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Learning Objects of Computer Science Discipline: An Analysis of e-PG Pathshala with Ugc-Net a Study for Future Sustainability with Emerging Topics
Published in Durgesh Kumar Mishra, Nilanjan Dey, Bharat Singh Deora, Amit Joshi, ICT for Competitive Strategies, 2020
Shweta Brahmbhatt, Sanjay Tiwari, Devarshi Mehta, Abhishek Kumar
Indian Institute of Technology Kanpur (ITK) was the first Institute in India to begin the Computer Science education in India. The program introduced in the month of August 1963. The nation’s first “computer classroom” was installed with IBM 1620 system. Similarly, Don Bosco School in the year 1987 is the first started computer education in Indian (Mathew, S. T., 2014).
A computational journey in the true north
Published in International Journal of Parallel, Emergent and Distributed Systems, 2020
Wasting no time, I enrolled in one of the first Computer Science programs in the world (still, at that time, a sub-specialty of Electrical Engineering). For my graduation project, I chose computer simulation as a topic. The computer available to me was an IBM 1620, and it fully occupied a large room. In order to run my program, I had to book the computer for the night, cross my fingers and hope that things will work out. To this day, I can still see myself running from the control unit to the punched card reader, to the printer, my heart pounding, flipping switches, loading cards, picking up printouts, while keeping a watchful eye on the processor and the memory, each of these components the size of a wardrobe, scattered around the room on elevated floors, beneath which ran a thick tangle of power and data cables. Fortunately, my prayers were answered: the 1620 performed perfectly. My simulation was a success and I was allowed to graduate.
Personal reflections on 50 years of scientific computing: 1967–2017
Published in International Journal of Parallel, Emergent and Distributed Systems, 2020
My first exposure to computing was a (quarter long) sophomore level mathematics course (since computer science departments did not exist then) on computing in 1966 at Evansville College, a small private school in southern Indiana. The machine was an IBM 1620 with (modern at the time!) transistors and a magnetic core memory of exactly 20,000 decimal digits. It was programmed in machine language (not assembler!), using two decimal digit op codes, decimal addresses, and fields defined by flagging the content of a memory location. It had no registers and no hardware decimal arithmetic instructions (arithmetic was done by software, storing the multiplication table and doing lookups!). All I/O was via 80-column IBM punched cards, a line printer, and a rotating magnetic disk that only the college administration could access. I had no problem coding with the low level machine language, but struggled mightily with the IBM 026/029 card punches that regularly jammed, mangled cards, and randomly failed to print at the top of the card the characters that were punched in the card. I recall spending more time punching the program onto cards than writing the program!
Memoirs of my time at Kent State University during formation of the Liquid Crystal Institute
Published in Liquid Crystals Reviews, 2020
Once Dr Brown came on board, he was quick to begin getting needed equipment and supplies. First on his list was a special θ-θ X-ray diffractometer with which one could measure diffraction versus angle with a flat, uncovered liquid sample. We tested with water – the only thing in the literature that could be found fully described using a procedure called a radial distribution function. Analysis required a computer because of the iterative computations. There were no computing facilities at KSU yet, but Dr Brown was working on it. In order to get started, Dr Brown arranged for computer time at a Tire manufacturing plant in Akron. The computer was an IBM 1620 with a box of ferrite cores providing a whopping 32 k of storage capacity. Input/output was by typewriter, punched cards and punched tape.