that reversible flowcharts are both expressive and robust: reversible flowcharts can simulate irreversible ones by adapting reversibilization techniques to the flowchart model. Thus, reversible flowcharts are r-Turing-complete, meaning that they can compute exactly all injective computable functions. Furthermore, structured reversible flowcharts are as expressive as unstructured ones, as shown by a reversible version of the classic Structured Program Theorem.We illustrate how reversible flowcharts can be concretized with two example programming languages, complete with syntax and semantics: a low-level unstructured language and a high-level structured language. We introduce concrete tools such as program inverters and translators for both languages, which follow the structure suggested by the flowchart model. To further illustrate the different concepts and tools brought together in this paper, we present two major worked examples: a reversible permutation-to-code algorithm attributed to Dijkstra, and a simulation scheme for reversible Turing machines. By exhibiting a wide range of uses, we hope that the proposed reversible flowcharts can serve as a springboard for further theoretical research in reversible computing. Structured and unstructured reversible flowcharts are introduced and explored.They are shown to be equivalent and as expressive as reversible Turing machines (RTMs).Programming languages modeled on the flowchart variants are designed and formalized.Program inversion and translation between these languages is given in full.The results are demonstrated on Dijkstra's permutation encoding and RTM simulation.

This paper presents an experience based on the use of m-learning in higher education. The application developed aims at learning control sentences in structured programming languages. The objective of this experience is to determine the degree of acceptance and use of Educational Apps for mobile devices among our students, and the perception they have of how this kind of tools helps them to reach their learning goals. The application offers learning activities to students and allows teachers to monitor the students’ work and detect the programming structures where they find more difficulties. Students receive immediate feedback about their work.

Cascading Style Sheets (CSS) is a W3C specification for a style sheet language used for describing the presentation of a document written in a markup language, more precisely, for styling Web documents. However, in the last few years, the landscape for CSS development has changed dramatically with the appearance of several languages and tools aiming to help developers build clean, modular and performance-aware CSS. These new approaches give developers mechanisms to preprocess CSS rules through the use of programming constructs, defined as CSS preprocessors, with the ultimate goal to bring those missing constructs to the CSS realm and to foster stylesheets structured programming. At the same time, a new set of tools appeared, defined as postprocessors, for extension and automation purposes covering a broad set of features ranging from identifying unused and duplicate code to applying vendor prefixes. With all these tools and techniques in hands, developers need to provide a consistent workflow to foster CSS modular coding. This paper aims to present an introductory survey on the CSS processors. The survey gathers information on a specific set of processors, categorizes them and compares their features regarding a set of predefined criteria such as: maturity, coverage and performance. Finally, we propose a basic set of best practices in order to setup a simple and pragmatic styling code workflow.

One way to self-document your code is to use top-down design, a form of structured programming also called step-wise refinement. In this style, the main function contains function calls with descriptive English names—e.g., enterData(), computeData(), and printData(). The function calls form an outline of what the code does. They tell a story.

Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show that students with varied academic experiences and goals, assuming at least one procedural/structured programming pre-requisite, can benefit from and also be challenged by such an exercise. Although this problem has been used by others in the classroom, we believe that our use of this problem in imparting such a broad range of topics to a diverse student population is unique.

This study is part of the whole study which is to introduce robotic approach in teaching and learning Structured Programming. Learning programming especially to new students who do not have any prior experience in coding can be a daunting tasks. Structured Programming subject that has been taught in traditional form mainly using input / output screen without students fully understand the concepts. The problems faced by students when they learn programming; they could not visualize how the programs work. Therefore, this study further investigates on the difficulties faced by students in learning Structured Programming. Universiti Teknologi PETRONAS (UTP) has been taken as the case study where the course is currently taught using C++ programming language in which this language is not interactive enough (students write the program, compile and run a black screen). Questionnaire has been distributed to 226 undergraduate students who are currently taking the course. Descriptive and multiple regression analyses have been performed to analyze the data. The results showed that the factors including demography, students' perception, lecturer's teaching method, students' study method and students' ability and attitude contributed toward student's understanding in programming.

