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"Structured programming"
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Reaction blueprints and logical control flow for parallelized chiral synthesis in the Chemputer
Despite recent proliferation of programmable robotic chemistry hardware, current chemical programming ontologies lack essential structured programming constructs like variables, functions, and loops. Herein we present an integration of these concepts into χDL, a universal high-level chemical programming language executable in the Chemputer. To achieve this, we introduce reaction blueprints as a chemical analog to functions in computer science, allowing to apply sets of synthesis operations to different reagents and conditions. We further expand χDL with logical operation queues and iteration via pattern matching. The combination of these new features allows encoding of chemical syntheses in generalized, reproducible, and parallelized digital workflows rather than opaque and entangled single-step operations. This is showcased by synthesizing chiral diarylprolinol catalysts and subsequently utilizing them in various synthetic transformations (13 separate automated runs affording 3 organocatalysts and 12 distinct enantioenriched products in 42–97% yield, up to > 99:1 er), including automated catalyst recycling and reuse.
Current chemical automation ontologies are disconnected from essential structured programming constructs such as variables, functions, and loops. Herein the authors present an approach to translating computer science concepts to first-class primitives within a universal high-level chemical programming language executable in the Chemputer.
Journal Article
A structured professional development curriculum for postdoctoral fellows leads to recognized knowledge growth
Postdoctoral training enables research independence and professional readiness. National reports have emphasized professional development as a critical component of this training period. In response, many institutions are establishing transferable skills training workshops for postdocs; however, the lack of structured programs and an absence of methods to assess outcomes beyond participant satisfaction surveys are critical gaps in postdoctoral training. To address these shortcomings, we took the approach of structured programming and developed a method for controlled assessment of outcomes. Our program You 3 (You, Your Team, Your Project), co-designed by postdoctoral fellows, focused on discussing specific management and leadership skills agnostic of ultimate career path(s) in a structured manner. We then measured outcomes in a controlled manner, by systematically comparing perceived knowledge and growth as indicators of awareness and confidence in participants against that of non-participants as the control group. You 3 participants self-rated greater growth in targeted competencies compared to non-participants independent of the number of years of training. This growth was shown by multiple criteria including self-reporting and associative analysis. Correspondingly, You 3 participants reported greater knowledge in 75% of the modules when compared to controls. These data indicate that structured learning, where postdocs commit to a curriculum via a cohort-structure, leads to positive outcomes and provides a framework for programs to assess outcomes in a rigorous manner.
Journal Article
GameScript: a simplified scripting language for video game development
The process of video game development is complex, requiring proficiency in various technologies for design and implementation, including mastery of game engines and associated programming languages. Defining the behaviors of game elements within the necessary subprocesses poses a significant challenge. This challenge arises partly due to the utilization of general-purpose programming languages, which offer a wide range of options and allow tasks to be approached from different angles. This study introduces GameScript, a simplified scripting language designed for video game development. Based on principles of structured programming and inspired by the While language, GameScript focuses on essential game behavior definitions using a limited set of statements, including IF-THEN-ELSE selection and operations related to game elements to create and destroy them, or to modify properties. By using only numeric variables and simple arithmetic and relational operators, GameScript simplifies data handling and allows for the creation of various arcade games with straightforward syntax. Integrated into a multi-agent system game engine, GameScript has been validated through the successful implementation of diverse arcade game mechanics, demonstrating its effectiveness.
Journal Article
Differences in children’s food and beverage consumption between school and summer: three-year findings from the what’s UP (Undermining Prevention) with summer observational cohort study
Background
Summer vacation is a time when youth gain excessive weight. A key driver of unhealthy weight gain is poor dietary quality. The absence of consistent structure (e.g., school), is hypothesized to be one of the reasons for lower diet quality during summer. This study examined differences in school and summer dietary quality among a diverse cohort of children across three years. We also examined the impact of attending structured programs on children’s diets.
