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The Trolley Problem is not for solving, but for exploring.

From BLOG@CACM
#### In (Virtual) Defense of Democracy

There are two ways to proceed with political discourse in cyberspace, if the trolls are to be tamed.

From BLOG@CACM
#### Calculating With Roman Numerals is Not So Difficult

How to deal with Roman numerals and without a sign for zero in an additive number system, if no hand abacus is available?

From BLOG@CACM
#### Computer Science Was Invented to Teach Everyone About Everything

Our goal should not be Computational Thinking, but Science, Mathematics, History, Engineering, and *Everything* Thinking.

From BLOG@CACM
#### Want Kids to Love Math and Science? Don't se Those Words

At Mindbenders, we want kids to put down their textbooks and learn by creating and doing.

From BLOG@CACM
#### Why is Privacy So Hard?

Why is privacy so hard? Why is it, after so much negative press about it, are we still being constantly tracked on the web and on our smartphones? Why is it, after...

From BLOG@CACM
#### Standing on the Shoulders of Giants

What SIGCSE's Top 10 Lists tell us about the growing field of Computer Science Education (and computer science more broadly).

From BLOG@CACM
#### How Did the Romans Calculate?

Experts are still wondering how the Romans calculated with their number system.

From BLOG@CACM
#### Governance and Oversight Coming to AI and Automation: Independent Audit of AI Systems

Independent Audit of AI Systems is the next evolution of governance for artificial intelligence and automation.

From BLOG@CACM
#### The Growing Tension Between Undergraduate and K-12: Is CS for All, or Just Those Who Get Past the Caps?

Are we repeating the 1980's? It's even worse now.

From BLOG@CACM
#### What Is a Variable?

A stab at a definition, for outsiders, of what we in computing mean by the term "variable" raises more questions than it answers.

From BLOG@CACM
#### More Replicas of Historical Calculating Machines Found

Documenting the discovery of several previously unknown replicas of historical computing devices made by Roberto A. Guatelli.

From BLOG@CACM
#### The Ethical Responsibilities of the Student or End-User Programmer

If a student's program goes awry, who is responsible? How do we protect society and encourage people to learn about code?

From BLOG@CACM
#### Computer Science Relies on the Opposite of Godel's Results

The first-order theories of Gödel's results necessarily leave mathematical objects ill-defined.

From BLOG@CACM
#### The Model Maker of Leonardo da Vinci, Blaise Pascal, and Charles Babbage

Discovery of a previously unknown replica of the legendary Swiss Millionaire calculating machine at Carnegie Mellon University in Pittsburgh, PA.

From BLOG@CACM
#### Broadening Participation in Computing Is Easier Than You Think

Some small steps that can make a big difference.

From BLOG@CACM
#### Short Take: Big Data and IoT in Practice

Looking at some use cases for the adoption of big data in industries that deal with physical things, and drawing some inferences.

From BLOG@CACM
#### There Are No Digital Humanities

Many think that the opposite of digital is analog or mechanical.

From BLOG@CACM
#### FictionStein

Science fiction like Frankenstein nudges readers to confer humanity but nudges them away from moral fortitude.

From BLOG@CACM
#### The Formal Picnic Approach to Requirements

A mathematical excursion will improve your requirements.

From BLOG@CACM
#### Direct Instruction is Better than Discovery, but What Should We be Directly Instructing?

We should teach students directly, not expect them to discover for themselves. What should we be teaching directly?