CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: introductory programming</title> <meta name="description" content="Search results for: introductory programming"> <meta name="keywords" content="introductory programming"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="introductory programming" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="introductory programming"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1026</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: introductory programming</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1026</span> The Interplay of Factors Affecting Learning of Introductory Programming: A Comparative Study of an Australian and an Indian University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ritu%20Sharma">Ritu Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Haifeng%20Shen"> Haifeng Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching introductory programming is a challenging task in tertiary education and various factors are believed to have influence on students’ learning of programming. However, these factors were largely studied independently in a chosen context. This paper aims to investigate whether interrelationships exist among the factors and whether the interrelationships are context-dependent. In this empirical study, two universities were chosen from two continents, which represent different cultures, teaching methodologies, assessment criteria and languages used to teach programming in west and east worlds respectively. The results reveal that some interrelationships are common across the two different contexts, while others appear context-dependent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=introductory%20programming" title="introductory programming">introductory programming</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=interrelationships" title=" interrelationships"> interrelationships</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical%20study" title=" empirical study"> empirical study</a> </p> <a href="https://publications.waset.org/abstracts/85668/the-interplay-of-factors-affecting-learning-of-introductory-programming-a-comparative-study-of-an-australian-and-an-indian-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1025</span> Evaluation of Introductory Programming Course for Non-Computer Science Majored Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Varol">H. Varol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although students’ interest level in pursuing Computer Science and related degrees are lower than previous decade, fundamentals of computers, specifically introductory level programming courses are either listed as core or elective courses for a number of non-computer science majors. Universities accommodate these non-computer science majored students either via creating separate sections of a class for them or simply offering mixed-body classroom solutions, in which both computer science and non-computer science students take the courses together. In this work, we demonstrated how we handle introductory level programming course at Sam Houston State University and also provide facts about our observations on students’ success during the coursework. Moreover, we provide suggestions and methodologies that are based on students’ major and skills to overcome the deficiencies of mix-body type of classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=non-computer%20science%20major" title=" non-computer science major"> non-computer science major</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20education" title=" programming education"> programming education</a> </p> <a href="https://publications.waset.org/abstracts/46371/evaluation-of-introductory-programming-course-for-non-computer-science-majored-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1024</span> Architecture of a Preliminary Course on Computational Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mintu%20Philip">Mintu Philip</a>, <a href="https://publications.waset.org/abstracts/search?q=Renumol%20V.%20G."> Renumol V. G.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An introductory programming course is a major challenge faced in Computing Education. Many of the introductory programming courses fail because student concentrate mainly on writing programs using a programming language rather than involving in problem solving. Computational thinking is a general approach to solve problems. This paper proposes a new preliminary course that aims to develop computational thinking skills in students, which may help them to become good programmers. The proposed course is designed based on the four basic components of computational thinking - abstract thinking, logical thinking, modeling thinking and constructive thinking. In this course, students are engaged in hands-on problem solving activities using a new problem solving model proposed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title="computational thinking">computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20education" title=" computing education"> computing education</a>, <a href="https://publications.waset.org/abstracts/search?q=abstraction" title=" abstraction"> abstraction</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20thinking" title=" constructive thinking"> constructive thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling%20thinking" title=" modelling thinking "> modelling thinking </a> </p> <a href="https://publications.waset.org/abstracts/17479/architecture-of-a-preliminary-course-on-computational-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1023</span> Improving Student Programming Skills in Introductory Computer and Data Science Courses Using Generative AI</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Genady%20Grabarnik">Genady Grabarnik</a>, <a href="https://publications.waset.org/abstracts/search?q=Serge%20Yaskolko"> Serge Yaskolko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generative Artificial Intelligence (AI) has significantly expanded its applicability with the incorporation of Large Language Models (LLMs) and become a technology with promise to automate some areas that were very difficult to automate before. The paper describes the introduction of generative Artificial Intelligence into Introductory Computer and Data Science courses and analysis of effect of such introduction. The generative Artificial Intelligence is incorporated in the educational process two-fold: For the instructors, we create templates of prompts for generation of tasks, and grading of the students work, including feedback on the submitted assignments. For the students, we introduce them to basic prompt engineering, which in turn will be used for generation of test cases based on description of the problems, generating code snippets for the single block complexity programming, and partitioning into such blocks of an average size complexity programming. The above-mentioned classes are run using Large Language Models, and feedback from instructors and students and courses’ outcomes are collected. The analysis shows statistically significant positive effect and preference of both stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=introductory%20computer%20and%20data%20science%20education" title="introductory computer and data science education">introductory computer and data science education</a>, <a href="https://publications.waset.org/abstracts/search?q=generative%20AI" title=" generative