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Auburn - COMP - 1210
COMP1210Fall 2010Last Name: _Exam 1 09/22/2010 Page 1 of 8First Name: _Multiple Choice (40 items @ 2.5 point each) Select the letter in front of the most correct answer, andmark your scantron accordingly.1. When an object is created, space is rese
Auburn - COMP - 1210
COMP1210Fall 2005Exam 2 11/03/2005 Page 1 of 10Name:_Lab: (circle one)12MW2MW4MWCode: _5:30MW7:00MWMultiple Choice 70 points (35 items @ 2 point each) Select the letter in front of the most correct answer, and mark youranswer scan sheet accor
Auburn - COMP - 1210
COMP1210Fall 2010Last Name: _Exam 2 11/03/2010 Page 1 of 7First Name: _Multiple Choice (40 items @ 2.5 point each) Select the letter in front of the most correct answer, andmark your scantron accordingly.1. What is the output of the following code
Auburn - COMP - 1210
COMP1210Fall 2010Last Name: _Exam 2 11/03/2010 Page 1 of 7First Name: _Multiple Choice (40 items @ 2.5 point each) Select the letter in front of the most correct answer, andmark your scantron accordingly.1. What is the output of the following code
Auburn - COMP - 1210
COMP 1210Project 1: Introduction to JavaPage 1 of 2Due: Monday, January 23, 2012 by 11:59 PMDeliverables:The following project files must be submitted by the due date and time specified above (see the LabGuidelines for information on submitting proj
Auburn - COMP - 1210
COMP 1210Project 2: Interesting FormulasPage 1 of 4Due: Monday, January 30, 2012 by 11:59 PMDeliverables:The following project files must be submitted by the due date and time specified above (see the LabGuidelines for information on submitting proj
Auburn - COMP - 1210
COMP 1210Project 4A: PetOwner and PetDogPage 1 of 5Due: Monday, February 13, 2012 by 11:59 PMDeliverables:The following project files must be submitted to the graded assignment in Web-CAT by the due dateand time specified above (see the Lab Guidelin
Auburn - COMP - 1210
COMP 1210Project 5: Used Car ListPage 1 of 4Due: Monday, February 27, 2012 by 11:59 PMDeliverablesThe following project files must be submitted to the graded assignment in Web-CAT by the due dateand time specified above (see the Lab Guidelines for i
Auburn - COMP - 1210
COMP 1210Project 6: Number GuessingDue: Monday, March 5, 2012 by 11:59 PMPage 1 of 3Updated on 2/27/2012 (see red text below)DeliverablesThe following project files must be submitted to the graded assignment in Web-CAT by the due dateand time speci
Auburn - COMP - 1210
COMP 1210Project 8: Enhanced Number GuessingPage 1 of 4Due: Monday, March 19, 2012 by 11:59 PMDeliverablesThe following project files must be submitted to the graded assignment in Web-CAT by the due dateand time specified above (see the Lab Guidelin
Auburn - COMP - 1210
COMP 1210Quiz 11 11/30/2011 Page 1 of 2Name:_Lab Time: _Multiple Choice Circle the letter in front of the most correct answer to each of the questions below:1. (10%) Which of the following explicitly demonstrates exception propagation?a. A new type
Auburn - COMP - 1210
COMP 1210Quiz 11 11/30/2011 Page 1 of 2Name:_Lab Time: _Multiple Choice Circle the letter in front of the most correct answer to each of the questions below:1. (10%) Which of the following explicitly demonstrates exception propagation?a. A new type
San Jose State - SCWK - 242
San Jos State UniversitySchool of Social WorkScWk 242, Research Methods, Data Analysis and Evaluation, Section 3Course Code: 26994, Spring 2012Instructor:Fred Prochaska, Ph.D., M.P.H., M.S.W.Office Location:WSQ 217-I (shared with others)Telephone:
San Jose State - SCWK - 242
Basic vs. Applied Research (from Lawrence Berkeley National Laboratory) http:/www.lbl.gov/Education/ELSI/research-main.html Basic Research: Basic (aka fundamental or pure) research is driven by a scientist's curiosity or interestin a
San Jose State - SCWK - 242
Qualitative Social Workhttp:/qsw.sagepub.com/Finding A Place in the World: The Experience of Recovery from SevereMental IllnessWilliam Bradshaw, Marilyn Peterson Armour and David RoseboroughQualitative Social Work 2007 6: 27DOI: 10.1177/147332500707
San Jose State - SCWK - 242
I Screamed for Help:A Case Studyof One Grandmothers Experiencewith Voluntary Kinship CareKimberly Bundy-Fazioli, PhDMatthew G. Law, BSABSTRACT. The purpose of this qualitative single case study is toexplore one grandmothers experience with voluntar
San Jose State - SCWK - 242
Health Promotion Practicehttp:/hpp.sagepub.com/Survey Design From the Ground Up: Collaboratively Creating the Toronto Teen SurveySarah Flicker, Adrian Guta, June Larkin, Susan Flynn, Alycia Fridkin, Robb Travers, Jason D. Pole and Crystal LayneHealth
San Jose State - SCWK - 242
Focus GroupsA Focus Group Is . . .What A carefully planneddiscussion To obtainperceptions of adefined interestarea2A Focus Group Is . . .Where In a permissive,non-threateningenvironment3A Focus Group Is . . .Who Approximately sevento te
