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Beginning with a detailed analysis of 24 published surveys and programmes of library and information science curricula from 1969–1975, the article discusses the professional continuity in changing courses. A particular problem is maintaining the identity of ‘core studies’ in professional curricula. The content and objectives of computer courses are listed and discussed. The coverage of the author's own survey is explained. All 17 schools in the U.K., 1 in Dublin and 13 in eastern U.S.A. and Canada were visited in 1978 involving interviews with over 130 people individually or in groups. Ten schools overseas provided further data in questionnaires. The results of the survey begin by summarising the various stated objectives for computer courses. There follows a review of the structure of such courses and the views on options in this subject. Outlining the titles, content, duration and staffing, the article reviews, with supporting tables, courses for computer appreciation, programming and library automation. Separate tables and commentary cover the data from the questionnaires. In the conclusions, it is emphasised that computing is now an essential part of professional education, though how much and for whom is not yet decided. Advanced courses will soon be needed for those wishing to specialise.

The purpose of this paper is to discuss various types of computer viruses, along with their characteristics, working, effects on the computer systems and to suggest measures for detecting the virus infection in a computer system and to elaborate means of prevention.

The author undertook an extensive study and review of the literature available online and on relevant web sites on the present topic.

A large number of viruses were found during the study, which are causing serious damages to computer systems. The author suggests ways to detect and prevent the different computer viruses.

The research is based on and limited to the study of the relevant literature available on different relevant web sites.

The research will benefit business organizations, business houses, educational institutions and libraries working in fully computerized environments, in detection of viruses and preventing infection of their computer systems.

The society will also benefit by attaining knowledge about the different types of computer viruses and the measures of prevention of infection.

There are a number of studies and articles available on the topic but almost all of them appear to be incomplete in the sense that either they discuss only a limited number of known viruses or suggest only limited ways of prevention. The paper has made an attempt to discuss almost all the computer viruses and every possible way of prevention of infection from them.

The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University, which is developing a system that aims to increase computer literacy in elementary-aged children by teaching them first to read code before they write it. The main objective is to educate children on basic concepts of computer science.

Children are given tablet computers that present a simple program line-by-line that they execute as they pretend to be a computer. The programs are acted out on a portable dance floor consisting of colored tiles, and the program statements instruct the child to move, turn and act out dance poses and terminology.

The Dancing Computer prototype was tested in six different locations in 2016, reaching approximately 250 students. Learning was demonstrated by significant improvements in both task duration and error performance as students performed the activities. The most common errors were movement errors, where participants failed to move the correct number of squares.

This project has the potential to increase the level of computer literacy for thousands of children. This project’s goal is to increase understanding of what a computer does, what a program does and the step-by-step nature of computer programs.

This is a unique and a different approach – the norm being to start students off writing code in some language. In Dancing Computer stages children as readers of programs, allowing them to pretend to be a computer in a fun and engaging activity while also learning how computers execute real programs.

As increasing numbers of people with disabilities return to the community, it is necessary to equip them with skills to succeed in this technological world. The purpose of this paper is to evaluate the effect of attendance, satisfaction, goal achievement, and transportation on a goals-based computer-training program for people with physical disabilities (n=130).

Regressions, distribution comparisons, and correlations were retrospectively conducted on data from a computer-training program for people with disabilities. Participants were aged 20-100 and were diverse in terms of education, diagnoses, and living situation.

Results indicated that people with physical disabilities from diverse demographic and -contextual backgrounds could participate in a goals-based computer-training program. Factors that affected the computer-training program included method of transportation (p=0.034), perception of goal achievement (p=0.000), and attendance rates (p=0.001). A strong correlation was found between support available for computer use and continued computer use (p=0.000).

Goals-based computer-training approaches that are client-centered may lead to increased perceptions of goal achievement and program satisfaction for people with disabilities, which could be used as outcomes to monitor success of such programs. It is also important to consider the effect of transportation and attendance rates on computer-training programs. However, results of this study were limited by its retrospective nature.

This study provides empirical data on factors that affect goals-based computer-training programs and evidence for the efficacy of such programs for individuals with disabilities. This can be used for program development and future research.

Presents a review on implementing finite element methods on supercomputers, workstations and PCs and gives main trends in hardware and software developments. An appendix included at the end of the paper presents a bibliography on the subjects retrospectively to 1985 and approximately 1,100 references are listed.

There is no computer topic today more widely discussed, that occupies more pages in the popular and academic journals than computer software. It is said to be sparse, nonexistent, ineffective, “junk,” inaccurate, incomprehensible, unsuitable, etc. Software is essential to the efficacy of any school computer operation, yet rarely purchased concomitant with the equipment itself. Originally, vendors gave away software with every hardware purchase. Today, school practitioners recommend that schools should budget twice the cost of the hardware for appropriate materials. The New York Times, in an article entitled “Computers: The Action's in Software,” reveals much about the economics of a field that is just beginning its rapid growth phase (November 8, 1981). Indeed, schools may come to the realization with this technology that equipment without software is a projector without a film, a phonograph without a record.

Automation is no longer an option; it is no longer “if” but “when” and “how”. This book has been written for senior librarians who recognise this, for their line managers to whom the detailed work has been delegated, and for the junior staff, library and clerical, who need to know not only how to operate a system, but why it works as it does.

No comprehensive set of data elements for describing computer software has previously been developed. Applications determine the need for specific data elements. This article presents a comprehensive profile of data elements, and identifies their probable application in library catalogs, bibliographic references, program documentation, program front matter, program packaging, software catalogs and eye‐legible labels. The data elements are correlated with existing MARC tags, providing compatibility with current usage.

Today an estimated 500,000 personal computers have been purchased by Americans who use them at home and in a variety of small business applications. (Note: We define a personal computer as a small, relatively inexpensive, microprocessor‐based device which can be taken out of its box, plugged in and begin working immediately, as opposed to large computers which must be permanently installed, and/or require professional programming. We exclude microprocessor‐based devices whose only function is limited to the playback of packaged games.) Many market research services believe that personal computer sales will continue to grow rapidly, perhaps as fast as a 50 percent annual growth rate for the next several years. The impact of this new interactive information technology coming into the possession of perhaps millions of people can only be guessed at at this early juncture. To us, as librarians, one of the more perceivable results of the growing wave of interest in personal computers has been the proliferation of literature addressed to the personal computer user.

Advancements in technology require that everyone is skilled with computational thinking (CT), problem-solving and computer programming skills. This study aims to examine the development of CT in problem-solving skills (PSS) and programming learning attitude by integrating LEGO robotics kits in a project-based learning course.

This study examines the development of CT in PSS and programming learning attitude by integrating LEGO robotics kits in a project-based learning course. This study consists of a single group pre-post-test research design with 32 freshmen university students. Quantitative and qualitative data were collected by pre-post-tests and recording of classroom discussions, respectively.

Therefore, this finding implies that robotics can be used to develop CT in university students; however, there is a need for designing curricula with advanced robotic kits as artificial intelligence (AI) has become more prevalent. Hence, programming knowledge learned will help students to understand the application of robots in AI.

The study creates educators' awareness that CT skills might be developed in freshmen university students through robotics. However, many still consider them toys rather than learning aids.