AI"> generative AI</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20language%20models" title=" large language models"> large language models</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20LLMS%20to%20computer%20and%20data%20science%20education" title=" application of LLMS to computer and data science education"> application of LLMS to computer and data science education</a> </p> <a href="https://publications.waset.org/abstracts/175778/improving-student-programming-skills-in-introductory-computer-and-data-science-courses-using-generative-ai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1022</span> A Redesigned Pedagogy in Introductory Programming Reduces Failure and Withdrawal Rates by Half</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Fares">Said Fares</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Fares"> Mary Fares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well documented that introductory computer programming courses are difficult and that failure rates are high. The aim of this project was to reduce the high failure and withdrawal rates in learning to program. This paper presents a number of changes in module organization and instructional delivery system in teaching CS1. Daily out of class help sessions and tutoring services were applied, interactive lectures and laboratories, online resources, and timely feedback were introduced. Five years of data of 563 students in 21 sections was collected and analyzed. The primary results show that the failure and withdrawal rates were cut by more than half. Student surveys indicate a positive evaluation of the modified instructional approach, overall satisfaction with the course and consequently, higher success and retention rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=failure%20rate" title="failure rate">failure rate</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=CS1" title=" CS1"> CS1</a> </p> <a href="https://publications.waset.org/abstracts/7328/a-redesigned-pedagogy-in-introductory-programming-reduces-failure-and-withdrawal-rates-by-half" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1021</span> Using Mathematical Models to Predict the Academic Performance of Students from Initial Courses in Engineering School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mart%C3%ADn%20Pratto%20Burgos">Martín Pratto Burgos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Engineering School of the University of the Republic in Uruguay offers an Introductory Mathematical Course from the second semester of 2019. This course has been designed to assist students in preparing themselves for math courses that are essential for Engineering Degrees, namely Math1, Math2, and Math3 in this research. The research proposes to build a model that can accurately predict the student's activity and academic progress based on their performance in the three essential Mathematical courses. Additionally, there is a need for a model that can forecast the incidence of the Introductory Mathematical Course in the three essential courses approval during the first academic year. The techniques used are Principal Component Analysis and predictive modelling using the Generalised Linear Model. The dataset includes information from 5135 engineering students and 12 different characteristics based on activity and course performance. Two models are created for a type of data that follows a binomial distribution using the R programming language. Model 1 is based on a variable's p-value being less than 0.05, and Model 2 uses the stepAIC function to remove variables and get the lowest AIC score. After using Principal Component Analysis, the main components represented in the y-axis are the approval of the Introductory Mathematical Course, and the x-axis is the approval of Math1 and Math2 courses as well as student activity three years after taking the Introductory Mathematical Course. Model 2, which considered student’s activity, performed the best with an AUC of 0.81 and an accuracy of 84%. According to Model 2, the student's engagement in school activities will continue for three years after the approval of the Introductory Mathematical Course. This is because they have successfully completed the Math1 and Math2 courses. Passing the Math3 course does not have any effect on the student’s activity. Concerning academic progress, the best fit is Model 1. It has an AUC of 0.56 and an accuracy rate of 91%. The model says that if the student passes the three first-year courses, they will progress according to the timeline set by the curriculum. Both models show that the Introductory Mathematical Course does not directly affect the student’s activity and academic progress. The best model to explain the impact of the Introductory Mathematical Course on the three first-year courses was Model 1. It has an AUC of 0.76 and 98% accuracy. The model shows that if students pass the Introductory Mathematical Course, it will help them to pass Math1 and Math2 courses without affecting their performance on the Math3 course. Matching the three predictive models, if students pass Math1 and Math2 courses, they will stay active for three years after taking the Introductory Mathematical Course, and also, they will continue following the recommended engineering curriculum. Additionally, the Introductory Mathematical Course helps students to pass Math1 and Math2 when they start Engineering School. Models obtained in the research don't consider the time students took to pass the three Math courses, but they can successfully assess courses in the university curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine-learning" title="machine-learning">machine-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20models" title=" computational models"> computational models</a> </p> <a href="https://publications.waset.org/abstracts/175601/using-mathematical-models-to-predict-the-academic-performance-of-students-from-initial-courses-in-engineering-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1020</span> Designing an Introductory Python Course for Finance Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joelle%20Thng">Joelle Thng</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Fang"> Li Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: As programming becomes a highly valued and sought-after skill in the economy, many universities have started offering Python courses to help students keep up with the demands of employers. This study focuses on designing a university module that effectively educates undergraduate students on financial analysis using Python programming. Methodology: To better satisfy the specific demands for each sector, this study adopted a qualitative research modus operandi to craft a module that would complement students’ existing financial skills. The lessons were structured using research-backed educational learning tools, and important Python concepts were prudently screened before being included in the syllabus. The course contents were streamlined based on criteria such as ease of learning and versatility. In particular, the skills taught were modelled in a way to ensure they were beneficial for financial data processing and analysis. Results: Through this study, a 6-week course containing the chosen topics and programming applications was carefully constructed for finance students. Conclusion: The findings in this paper will provide valuable insights as to how teaching programming could be customised for students hailing from various academic backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=designing%20effective%20instruction" title=" designing effective instruction"> designing effective instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20strategy" title=" higher education strategy"> higher education strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=python%20for%20finance%20students" title=" python for finance students"> python for finance students</a> </p> <a href="https://publications.waset.org/abstracts/163282/designing-an-introductory-python-course-for-finance-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163282.