Just as there is now a shift in emphasis in regard to other minority groups (e.g., the nonpoor are being studied in order to make possible needed and desired changes for the poor; Mac-Donald, 1973), the time is perhaps right to study the sources of the nonhomosexual's attitudes toward homosexuality.Despite repeated negative findings, researchers continue to look for data to substantiate the belief that homosexuals are abnormal. The explanation for such persistance may lie more in the nature, needs, and values of the nonhomosexual than in a commitment to objective scientific investigation.The present investigation tests the differential power of explanation offered by two hypotheses about the sources of negative attitudes toward homosexuality: (a) Attitudes are determined by conservative standards of sex morality. (&) Attitudes are determined by a need to preserve a double standard; that is, we may condemn the homosexual ("pansy," "fairy," "butch") in order to reduce sex-role confusion.The 5s were 101 (47 male and 57 female) university students and faculty (mean age = 27-28 years) who were administered (a) the Intimacy Permissiveness Scale (Christensen & Carpenter, 1962), ( 6) the Premarital Sexual Permissiveness Scale (Reiss, 1964), Male and Female forms, (c) a sex-role survey (S-RS), a 22-item Likert-type scale designed to measure support for equality between the sexes, and (d) the Attitude toward Homosexuality Scale (ATHS) developed by MacDonald and Huggins (presented

All of us in the computing community understand the importance of recognizing and promoting ethical behavior in our profession. Instruction in ethics is rapidly becoming a part of most computing-related curricula, whether as a stand-alone course or infused into existing courses. Both Computing Curricula 2005 and the current discussions on Computing Curricula 2013 recognize the significance of ethics, generally considering it a core topic across the various computing disciplines. Additionally, in their criteria for the accreditation of computing programs, ABET specifies that a student must attain by the time of graduation an understanding of ethical issues and responsibilities. What has been missing is a formal rite-of-passage ceremony to prompt student recognition and self-reflection on the transition from being a student to a computing professional. In 2009, seventeen faculty members and industry representatives from a wide range of institutions began to address this open problem by forming The Pledge of the Computing Professional [1], [2]. The Pledge exists to promote and recognize the ethical and moral behavior and responsibilities in graduates of computing-related degree programs as they transition to careers of service to society. The Pledge does not seek to define or enforce ethics --- this is the role of other organizations. Specifically, The Pledge is modeled after the Order of the Engineer [3] and provides a rite-of-passage ceremony at the time of graduation.

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Conference presentations usually focus on successful innovations: new ideas that yield significant improvements to current practice. Yet educators know that we often learn more from failure than from success. In this panel, we present four case studies of "good ideas" for improving CS education that resulted in failures. Each contributor will describe their "good idea", the failure that resulted, and wider lessons for the CS community.

We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. At the session, contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.