Methods
Parents of 1,032 children (age 5–14 years, 48% girls) completed a time use diary each day for 14-days during school (April/May) and again in summer (July) from 2021 to 2023, for a total of 6 timepoints. The daily diary collected information on the child’s location and dietary intake for that day. Mixed-effects models examined the odds (OR) of consuming a food/beverage (e.g., fruit, vegetable, soda, salty snacks) on a given day during school vs. summer, overall and by income. Models also examined the impact of attending structured programming during summer (e.g., summer day camp) on the likelihood of consumption.
Results
A total of 39,983 time use diaries were completed. Overall, children were less likely to consume fruit, vegetables, milk, 100% juice, and salty snacks (OR range 0.63 to 0.87), and they were more likely to consume non-carbonated sweetened beverages, soda, frozen desserts, and fast food (OR range 1.17 to 1.63) during the summer compared to school. On summer days with structured programming, children were more likely to consume fruits, vegetables, milk, salty snacks, sweetened beverages (OR range 1.13 to 1.45), and they were less likely to consume frozen desserts, fast food, and soda (OR range 0.63 to 0.90). Few differences were observed between income groups.
Conclusions
Children were less likely to report consumption of healthier foods/beverages and more likely to report consumption of unhealthier foods/beverages during summer compared to school. Attending structured programming during summer is associated with improved diet– suggesting such settings have potential to modify dietary intake.
Journal Article
Exploring the Frontier of Software Engineering Education with Chatbots
This article explores the potential of chatbots to bridge the gap for students transitioning from structured programming to object-oriented programming (OOP). We delve into the advantages and disadvantages of using chatbots like ChatGPT 3.5 and 4.0, Gemini, and Bing to assist with OOP learning. While these tools offer benefits like providing code examples and explanations, limitations exist in accurate problem interpretation and adherence to best practices.
Building upon the previous student-focused analysis, we present the results of a new survey targeting software engineering teachers: ‘Survey on the Use of AI Chatbots in Teaching Software Engineering’. This survey sheds light on how educators integrate chatbots into their curriculum and their perspectives on their effectiveness.
The original student survey revealed positive impressions of chatbots as study aids, with a high percentage utilizing and finding them valuable. The teacher survey will provide further insights into their role in the teaching and learning process, ultimately contributing to the development of more efficient software engineers. Recognizing and addressing the limitations of chatbots remains crucial to maximizing their potential in OOP education. This paper is an extension of work originally presented in Conisoft 2023 [1].
Journal Article
Effectiveness and perception of augmented reality in the teaching of structured programming fundamentals in university students
INTRODUCTION: Even while studying programming languages is essential for science and technology education, some students, especially novices, may find it challenging. One reason might be that these pupils are unable to comprehend programming basics, notably the usage of selective and repeated structures (loops), which are too complex and abstract for them to comprehend. OBJECTIVES: Programming structured applications requires understanding the relationship between variable-operators and declarations, so a more intuitive and practical visualization technique is needed. In view of this, this article presents an augmented reality (AR) learning system using a DF-RA mobile application that offers visual representation and interactivity to help college students in entry-level computer science-related majors learn to program structured applications using dynamic and interactive flowcharts. METHODS: In order to examine the influences of said Augmented Reality-enhanced system on student learning, an experiment will be carried out within the group with 34 university students. All students used both an augmented reality-enhanced version and a conventional paper version (classic methodology with paper flowcharts). RESULTS: The expected results is that the augmented reality version through the DF-RA mobile application made students have a better learning efficiency than the traditional paper system. In addition, the system enhanced with Augmented Reality also made students have improved perceptions in terms of system usability, flow experience, and usage perception. CONCLUSION: Experimental findings were analyzed to demonstrate that the augmented reality learning system increases students' motivation to study structured programming fundamentals and their practical competence.
Journal Article
Participation in structured programming may prevent unhealthy weight gain during the summer in school-aged children from low-income neighbourhoods: feasibility, fidelity and preliminary efficacy findings from the Camp NERF study
Evaluate the feasibility, fidelity and preliminary efficacy of Camp NERF to prevent unhealthy weight gain and promote healthy behaviours in children during the summer.
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.
Low-income, urban neighbourhoods in Columbus, OH, USA.ParticipantsEconomically disadvantaged, racial minority children of elementary school age (kindergarten-5th grade).
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.
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.
Journal Article