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1019</span> A Common Automated Programming Platform for Knowledge Based Software Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Stanev">Ivan Stanev</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Koleva"> Maria Koleva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A common platform for automated programming (CPAP) is defined in details. Two versions of CPAP are described: Cloud-based (including the set of components for classic programming, and the set of components for combined programming) and KBASE based (including the set of components for automated programming, and the set of components for ontology programming). Four KBASE products (module for automated programming of robots, intelligent product manual, intelligent document display, and intelligent form generator) are analyzed and CPAP contributions to automated programming are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automated%20programming" title="automated programming">automated programming</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20based%20software%20engineering" title=" knowledge based software engineering"> knowledge based software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20oriented%20architecture" title=" service oriented architecture"> service oriented architecture</a> </p> <a href="https://publications.waset.org/abstracts/40829/a-common-automated-programming-platform-for-knowledge-based-software-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40829.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1018</span> A Survey of Grammar-Based Genetic Programming and Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20T.%20Wilson">Matthew T. Wilson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper covers a selection of research utilizing grammar-based genetic programming, and illustrates how context-free grammar can be used to constrain genetic programming. It focuses heavily on grammatical evolution, one of the most popular variants of grammar-based genetic programming, and the way its operators and terminals are specialized and modified from those in genetic programming. A variety of implementations of grammatical evolution for general use are covered, as well as research each focused on using grammatical evolution or grammar-based genetic programming on a single application, or to solve a specific problem, including some of the classically considered genetic programming problems, such as the Santa Fe Trail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context-free%20grammar" title="context-free grammar">context-free grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithms" title=" genetic algorithms"> genetic algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20programming" title=" genetic programming"> genetic programming</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20evolution" title=" grammatical evolution"> grammatical evolution</a> </p> <a href="https://publications.waset.org/abstracts/120249/a-survey-of-grammar-based-genetic-programming-and-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1017</span> Effective Use of Visuals in Teaching Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gohar%20Marikyan">Gohar Marikyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is about investigating how to effectively use visuals in teaching introductory mathematics. The analysis showed the use of visuals in teaching introductory mathematics can be an effective tool for enhancing students’ learning and engagement in mathematics. The use of visuals was particularly effective for teaching concepts of numbers, operations with whole numbers, and properties of operations. The analysis also provides strong evidence that the effectiveness of visuals varied depending on the way the visuals are used. Furthermore, the analysis revealed that the use of visuals in mathematics instruction had a positive impact on student’s attitudes toward mathematics, with students showing higher levels of motivation and enjoyment in mathematics classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytical%20thinking%20skills" title="analytical thinking skills">analytical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies%20with%20visuals" title=" instructional strategies with visuals"> instructional strategies with visuals</a>, <a href="https://publications.waset.org/abstracts/search?q=introductory%20mathematics" title=" introductory mathematics"> introductory mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement%20and%20motivation" title=" student engagement and motivation"> student engagement and motivation</a> </p> <a href="https://publications.waset.org/abstracts/164675/effective-use-of-visuals-in-teaching-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1016</span> Cutting Plane Methods for Integer Programming: NAZ Cut and Its Variations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Bari">A. Bari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integer programming is a branch of mathematical programming techniques in operations research in which some or all of the variables are required to be integer valued. Various cuts have been used to solve these problems. We have also developed cuts known as NAZ cut & A-T cut to solve the integer programming problems. These cuts are used to reduce the feasible region and then reaching the optimal solution in minimum number of steps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Integer%20Programming" title="Integer Programming">Integer Programming</a>, <a href="https://publications.waset.org/abstracts/search?q=NAZ%20cut" title=" NAZ cut"> NAZ cut</a>, <a href="https://publications.waset.org/abstracts/search?q=A-T%20cut" title=" A-T cut"> A-T cut</a>, <a href="https://publications.waset.org/abstracts/search?q=Cutting%20plane%20method" title=" Cutting plane method"> Cutting plane method</a> </p> <a href="https://publications.waset.org/abstracts/8763/cutting-plane-methods-for-integer-programming-naz-cut-and-its-variations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1015</span> Creation of an Integrated Development Environment to Assist and Optimize the Learning the Languages C and C++</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francimar%20Alves">Francimar Alves</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Castro"> Marcos Castro</a>, <a href="https://publications.waset.org/abstracts/search?q=Marllus%20Lustosa"> Marllus Lustosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the teaching of computer programming, the choice of tool to use is very important in the initiation and continuity of learning a programming language. The literature tools do not always provide usability and pedagogical dynamism clearly