B. Olsson – författare

"Don''t wait for someone to write a book you want to read, write it yourselfl" This was the message we received when we asked around for a book that described final year projects for computer science and information systems. In this book, we have gathered our experiences of conducting and supervising final year projects in computer science and information systems. In this book, we present a process for conducting final year projects. This process was developed at the University of Skovde, Sweden. It has been applied successfully to a wide spectrum of projects, with many different subject areas and styles of project. Typical subject areas have included, for example, artificial intelligence, theoretical computer science, databases, data communication, distributed systems, human-computer interaction, operating systems, real-time systems, software engineering, systems analysis and technology transfer. The styles of projects have been both theoretical and more empirically oriented, and have included both science and technology oriented projects. It is our hope that this book will be a valuable companion to the three actors involved in a final year project: student, supervisor and examiner. In addition to the general descriptions and advice provided in this book, we want to emphasise that it is important for students to find out the exact requirements at the department where the project is undertaken. May 2002 Mikael Berndtsson Jorgen Hansson Bjorn Olsson Bjorn Lundell Acknowledgements This book would not have been possible without the support ofa number of people.

Any B. Sc. or M. Sc. study programme in the computing discipline typically ends with a capstone project. A capstone project builds and tests the skills and the knowledge acquired during the education and is an essential part of the training towards becoming a professional. There is a large number of different terms for these types of projects: capstone project, senior project, final year project, B. Sc. / M. Sc. thesis project, etc. In this book we will use the term ‘thesis project’, and in some cases, for the sake of simplicity, just ‘project’. This book focuses on thesis projects within the computing discipline. Thus, the type of project discussed in this book is in line with the capstone format described in the ACM/IEEE Computing Curricula 2001 Computer Science (p. 53): … an alternative capstone format is a research experience that includes some original work, a review of the scientific literature, and an investigation of a proposed solution, f- lowed by a scientific paper and/or an oral presentation of the results. It is important to remember that these are undergraduates and be realistic about the amount and quality of research expected. Even so, it may be more worthwhile to expose outstanding students to the challenges of research than to have them design and build yet another program In this book, we present a process for conducting thesis projects with the resear- orientation described in the quote above.

Any B. Sc. or M. Sc. study programme in the computing discipline typically ends with a capstone project. A capstone project builds and tests the skills and the knowledge acquired during the education and is an essential part of the training towards becoming a professional. There is a large number of different terms for these types of projects: capstone project, senior project, final year project, B. Sc. / M. Sc. thesis project, etc. In this book we will use the term ‘thesis project’, and in some cases, for the sake of simplicity, just ‘project’. This book focuses on thesis projects within the computing discipline. Thus, the type of project discussed in this book is in line with the capstone format described in the ACM/IEEE Computing Curricula 2001 Computer Science (p. 53): … an alternative capstone format is a research experience that includes some original work, a review of the scientific literature, and an investigation of a proposed solution, f- lowed by a scientific paper and/or an oral presentation of the results. It is important to remember that these are undergraduates and be realistic about the amount and quality of research expected. Even so, it may be more worthwhile to expose outstanding students to the challenges of research than to have them design and build yet another program In this book, we present a process for conducting thesis projects with the resear- orientation described in the quote above.

Asked to organize an international meeting on Propafenone (Ryt­ monorm) we had to question ourselves, whether to accept this offer just as interested physicians or in our capacity as chairmen of the study group on arrhythmias and intracardiac electrography of the European Society of Cardiology. Considerung the "pros and contras" and well aware that one can easily be regarded as "product promoter" we, nevertheless, choose to organize the Symposion in association with the study group. We felt justified to do so for a number of reasons: Arrhyth­ mias and their treatment as well as the tools to detect the first and to control the latter are well within the scope of the study group. An international symposion provided the opportunity to have the "state of the art" in arrhythmias and antiarrhythmic treatment thoroughly reviewed by internationally renowned investigators, thus serving an educational purpose. Furthermore it was the intention and aim of the meeting to have what is known about a fairly new drug presented in a critical manner and to point out what is not known, but should be known. It is in that context the presentations of the free session should be judged. To the careful reader it will become apparent that much which was not said, can be read "between the lines".

Asked to organize an international meeting on Propafenone (Ryt­ monorm) we had to question ourselves, whether to accept this offer just as interested physicians or in our capacity as chairmen of the study group on arrhythmias and intracardiac electrography of the European Society of Cardiology. Considerung the "pros and contras" and well aware that one can easily be regarded as "product promoter" we, nevertheless, choose to organize the Symposion in association with the study group. We felt justified to do so for a number of reasons: Arrhyth­ mias and their treatment as well as the tools to detect the first and to control the latter are well within the scope of the study group. An international symposion provided the opportunity to have the "state of the art" in arrhythmias and antiarrhythmic treatment thoroughly reviewed by internationally renowned investigators, thus serving an educational purpose. Furthermore it was the intention and aim of the meeting to have what is known about a fairly new drug presented in a critical manner and to point out what is not known, but should be known. It is in that context the presentations of the free session should be judged. To the careful reader it will become apparent that much which was not said, can be read "between the lines".

Bericht des 1. Internationalen Rytmonorm-Kongresses