Object-Oriented Programming (OOP) plays a significant role for the modern software development. However, most students find it difficult to learn the OOP concepts well because they are usually abstract and hard to image. Therefore, the pressing issue is how to efficiently facilitate the OOP learning. The graphical programming tools have been proven to benefit the concepts learning of Structured Programming, e.g., Scratch and Blockly. Accordingly, in this study, a Web-based Visualized OOP Learning Tool (VLT-OOP), is designed and developed to facilitate the OOP concepts learning. VLT-OOP visualizes the important and abstract concepts of OOP, i.e., Class, Object, Method, Encapsulation, Inheritance, and Polymorphism, to assist students in visually understanding the meaning through the developments of 2D graphical Web-based applications using the visualized objects and operations. Accordingly, the motivation and performance of OOP learning will be expected to outperform the traditional text-based programming approach.

CARET (A temporal logic of calls and returns) was introduced by Alur et al. This logic allows to write linear temporal logic formulas while taking into account matching of calls and returns. However, CARET model checking for Push-down Systems (PDSs) was never considered in the literature. Previous works only dealt with the model checking problem for Recursive State Machine (RSMs). While RSMs are a good formalism to model sequential programs written in structured programming languages like C or Java, they become non suitable for modeling binary or assembly programs, since, in these programs, explicit push and pop of the stack can occur. Thus, it is very important to have a CARET model checking algorithm for PDSs. We tackle this problem in this paper. We also consider CARET model checking with regular valuations, where the set of configurations in which an atomic proposition holds is a regular language. We reduce these problems to the emptiness problem of Btlchi Pushdown Systems. We implemented our technique in a tool, and we applied it to different case studies. Our results are encouraging. In particular, we were able to apply our tool to detect several malwares.

During the 1950s, computer programming was a local practice. Programs from one computing center would not work on computers elsewhere. For example, programs written in Munich differed radically in style from programs written in Amsterdam. Similar problems were also encountered in the United States, leading American computer programmers in 1954 to combine the ideal of a machine-independent programming tool with the metaphor of language. European researchers eagerly embraced this idea and subsequently collaborated with their American colleagues in developing such a language, called Algol. Although it was meant to be universal in terms of machine-independence, in order to be a working technology, Algol by necessity had to be implemented on a specific type of machine. As a result, the aspired universal Algol language would be bound to a compiler, or translator, which depended on the specificities of the underlying machine. Local machinery, traditions of programming, and compilers would in turn give Algol a local appearance and, in more than one case, led to the decision of working with a restricted version of the language. Thus, in practice, Algol came with local dialects. This article elaborates on the tension between universality and locality by contrasting the Amsterdam and Munich styles of programming. In addition to the famous controversy on recursive procedures, it also highlights Edsger Dijkstra's concept of a machine-independent object language.

Majors in computer science accept structured programming as a subset of procedural programming paradigm and it is intended for complex system design and development. But as everyone is moving towards object orientation so as to model real world , which will be easily mapped to database So we also need to have a conversion tool for mapping procedural modules to storage. Our goal is to design a methodology to convert (map) structure/record to storage. Index Terms: Structure, Record, procedural paradigm, storage.

Wireless sensor networks have gained world-wide attention in recent years, researches were proposed to address challenges of sensor network programming. Making programming simple and flexible encourages users without programming background to learn and adopt wireless sensor network. We present the design of the NTUpreter, a remote programmable platform for wireless sensor network. This platform allows users to program senor nodes through a high-level structured programming language interpreter and supports remote reprogramming therefore reduces the cost and effort of deployment. We also developed a language extension for the interpreter to access low-level hardware and wireless functions. An integrated development environment (IDE) with steep learning curve is also introduced in this work. 