and accurately for effective learning. This hypothesis implies fall in productivity and difficulty of learning a particular programming language by students. The integrated development environments (IDEs) Dev-C ++ and Code :: Blocks are widely used in introductory courses for undergraduate courses in Computer Science for learning C and C ++ languages. However, after several years of discontinuity maintaining the source code of Dev-C ++ tool, the continued use of the same in the teaching and learning process of the students of these institutions has led to difficulties, mainly due to the lack of update by the official developers, which resulted in a sequence of problems in using it on educational settings. Much of the users, dissatisfied with the IDE Dev-C ++, migrated to Code :: Blocks platform targeting the more dynamic range in the learning process of the C and C ++ languages. Nevertheless, there is still the need to create a tool that can provide the resources of most IDE's software development literature, however, more interactive, simple, accurate and efficient. This motivation led to the creation of Falcon C ++ tool, IDE that brings with features that turn it into an educational platform, which focuses primarily on increasing student learning index in the early disciplines of programming and algorithms that use the languages C and C ++ . As a working methodology, a field research to prove the truth of the proposed tool was used. The test results and interviews with entry-level students and intermediate in a postsecondary institution gave basis for the composition of this work, demonstrating a positive impact on the use of the tool in teaching programming, showing that the use of Falcon C ++ software is beneficial in the teaching process of the C and C ++ programming languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ide" title="ide">ide</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/22413/creation-of-an-integrated-development-environment-to-assist-and-optimize-the-learning-the-languages-c-and-c" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1014</span> Examining Relationship between Programming Performance, Programming Self Efficacy and Math Success </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ekici">Mustafa Ekici</a>, <a href="https://publications.waset.org/abstracts/search?q=Sacide%20G%C3%BCzin%20Mazman"> Sacide Güzin Mazman </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Programming is the one of ability in computer science fields which is generally perceived difficult by students and various individual differences have been implicated in that ability success. Although several factors that affect programming ability have been identified over the years, there is not still a full understanding of why some students learn to program easily and quickly while others find it complex and difficult. Programming self-efficacy and mathematic success are two of those essential individual differences which are handled as having important effect on the programming success. This study aimed to identify the relationship between programming performance, programming self efficacy and mathematics success. The study group is consisted of 96 undergraduates from Department of Econometrics of Uşak University. 38 (39,58%) of the participants are female while 58 (60,41%) of them are male. Study was conducted in the programming-I course during 2014-2015 fall term. Data collection tools are comprised of programming course final grades, programming self efficacy scale and a mathematics achievement test. Data was analyzed through correlation analysis. The result of study will be reported in the full text of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=programming%20performance" title="programming performance">programming performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title=" self efficacy"> self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20success" title=" mathematic success"> mathematic success</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a> </p> <a href="https://publications.waset.org/abstracts/18162/examining-relationship-between-programming-performance-programming-self-efficacy-and-math-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">502</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1013</span> Application of De Novo Programming Approach for Optimizing the Business Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Babic">Z. Babic</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Veza"> I. Veza</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Balic"> A. Balic</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Crnjac"> M. Crnjac</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The linear programming model is sometimes difficult to apply in real business situations due to its assumption of proportionality. This paper shows an example of how to use De Novo programming approach instead of linear programming. In the De Novo programming, resources are not fixed like in linear programming but resource quantities depend only on available budget. Budget is a new, important element of the De Novo approach. Two different production situations are presented: increasing costs and quantity discounts of raw materials. The focus of this paper is on advantages of the De Novo approach in the optimization of production plan for production company which produces souvenirs made from famous stone from the island of Brac, one of the greatest islands from Croatia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20process" title="business process">business process</a>, <a href="https://publications.waset.org/abstracts/search?q=De%20Novo%20programming" title=" De Novo programming"> De Novo programming</a>, <a href="https://publications.waset.org/abstracts/search?q=optimizing" title=" optimizing"> optimizing</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a> </p> <a href="https://publications.waset.org/abstracts/80556/application-of-de-novo-programming-approach-for-optimizing-the-business-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1012</span> A Fuzzy Programming Approach for Solving Intuitionistic Fuzzy Linear Fractional Programming Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujeet%20Kumar%20Singh">Sujeet Kumar Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiv%20Prasad%20Yadav"> Shiv Prasad Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper develops an approach for solving intuitionistic fuzzy linear fractional programming (IFLFP) problem where the cost of the objective function, the resources, and the technological coefficients are triangular intuitionistic fuzzy numbers. Here, the IFLFP problem is transformed into an equivalent crisp multi-objective linear fractional programming (MOLFP) problem. By using fuzzy mathematical programming approach the transformed MOLFP problem is reduced into a single objective linear programming (LP) problem. The proposed procedure is illustrated through a numerical example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=triangular%20intuitionistic%20fuzzy%20number" title="triangular intuitionistic fuzzy number">triangular intuitionistic fuzzy number</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20programming%20problem" title=" linear programming problem"> linear programming problem</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20objective%20linear%20programming%20problem" title=" multi objective linear programming problem"> multi objective linear programming problem</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20mathematical%20programming" title=" fuzzy mathematical programming"> fuzzy mathematical programming</a>, <a href="https://publications.waset.org/abstracts/search?q=membership%20function" title=" membership function"> membership function</a> </p> <a href="https://publications.waset.org/abstracts/16411/a-fuzzy-programming-approach-for-solving-intuitionistic-fuzzy-linear-fractional-programming-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">566</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1011</span> Sensitivity Analysis in Fuzzy Linear Programming Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20H.