San Jose State - SCWK - 242
Research on Social Work Practicehttp:/rsw.sagepub.com/Evidence-Informed Practice: Antidote to Propaganda in the Helping Professions?Eileen GambrillResearch on Social Work Practice 2010 20: 302 originally published online 1 April 2010DOI: 10.1177/1049
San Jose State - SCWK - 242
J Behav Med (2011) 34:201207DOI 10.1007/s10865-010-9299-zA randomized trial of a group based cognitive behavior therapyprogram for older adults with epilepsy: the impact on seizurefrequency, depression and psychosocial well-beingDeirdre P. McLaughlin
San Jose State - SCWK - 242
Qualitative Analysis Lab #1: InterviewingTopic #1: What are the benefits and barriers in using the transcultural perspective in social workpractice?sTopic #2: What are the benefits and barriers in using research evidence to inform social workpractice?
San Jose State - SCWK - 242
Qualitative Analysis Lab #2: Focus GroupsTopic #1:Cross-system collaboration can improve service delivery and outcomes for clients within avariety of social service systems (e.g. mental health, child welfare, criminal justice, education,etc). How can
San Jose State - SCWK - 242
Qualitative Analysis Lab #3: ObservationVideo Clip #1: Ethnography for design: Handicapped aboard planehttp:/www.youtube.com/watch?v=QzNLdN44r7Y&feature=relatedVideo Clip #2: Some American families and the way they eathttp:/www.youtube.com/watch?v=GMd
San Jose State - SCWK - 242
Design of Quantitative SurveyInstrumentsScWk 242Session 6Review Questions* What are the 10 guidelines for conducting fieldwork?* What are your responsibilities while taking fieldnotes?Content Analysis1.Purpose of Content AnalysisMake inferences
San Jose State - SCWK - 242
Life History and Narrative Analysis: FeministMethodologies Contextualizing Black WomensExperiences with Severe Mental IllnessMARYA R. SOSULSKIMichigan State UniversitySchool of Social WorkNICOLE T. BUCHANANMichigan State UniversityDepartment of Ps
San Jose State - SCWK - 242
Thurstone scales: The Thurstone scale is made up of statements about a particular issue andeach statement has a numerical value indicating the repsondents attitude about the issue, eitherfavorable or unfavorable. People indicate which of the statements
San Jose State - SCWK - 242
Week 3 Class NotesScWk 242I. Qualitative Analysis Continueda. Data Analysis Spiral (Creswell) A final analysis of the data isachieved by repeatedly reading and re-reading the data andrepeatedly developing themes and refining themes.b. Example of qua
San Jose State - SCWK - 242
Guidelines for QualitativeFieldworkSW242 Summary Guidelines forQualitative Fieldwork 1. Design eldwork to be clear about your role as observer (degree of participation); the tension between insider (emic) and outsider (etic)
San Jose State - SCWK - 242
Evaluation and Program Planning 34 (2011) 6068Contents lists available at ScienceDirectEvaluation and Program Planningjournal homepage: www.elsevier.com/locate/evalprogplanFrom policy to practice: A program logic approach to describing theimplementat
San Jose State - SCWK - 170
San Jos State UniversitySchool of Social WorkSCWK 170, Introduction to Research Methods, Section 2 (20861)Spring 2012Instructor:Fred Prochaska, Ph.D., M.P.H., M.S.W.Office Location:WSQ 217-I (shared with others)Telephone:408-924-5849 (shared with
San Jose State - SCWK - 170
Week 3 Items I. Review of Ethical Issues II. Overview of Research Process III. Iden8fying Problems and Formula8ng Research Ques8ons IV. Ar8cle Databases for Social Work
San Jose State - SCWK - 170
Weeks 4 & 5 TopicsI. Literature review- Why? What to include? How to develop?II. Additional factors to decide- Purpose, time dimensionIII. Important terms & relationships in research- IV, DV, Hx, types of relationships betweenvariablesI. Literatur
San Jose State - SCWK - 170
Overview: Research Process 1. Problem formula7on (including research ques0ons, lit review) 2. Methodology Opera0onaliza0on and measurement Study popula0on and sampling Research design Data collec0on Data analysis pla
San Jose State - SCWK - 170
Week 2 - Overview for Today I. Where do we learn knowledge? -- scien5c methods II. Why social workers learn research methods III. Overview of the Research Process IV. Ethical iss
Cornell - CS - 100J
C S100JS ep tem b er 2 0 0 7W e b s it e . h ttp :/w w w .c s .c o r n e ll.e d u /c o u r s e s /c s 1 0 0 j/2 0 0 6 s p / A c a d e m ic I n te g r ity . W e a s k y o u n o t to c h e a t, in a n y w a y , s h a p e , o r fo rm . O n o u r s id e , w
Cornell - CS - 100J
C S 1 0 0 J . L ectu re 2 , 2 5 J a n u a ry 2 0 0 7Todays topic: Objects and classes Reading for this lecture: Section 1.3. Its most important that you study this section o ver the weekend and practice what is taught using DrJava. PLive: Activities 3-3.
