Biometrie data emulation and encryption for sport wearable devices (A case study)

McDonald, Nick; Atkinson, Daniel; Frank, C. Sup; Khmelevsky, Youry; McMillan, Scott

doi:10.1109/syscon.2016.7490577

Cited by 3 publications

(1 citation statement)

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“…STUDENT IN APPLIED RESEARCH PROJECTS About 7 years ago we started parallel programming and automatic code generation as small applied research projects within our capstone framework at the Computer Science Department of Okanagan College, and also at the UBC Okanagan Campus , [17][18], [19], [20]. Students enjoyed projects within capstone project-courses [17], [21], [22], [23] and several projects resulted in student research papers [24], [25], [26], [27]. Starting from 2016 we also accepted freshmen students to the parallel programming and automatic code generation small applied research projects [28], [29], [30], [31], [32], [33].…”

Section: Teaching Parallel Programming For Freshmenmentioning

confidence: 99%

Parallel Programming Applied Research Projects for Teaching Parallel Programming to Beginner Students

Khmelevsky,

Hains

2021

Preprint

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In this paper, we discuss the educational value of a few mid-size and one large applied research projects at the Computer Science Department of Okanagan College (OC) and at the Universities of Paris East Créteil (LACL) and Orléans (LIFO) in France.We found, that some freshmen students are very active and eager to be involved in applied research projects starting from the second semester. They are actively participating in programming competitions and want to be involved in applied research projects to compete with sophomore and older students. Our observation is based on five NSERC Engage College and Applied Research and Development (ARD) grants, and several small applied projects.Student involvement in applied research is a key motivation and success factor in our activities, but we are also involved in transferring some results of applied research, namely programming techniques, into the parallel programming courses for beginners at the senior-and first-year MSc levels. We illustrate this feedback process with programming notions for beginners, practical tools to acquire them and the overall success/failure of students as experienced for more than 10 years in our French University courses.

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