%20Nasseri">S. H. Nasseri</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ebrahimnejad"> A. Ebrahimnejad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fuzzy set theory has been applied to many fields, such as operations research, control theory, and management sciences. In this paper, we consider two classes of fuzzy linear programming (FLP) problems: Fuzzy number linear programming and linear programming with trapezoidal fuzzy variables problems. We state our recently established results and develop fuzzy primal simplex algorithms for solving these problems. Finally, we give illustrative examples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20linear%20programming" title="fuzzy linear programming">fuzzy linear programming</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20numbers" title=" fuzzy numbers"> fuzzy numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=duality" title=" duality"> duality</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitivity%20analysis" title=" sensitivity analysis"> sensitivity analysis</a> </p> <a href="https://publications.waset.org/abstracts/16916/sensitivity-analysis-in-fuzzy-linear-programming-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">565</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1010</span> Attitudes toward Programming Languages Based on Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shokoohi-Yekta">Mohammad Shokoohi-Yekta</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Mirebrahim"> Hamid Mirebrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A body of research has been devoted to investigating the preferences of computer programmers. These researches used various questionnaires to find out what programming language is most popular among programmers. The problem with such research is that the programmers are usually familiar with only a few languages; therefore, disregarding a number of other languages which might have characteristics that match their preferences more closely. To overcome such a problem, we decided to investigate the preferences of programmers in regards to the characteristics of languages, which help us to discover the languages that include the most characteristics preferred by the users. We conducted a user study to measure the preferences of programmers on different characteristics of programming languages and then tried to compare existing languages in the areas of application, Web and system programming. Overall, the results of our study indicated that the Ruby programming language has the highest preference score in the two areas of application and Web, and C++ has the highest score in the system area. The results of our study can also help programming language designers know the characteristics they should consider when developing new programming languages in order to attract more programmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=object%20orientation" title="object orientation">object orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20language%20design" title=" programming language design"> programming language design</a>, <a href="https://publications.waset.org/abstracts/search?q=programmers%27%20preferences" title=" programmers' preferences"> programmers' preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=characteristic" title=" characteristic"> characteristic</a> </p> <a href="https://publications.waset.org/abstracts/22779/attitudes-toward-programming-languages-based-on-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1009</span> Applying the Extreme-Based Teaching Model in Post-Secondary Online Classroom Setting: A Field Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leon%20Pan">Leon Pan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first programming course within post-secondary education has long been recognized as a challenging endeavor for both educators and students alike. Historically, these courses have exhibited high failure rates and a notable number of dropouts. Instructors often lament students' lack of effort in their coursework, and students often express frustration that the teaching methods employed are not effective. Drawing inspiration from the successful principles of Extreme Programming, this study introduces an approach—the Extremes-based teaching model — aimed at enhancing the teaching of introductory programming courses. To empirically determine the effectiveness of the model, a comparison was made between a section taught using the extreme-based model and another utilizing traditional teaching methods. Notably, the extreme-based teaching class required students to work collaboratively on projects while also demanding continuous assessment and performance enhancement within groups. This paper details the application of the extreme-based model within the post-secondary online classroom context and presents the compelling results that emphasize its effectiveness in advancing the teaching and learning experiences. The extreme-based model led to a significant increase of 13.46 points in the weighted total average and a commendable 10% reduction in the failure rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extreme-based%20teaching%20model" title="extreme-based teaching model">extreme-based teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogical%20methods" title=" innovative pedagogical methods"> innovative pedagogical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=team-based%20learning" title=" team-based learning"> team-based learning</a> </p> <a href="https://publications.waset.org/abstracts/171936/applying-the-extreme-based-teaching-model-in-post-secondary-online-classroom-setting-a-field-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1008</span> The Primitive Code-Level Design Patterns for Distributed Programming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bing%20Li">Bing Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primitive code-level design patterns (PDP) are the rudimentary programming elements to develop any distributed systems in the generic distributed programming environment, GreatFree. The PDP works with the primitive distributed application programming interfaces (PDA), the distributed modeling, and the distributed concurrency for scaling-up. They not only hide developers from underlying technical details but also support sufficient adaptability to a variety of distributed computing environments. Programming with them, the simplest distributed system, the lightweight messaging two-node client/server (TNCS) system, is constructed rapidly with straightforward and repeatable behaviors, copy-paste-replace (CPR). As any distributed systems are made up of the simplest ones, those PDAs, as well as the PDP, are generic for