structured programming methodology centers around the use of a set of program constructs which provide a means for maintaining control of the program development. Stepwise refinement is used to break the program into ...
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structured programming methodology centers around the use of a set of program constructs which provide a means for maintaining control of the program development. Stepwise refinement is used to break the program into small, easily understood pieces. Two models are presented which provide guidelines for choosing the basic structures and proving the correctness of the partial solution. The axiomatic model was originally defined with program flowcharts. The functional model was defined with single-entry-single-exit program segments. Variants of these models have been chosen and defined within the framework of structured programming constructs. Algorithms based on the models are given for deriving a correct program.
In response to the so-called software crisis' of the late 1960s, many approaches were proposed to turn (parts of) software engineering and programming into more systematic disciplines, to turn an art into a scienc...
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In response to the so-called software crisis' of the late 1960s, many approaches were proposed to turn (parts of) software engineering and programming into more systematic disciplines, to turn an art into a science. This paper studies one popular example often used in these proposals, the computation of a list of primes, to discuss some salient features of the proposed programming paradigms. It also looks at the actual implementation in the early 1970s of the prime program on a time-sharing system (MULTICS) and on a complex scientific computer (ILLIAC IV). Confronting theory with practice uncovers what the programming paradigms fail to grasp: the interaction with the user and the interaction with the machine.
Objective Evaluate the feasibility, fidelity and preliminary efficacy of Camp NERF to prevent unhealthy weight gain and promote healthy behaviours in children during the summer. Design Camp NERF was an 8-week, multico...
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Objective Evaluate the feasibility, fidelity and preliminary efficacy of Camp NERF to prevent unhealthy weight gain and promote healthy behaviours in children during the summer. Design Camp NERF was an 8-week, multicomponent, theory-based programme coupled with the US Department of Agriculture's Summer Food Service Program. Twelve eligible elementary-school sites were randomized to one of three treatment groups: (i) Active Control (non-nutrition, -physical activity (PA), -mental health);(ii) Standard Care (nutrition and PA);or (iii) Enhanced Care (nutrition and PA, plus cognitive behavioural techniques) programming. Efficacy was determined by assessing mean change by group in child outcomes using hierarchical linear regression models. Setting Low-income, urban neighbourhoods in Columbus, OH, USA. Participants Economically disadvantaged, racial minority children of elementary school age (kindergarten-5th grade). Results Eighty-seven child-caregiver dyads consented;eighty-one completed pre- and post-intervention assessments resulting in a 93.10 % retention rate. Delivery of the intended lesson occurred 79-90 % of the time. Of the children, 56.98 % (n 49) were female;89.53 % (n 77) were Black. Overall mean change in BMI Z-score from baseline to post-intervention was -0.03 (se 0.05);change in BMI Z-score did not differ significantly between treatment group. Change in nutrition, PA, mental health or psychosocial outcomes did not differ between groups. Conclusions Results from the current study demonstrate feasibility and fidelity, yet no intervention effect of Camp NERF. Instead, findings suggest that participation in structured programming of any type (health behaviour-related or not) may prevent unhealthy summer weight gain. Additional studies are needed to confirm findings. Results have implications for child nutrition policy addressing the issue of summer health.
We argue that for computing majors, it is better to use a 'why' approach to teaching programming than a 'how' approach;this involves (among other things) teaching structured programming before progress...
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We argue that for computing majors, it is better to use a 'why' approach to teaching programming than a 'how' approach;this involves (among other things) teaching structured programming before progressing to higher-level styles such as object-oriented programming. We also argue that, once it has been decided to teach structured programming, Java is a reasonable language to choose for doing so.
STAPLE is a structured programming language with nested block structure in the source language to indicate flow of control. The semantics of the non-control structures are essentially the same as FORTRAN. The design g...
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Users of small computers must often program in assembler language. Macros are described which assist in the construction of block structured programs in assembler language. The macros are used in practical day‐to‐da...
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General principles of structured programming, and practical aspects of applying those principles within the programming language PL/I, are discussed. Suitable extensions (and contractions) of that language are suggest...
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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 ...
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ISBN:
(纸本)9783030402716;9783030402709
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 simple structured programming techniques can cut programming and debugging time while making BASIC test programs more flexible and easier to maintain. structured programming can help one avoid spaghetti code whi...
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Using simple structured programming techniques can cut programming and debugging time while making BASIC test programs more flexible and easier to maintain. structured programming can help one avoid spaghetti code while programming in BASIC. The techniques of this avoidance are explained.
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