Cornell - CS - 100J
CS100J. Lecture 2, 25 January 2007Today's topic: Objects and classes Reading for this lecture: Section 1.3. It's most important that you study this section over the weekend and practice what is taught using DrJava. PLive: Activities 3-3.1, 3-3.2, 3-3.4 (
Cornell - CS - 100J
C S 100J 30 Jan u ary 2007T h e c la s s d e n itio nC S100JR e a d in g f o r t h is le c t u r e : S e c tio n 1 .4 C o u r s e M a n a g e m e n t S y s te m (C M S ) fo r C S 1 0 0 J isp o p u la te d w ith s tu d e n ts w h o w e re p re -re g i
Cornell - CS - 100J
C S100JF ie ld : a v a r ia b le th a t is in e a c h f o ld e r o f a c la s s .1 F e b r u a r y 2 0 0 7 . C u s to m iz in g a c la s s & te s tin gW e g e n e ra lly m a k e e ld sprivate instead of public, soth a t th e y c a n n o t b e re fe r
Cornell - CS - 100J
CS100J1 February 2007. Customizing a class & testing Fields (variables in a folder), and getter & setter methods. Secs 1.4.1 (p. 45) & 3.1 (pp. 105110 only) Constructors. Sec. 3.1.3 (p. 111112) Testing methods. Appendix I.2.4 (p. 486) Quiz 2 on Tuesday:
Cornell - CS - 100J
C S100J6 F eb ru ary 2 007/* * E a c h in s ta n c e d e s c rib e s a c h a p te r in a b o o k * * / Download class p u b lic c la s s C h a p te r cfw_ from course web p r iv a te S trin g title ; / T h e title o f th e c h a p te r page. p r iv a te
Cornell - CS - 100J
CS100J6 February 2007In 1968, the Defense Department hired Bolt Beranek and Newman (BBN) of Boston to help develop the ARPANET, which later turned into the internet. In 1971, Ray Tomlinson of BBN was given the task of figuring out how to send files from
Cornell - CS - 100J
C S100J8 F ebruary 2 005M eth o d b o d y : seq u en ce o f sta tem en ts(in te r s p e r s e d w ith d e c la r a tio n s )to e x e c u te , in th e o r d e r in w h ic h th e y a p p e a rC o n g ra tu la tio n s ! Y o u n o w k n o w th e b a s ic
Cornell - CS - 100J
C S100JIn s id e -o u t ru le13 F eb ru ary 2 007More on Methods. Developing methods.P r e lim T h u r s d a y ,22 F eb ru ary7 :3 0 to 9 :0 0 .Inside-out rule in most programming languages (see p. 83):Code in a construct can reference any of the
Cornell - CS - 100J
C S 1 0 0 J C l a s s e s, s t e p w i s e r e n e m e n t 2 5 F e b r u a r y 2 0 0 7C M S a llo w s y o u tos u b m it a n a s s ig n m e n ts e v e r a l tim e s .M is c e lla n e o u s p o in ts a b o u t c la s s e s .M o r e o n s te p w is e r
Cornell - CS - 100J
CS100J Classes, stepwise refinement 25 February 2007 Miscellaneous points about classes. More on stepwise refinement. Prelim 7:30-9:00 Thursday, 22 Feb. Review session: 1:00-3:00, Sunday, 18 Feb., in Philips 101CMS allows you to submit an assignment seve
Cornell - CS - 100J
CS100JFebruary 20 RecursionRead: pp. 403-408 but SKIP sect. 15.1.2Look in ProgramLive CD, page 15-3, forsome interesting recursive methods.Download presented algorithms fromthe websiteR e c u r s iv e d e n itio n : A d e n itio n th a t is d e n e
Cornell - CS - 100J
CS100J 22 Feb 2006More on RecursionWe derive recursive functions andlook at execution of recursive calls.Geometry testStudy Sect 15.1, p. 415. Watch activity 15-2.1 on the CD. InDrJava, write and test as many of the self-review exercises asyou can
Cornell - CS - 100J