distributed programming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primitive%20APIs" title="primitive APIs">primitive APIs</a>, <a href="https://publications.waset.org/abstracts/search?q=primitive%20code-level%20design%20patterns" title=" primitive code-level design patterns"> primitive code-level design patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20distributed%20programming" title=" generic distributed programming"> generic distributed programming</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20systems" title=" distributed systems"> distributed systems</a>, <a href="https://publications.waset.org/abstracts/search?q=highly%20patterned%20development%20environment" title=" highly patterned development environment"> highly patterned development environment</a>, <a href="https://publications.waset.org/abstracts/search?q=messaging" title=" messaging"> messaging</a> </p> <a href="https://publications.waset.org/abstracts/135687/the-primitive-code-level-design-patterns-for-distributed-programming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1007</span> Mathematical Programming Models for Portfolio Optimization Problem: A Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mazura%20Mokhtar">Mazura Mokhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Adibah%20Shuib"> Adibah Shuib</a>, <a href="https://publications.waset.org/abstracts/search?q=Daud%20Mohamad"> Daud Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Portfolio optimization problem has received a lot of attention from both researchers and practitioners over the last six decades. This paper provides an overview of the current state of research in portfolio optimization with the support of mathematical programming techniques. On top of that, this paper also surveys the solution algorithms for solving portfolio optimization models classifying them according to their nature in heuristic and exact methods. To serve these purposes, 40 related articles appearing in the international journal from 2003 to 2013 have been gathered and analyzed. Based on the literature review, it has been observed that stochastic programming and goal programming constitute the highest number of mathematical programming techniques employed to tackle the portfolio optimization problem. It is hoped that the paper can meet the needs of researchers and practitioners for easy references of portfolio optimization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=portfolio%20optimization" title="portfolio optimization">portfolio optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20programming" title=" mathematical programming"> mathematical programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-objective%20programming" title=" multi-objective programming"> multi-objective programming</a>, <a href="https://publications.waset.org/abstracts/search?q=solution%20approaches" title=" solution approaches"> solution approaches</a> </p> <a href="https://publications.waset.org/abstracts/2654/mathematical-programming-models-for-portfolio-optimization-problem-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2654.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1006</span> Understanding the Programming Techniques Using a Complex Case Study to Teach Advanced Object-Oriented Programming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Al-Jepoori">M. Al-Jepoori</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Bennett"> D. Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching Object-Oriented Programming (OOP) as part of a Computing-related university degree is a very difficult task; the road to ensuring that students are actually learning object oriented concepts is unclear, as students often find it difficult to understand the concept of objects and their behavior. This problem is especially obvious in advanced programming modules where Design Pattern and advanced programming features such as Multi-threading and animated GUI are introduced. Looking at the students’ performance at their final year on a university course, it was obvious that the level of students’ understanding of OOP varies to a high degree from one student to another. Students who aim at the production of Games do very well in the advanced programming module. However, the students’ assessment results of the last few years were relatively low; for example, in 2016-2017, the first quartile of marks were as low as 24.5 and the third quartile was 63.5. It is obvious that many students were not confident or competent enough in their programming skills. In this paper, the reasons behind poor performance in Advanced OOP modules are investigated, and a suggested practice for teaching OOP based on a complex case study is described and evaluated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complex%20programming%20case%20study" title="complex programming case study">complex programming case study</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20pattern" title=" design pattern"> design pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20advanced%20programming" title=" learning advanced programming"> learning advanced programming</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20oriented%20programming" title=" object oriented programming"> object oriented programming</a> </p> <a href="https://publications.waset.org/abstracts/91354/understanding-the-programming-techniques-using-a-complex-case-study-to-teach-advanced-object-oriented-programming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1005</span> Understanding of the Impact of Technology in Collaborative Programming for Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Selene%20Molina-Moreno">Nadia Selene Molina-Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Susana%20Avila-Garcia"> Maria Susana Avila-Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Bianchetti"> Marco Bianchetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelina%20Pantoja-Flores"> Marcelina Pantoja-Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual Programming Tools available are a great tool for introducing children to programming and to develop a skill set for algorithmic thinking. On the other hand, collaborative learning and pair programming within the context of programming activities, has demonstrated to have social and learning benefits. However, some of the online tools available for programming for children are not designed to allow simultaneous and equitable participation of the team members since they allow only for a single control point. In this paper, a report the work conducted with children playing a user role is presented. A preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach was conducted. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46' multi-touch single display groupware limited by the application to a single touch entry. Children were interviewed at the end of the sessions in order to know their opinions about teamwork and the different setups defined. Results are mixed regarding the setup, but they agree to like teamwork. