Searching for authors named "Timothy Lethbridge" – sorted by Relevance.
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Metrics for Concept-Oriented Knowledge Bases
- Metrics are widely researched and used in software engineering; however there is little analogous work in the field of knowledge engineering. In other words, there are no widely-known metrics that the developers of knowledge bases can use to monitor and improve their work. In this paper we adapt the
- Cited by 4 (0 self) – Add To MetaCart
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A Model for Informality in Knowledge Representation and Acquisition (an extended )
- Introduction This extended abstract summarizes how we are handling informality as a fundamental aspect of our paradigm for knowledge representation (KR) and acquisition (KA). We have developed this paradigm as a result of several years of experience with industrial application of our research KA sy
- Cited by 3 (1 self) – Add To MetaCart
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The Relevance of Software Education: A Survey and Some Recommendations
- We summarize the results of a survey of software practitioners in which we asked about the relevance of their education. We analyze the data and highlight potential changes to computer science or software engineering curricula, based on mismatches between the extent to which the topic is taught and
- Cited by 14 (4 self) – Add To MetaCart
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File Clustering Using Naming Conventions for Legacy Systems
- Decomposing complex software systems into conceptually independent subsystems represents a significant software engineering activity that receives considerable research attention. Most of the research in this domain deals with the source code; trying to cluster together files which are conceptually
- Cited by 16 (5 self) – Add To MetaCart
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The Relevance of Education to Software Practitioners: Data from the 1998 Survey
- We present the complete results of our 1998 survey of software practitioners. In this survey we asked over 200 software developers and managers from around the world what they thought about 75 educational topics. For each topic, we asked them how much they had learned about it in their formal educat
- Cited by 2 (0 self) – Add To MetaCart
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Studying Work Practices to Assist Tool Design in Software Engineering
- This paper reports our experiences studying the work practices of professional software engineers (SEs). We provide our reasons for following this approach, and describe details such as the discovery of work patterns, and the use of synchronized shadowing. We outline several studies we are currently
- Cited by 10 (1 self) – Add To MetaCart
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Extracting Concepts from File Names; a New File Clustering Criterion
- Decomposing complex software systems into conceptually independent subsystems is a significant software engineering activity which received considerable research attention. Most of the research in this domain considers the body of the source code; trying to cluster together files which are conceptua
- Cited by 45 (4 self) – Add To MetaCart
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Assessing the Relevance of Identifier Names in a Legacy Software System
- Reverse engineering is a difficult task even for humans. When trying to provide tools to assist in this task, one should try to take advantage of all possible sources of information. Informal sources, like naming conventions, are more abstract than the code, thus helping to bridge the gap between co
- Cited by 23 (1 self) – Add To MetaCart
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A Survey of the Relevance of Computer Science and Software Engineering Education
- We describe a study of 168 software professionals to determine how relevant their education has been to their careers. Starting with a list of 57 topics, we asked the participants to indicate how much they learned in university, how much they know now, how useful the material has been and whether th
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The Relevance of Software Education: A Survey and Some Recommendations
- We summarize the results of a survey of software practitioners in which we asked about the relevance of their education. We analyze the data and highlight potential changes to computer science or software engineering curricula, based on mismatches between the extent to which the topic is taught and
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