We derive recursive functions and look at execution of recursive calls.CS100J 22 Feb 2006 More on RecursionStudy Sect 15.1, p. 415. Watch activity 15-2.1 on the CD. In DrJava, write and test as many of the self-review exercises as you can (disregard tho
Cornell - CS - 100J
C S100J1.2.3.27 F eb ru ary 2 006C a s tin g b e tw e e n c la s s e sA p p a re n t a n d re a l c la s s e s .O p e ra to r i n s ta n c e o f4.5.C la s s A n im a lC a s tin g A b o u tT h e c la s s h ie ra rc h yfu n c tio n e q u a lsW
Cornell - CS - 100J
CS100J1. 2. 3.27 February 20061. 2.Casting AboutCasting between classes Apparent and real classes. Operator instanceofThe class hierarchy function equalsStudy Secs 4.2 and 4.3 in textAfter today, you have learned ALL the basics of classes, and don
Cornell - CS - 100J
C S 100J 1 M arch , 2006 L o o p s , ite r a tiv e s ta te m e n ts , o r r e p e titiv e s ta te m e n ts S ta r t r e a d in g S e c . 2 .3 .8 a n d c h a p te r 7 o n lo o p s . T h e le c tu re s o n th e P ro g ra m L iv e C D c a n b e a b ig h e lp
Cornell - CS - 100J
CS100J 1 March, 2006 Loops, iterative statements, or repetitive statements Start reading Sec. 2.3.8 and chapter 7 on loops. The lectures on the ProgramLive CD can be a big help. Learning without thought is labor lost. Thought without learning is perilous.
Cornell - CS - 100J
C S 100J 6 M arch , 2 007 A s s ig n m e n t A 5 : g r a p h ic s , a n d lo o p s R e a d : S e c . 2 .3 .8 a n d c h a p te r 7 o n lo o p s . T h e le c tu re s o n th e P ro g ra m L iv e C D c a n b e a b ig h e lp .T h e n e x t tim e s o m e o n e
Cornell - CS - 100J
CS100J 6 March, 2007 Assignment A5: graphics, and loops Read: Sec. 2.3.8 and chapter 7 on loops. The lectures on the ProgramLive CD can be a big help.The next time someone in government rather casually use a number that includes the word "billion", think
Cornell - CS - 100J
CS100J 8 March 2007Executing method calls. TestingDrawing frames for method calls: read pp. 93-94 Testing: read chapter 14, pp. 385401E x e c u tin g m e th o d c a lls , p p 9 3 -9 4 U n d e r s ta n d in g th is n o t o n ly p r e p a r e s y o u fo
Cornell - CS - 100J
C S100J 1 3 M arch 2 006A r r a y s . R e a d in g : S e c s 8 .1 , 8 .2 , 8 .3 .A rraysa0A n a rra y : a n o b je c t th a t c a n h o ld a x e d n u m b e r o f v a lu e so f th e s a m e ty p e . A rra y to th e rig h t c o n ta in s 4 i n t v a l
Cornell - CS - 100J
CS100J 13 March 2006 Arrays. Reading: Secs 8.1, 8.2, 8.3. Listen to the following lectures on loops on your Plive CD. They are only 2-3 minutes long, and each has an insightful message. 1. The three lectures on Lesson page 7-6 -read the whole page. 2. The
Cornell - CS - 100J
C S 100J 15 M arch , 2006T h e w h ile lo o p a n d a s s e r tio n sT h e w h ile lo o p : s y n ta xwhile ( <condition> )R e a d c h a p te r 7 o n lo o p s .T h e le c tu re s o n th e P ro g ra m L iv e C D c a n b e a b ig h e lp .S o m e a n a
Cornell - CS - 100J
CS100J 15 March, 2006 The while loop and assertions Read chapter 7 on loops. The lectures on the ProgramLive CD can be a big help.Some anagrams A decimal point I'm a dot in place Debit card Bad credit Dormitory Dirty room Schoolmaster The classroom Statu
Cornell - CS - 100J
C S 100J 27 M arch 2 007A lg o r ith m s o n a r r a y sReading: 8.3 8.5This is a neat example of the ambiguity that English can cause, if not usedproperly! We try to use English properly and precisely, but ambiguitytends to creep in because of diffe