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20programming" title=" collaborative programming"> collaborative programming</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20programming" title=" visual programming"> visual programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-touch%20tabletop" title=" multi-touch tabletop"> multi-touch tabletop</a>, <a href="https://publications.waset.org/abstracts/search?q=lo-fi%20prototype" title=" lo-fi prototype"> lo-fi prototype</a> </p> <a href="https://publications.waset.org/abstracts/71685/understanding-of-the-impact-of-technology-in-collaborative-programming-for-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1004</span> Spatial Interpolation Technique for the Optimisation of Geometric Programming Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Debjani%20Chakraborty">Debjani Chakraborty</a>, <a href="https://publications.waset.org/abstracts/search?q=Abhijit%20Chatterjee"> Abhijit Chatterjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Aishwaryaprajna"> Aishwaryaprajna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Posynomials, a special type of polynomials, having singularities, pose difficulties while solving geometric programming problems. In this paper, a methodology has been proposed and used to obtain extreme values for geometric programming problems by nth degree polynomial interpolation technique. Here the main idea to optimise the posynomial is to fit a best polynomial which has continuous gradient values throughout the range of the function. The approximating polynomial is smoothened to remove the discontinuities present in the feasible region and the objective function. This spatial interpolation method is capable to optimise univariate and multivariate geometric programming problems. An example is solved to explain the robustness of the methodology by considering a bivariate nonlinear geometric programming problem. This method is also applicable for signomial programming problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geometric%20programming%20problem" title="geometric programming problem">geometric programming problem</a>, <a href="https://publications.waset.org/abstracts/search?q=multivariate%20optimisation%20technique" title=" multivariate optimisation technique"> multivariate optimisation technique</a>, <a href="https://publications.waset.org/abstracts/search?q=posynomial" title=" posynomial"> posynomial</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20interpolation" title=" spatial interpolation"> spatial interpolation</a> </p> <a href="https://publications.waset.org/abstracts/70385/spatial-interpolation-technique-for-the-optimisation-of-geometric-programming-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1003</span> Topics of Blockchain Technology to Teach at Community College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Penn%20P.%20Wu">Penn P. Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeannie%20Jo"> Jeannie Jo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blockchain technology has rapidly gained popularity in industry. This paper attempts to assist academia to answer four questions. First, should community colleges begin offering education to nurture blockchain-literate students for the job market? Second, what are the appropriate topical areas to cover? Third, should it be an individual course? And forth, should it be a technical or management course? This paper starts with identifying the knowledge domains of blockchain technology and the topical areas each domain has, and continues with placing them in appropriate academic territories (Computer Sciences vs. Business) and subjects (programming, management, marketing, and laws), and then develops an evaluation model to determine the appropriate topical area for community colleges to teach. The evaluation is based on seven factors: maturity of technology, impacts on management, real-world applications, subject classification, knowledge prerequisites, textbook readiness, and recommended pedagogies. The evaluation results point to an interesting direction that offering an introductory course is an ideal option to guide students through the learning journey of what blockchain is and how it applies to business. Such an introductory course does not need to engage students in the discussions of mathematics and sciences that make blockchain technologies possible. While it is inevitable to brief technical topics to help students build a solid knowledge foundation of blockchain technologies, community colleges should avoid offering students a course centered on the discussion of developing blockchain applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blockchain" title="blockchain">blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20technologies" title=" blockchain technologies"> blockchain technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20course" title=" blockchain course"> blockchain course</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain%20pedagogies" title=" blockchain pedagogies"> blockchain pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/98679/topics-of-blockchain-technology-to-teach-at-community-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1002</span> Fuzzy Linear Programming Approach for Determining the Production Amounts in Food Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20G%C3%BCney">B. Güney</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%87.%20Teke"> Ç. Teke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, rapid and correct decision making is crucial for both people and enterprises. However, uncertainty makes decision-making difficult. Fuzzy logic is used for coping with this situation. Thus, fuzzy linear programming models are developed in order to handle uncertainty in objective function and the constraints. In this study, a problem of a factory in food industry is investigated, required data is obtained and the problem is figured out as a fuzzy linear programming model. The model is solved using Zimmerman approach which is one of the approaches for fuzzy linear programming. As a result, the solution gives the amount of production for each product type in order to gain maximum profit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20industry" title="food industry">food industry</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20linear%20programming" title=" fuzzy linear programming"> fuzzy linear programming</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20programming" title=" linear programming "> linear programming </a> </p> <a href="https://publications.waset.org/abstracts/27880/fuzzy-linear-programming-approach-for-determining-the-production-amounts-in-food-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">650</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1001</span> Exploration and Reform of Fundamentals of Program Design Based on Application Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiaqi%20Yin">Jiaqi Yin</a>, <a href="https://publications.waset.org/abstracts/search?q=Baofeng%20Liang"> Baofeng Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development in the fields of computer science and information technology presents new challenges and opportunities for foundational programming education. Traditional programming courses often focus heavily on theoretical knowledge while neglecting students’ practical programming and problem-solving abilities. This paper delves into the significance of programming education based on application abilities and provides a detailed explanation of a reform approach that incorporates project-driven teaching to nurture students with more comprehensive computer science skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fundamentals%20of%20programming" title="fundamentals of programming">fundamentals of programming</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20abilities" title=" application