A multiprocessor system is unlikely to have access to information about the execution characteristics of the jobs it is to schedule. In this work, we are interested in scheduling algorithms for batch jobs that require no such knowledge (such algorithms are called non-

: The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the “buy-in” and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the perceptions and practices of teachers. To this end, 69 preservice and practicing teachers were provided four fictitious student scenarios and asked to describe potential social, behavioral, emotional, and academic needs and the method in which they would address the needs of these students. Written responses were analyzed using a grounded theory approach, and major themes related to social, emotional, and behavioral supports were identified. Across all responses, we noted both common themes and tensions in teacher perceptions that may have important implications for SWPBS. Differences in responses were noted by level of teaching experience. Different trends were also noted in the responses of teachers in schools implementing SWPBS and those in schools without SWPBS. Detailed results, study limitations, and implications for future research are discussed.

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This paper provides an analysis of student responses to an exercise used in a computer ethics and a software engineering course to raise awareness of issues related to hiring, including issues of professional responsibility and diversity. Students from two different universities were asked to evaluate four candidates for two positions in a fictitious software company. They then developed a set of criteria for evaluation and constructed an argument to support their choices. After discussing their choice with others in the class, students could change their hiring decisions. Students' hiring criteria were coded using emergent categories, inferences in the arguments were coded according to the criteria, and reasons for changing hiring decisions were coded. Students considered criteria that fell into five areas: technical skills, soft skills, personal traits, previous employment, and career/job considerations. Reasons for changing hiring choices included previous experience, diversity considerations, people skills, leadership skills, and reaching consensus. The paper also reports inferences students made about the job candidates.

For generations, the academic community has relied on peer review as a way of encouraging scholarship and enhancing the knowledge base. Peer review has been widely used in the classroom since at least the 1970s, with hundreds of papers on its use in diverse academic fields appearing in the literature (for a comprehensive survey, see [1]). Its use appears to be on the upswing, given the current interest in active learning and teamwork. In computer science, peer review seems to have very broad application. It can be used to evaluate the contributions of various members to a project team; it can be used for design documents and code reviews, in writing assignments, and in capstone project courses. The experience of the panelists is illustrative of the wide range of peer-review practices. This panel will serve to introduce the audience to some of these applications. Since many computer-science instructors have experimented with peer review, we are anxious to have them share their experiences during the open discussion period.