abilities"> application abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20reform" title=" pedagogical reform"> pedagogical reform</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20design" title=" program design"> program design</a> </p> <a href="https://publications.waset.org/abstracts/175754/exploration-and-reform-of-fundamentals-of-program-design-based-on-application-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1000</span> Generalized Central Paths for Convex Programming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li-Zhi%20Liao">Li-Zhi Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central path has played the key role in the interior point method. However, the convergence of the central path may not be true even in some convex programming problems with linear constraints. In this paper, the generalized central paths are introduced for convex programming. One advantage of the generalized central paths is that the paths will always converge to some optimal solutions of the convex programming problem for any initial interior point. Some additional theoretical properties for the generalized central paths will be also reported. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=central%20path" title="central path">central path</a>, <a href="https://publications.waset.org/abstracts/search?q=convex%20programming" title=" convex programming"> convex programming</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20central%20path" title=" generalized central path"> generalized central path</a>, <a href="https://publications.waset.org/abstracts/search?q=interior%20point%20method" title=" interior point method"> interior point method</a> </p> <a href="https://publications.waset.org/abstracts/58039/generalized-central-paths-for-convex-programming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">999</span> Use of Linear Programming for Optimal Production in a Production Line in Saudi Food Co.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qasim%20M.%20Kriri">Qasim M. Kriri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Few Saudi Arabia production companies face financial profit issues until this moment. This work presents a linear integer programming model that solves a production problem of a Saudi Food Company in Saudi Arabia. An optimal solution to the above-mentioned problem is a Linear Programming solution. In this regard, the main purpose of this project is to maximize profit. Linear Programming Technique has been used to derive the maximum profit from production of natural juice at Saudi Food Co. The operations of production of the company were formulated and optimal results are found out by using Lindo Software that employed Sensitivity Analysis and Parametric linear programming in order develop Linear Programming. In addition, the parameter values are increased, then the values of the objective function will be increased. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parameter%20linear%20programming" title="parameter linear programming">parameter linear programming</a>, <a href="https://publications.waset.org/abstracts/search?q=objective%20function" title=" objective function"> objective function</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitivity%20analysis" title=" sensitivity analysis"> sensitivity analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=optimize%20profit" title=" optimize profit"> optimize profit</a> </p> <a href="https://publications.waset.org/abstracts/86104/use-of-linear-programming-for-optimal-production-in-a-production-line-in-saudi-food-co" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86104.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">998</span> Three-Stage Multivariate Stratified Sample Surveys with Probabilistic Cost Constraint and Random Variance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanam%20Haseen">Sanam Haseen</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Bari"> Abdul Bari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper a three stage multivariate programming problem with random survey cost and variances as random variables has been formulated as a non-linear stochastic programming problem. The problem has been converted into an equivalent deterministic form using chance constraint programming and modified E-modeling. An empirical study of the problem has been done at the end of the paper using R-simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chance%20constraint%20programming" title="chance constraint programming">chance constraint programming</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20E-model" title=" modified E-model"> modified E-model</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20programming" title=" stochastic programming"> stochastic programming</a>, <a href="https://publications.waset.org/abstracts/search?q=stratified%20sample%20surveys" title=" stratified sample surveys"> stratified sample surveys</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20stage%20sample%20surveys" title=" three stage sample surveys"> three stage sample surveys</a> </p> <a href="https://publications.waset.org/abstracts/14515/three-stage-multivariate-stratified-sample-surveys-with-probabilistic-cost-constraint-and-random-variance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14515.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">997</span> Production Plan and Technological Variants Optimization by Goal Programming Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tunjo%20Peri%C4%87">Tunjo Perić</a>, <a href="https://publications.waset.org/abstracts/search?q=Franjo%20Brati%C4%87"> Franjo Bratić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper the goal programming methodology for solving multiple objective problem of the technological variants and production plan optimization has been applied. The optimization criteria are determined and the multiple objective linear programming model for solving a problem of the technological variants and production plan optimization is formed and solved. Then the obtained results are analysed. The obtained results point out to the possibility of efficient application of the goal programming methodology in solving the problem of the technological variants and production plan optimization. The paper points out on the advantages of the application of the goal programming methodolohy compare to the Surrogat Worth Trade-off method in solving this problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=goal%20programming" title="goal programming">goal programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20objective%20programming" title=" multi objective programming"> multi objective programming</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20plan" title=" production plan"> production plan</a>, <a href="https://publications.waset.org/abstracts/search?q=SWT%20method" title=" SWT method"> SWT method</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20variants" title=" technological variants"> technological variants</a> </p> <a href="https://publications.waset.org/abstracts/31123/production-plan-and-technological-variants-optimization-by-goal-programming-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=34">34</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=35">35</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=introductory%20programming&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>