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188 pages

188 pages

188 pages

188 pages

188 pages

188 pages

The findings of a preliminary investigation by Southwest Research Institute (SwRI) in simulation host computer concepts is presented. It is designed to aid NASA in evaluating simulation technologies for use in spaceflight training. The focus of the investigation is on the next generation of space simulation systems that will be utilized in training personnel for Space Station Freedom operations. SwRI concludes that NASA should pursue a distributed simulation host computer system architecture for the Space Station Training Facility (SSTF) rather than a centralized mainframe based arrangement. A distributed system offers many advantages and is seen by SwRI as the only architecture that will allow NASA to achieve established functional goals and operational objectives over the life of the Space Station Freedom program. Several distributed, parallel computing systems are available today that offer real-time capabilities for time critical, man-in-the-loop simulation. These systems are flexible in terms of connectivity and configurability, and are easily scaled to meet increasing demands for more computing power.

The findings of a preliminary investigation by Southwest Research Institute (SwRI) in simulation host computer concepts is presented. It is designed to aid NASA in evaluating simulation technologies for use in spaceflight training. The focus of the investigation is on the next generation of space simulation systems that will be utilized in training personnel for Space Station Freedom operations. SwRI concludes that NASA should pursue a distributed simulation host computer system architecture for the Space Station Training Facility (SSTF) rather than a centralized mainframe based arrangement. A distributed system offers many advantages and is seen by SwRI as the only architecture that will allow NASA to achieve established functional goals and operational objectives over the life of the Space Station Freedom program. Several distributed, parallel computing systems are available today that offer real-time capabilities for time critical, man-in-the-loop simulation. These systems are flexible in terms of connectivity and configurability, and are easily scaled to meet increasing demands for more computing power.

The findings of a preliminary investigation by Southwest Research Institute (SwRI) in simulation host computer concepts is presented. It is designed to aid NASA in evaluating simulation technologies for use in spaceflight training. The focus of the investigation is on the next generation of space simulation systems that will be utilized in training personnel for Space Station Freedom operations. SwRI concludes that NASA should pursue a distributed simulation host computer system architecture for the Space Station Training Facility (SSTF) rather than a centralized mainframe based arrangement. A distributed system offers many advantages and is seen by SwRI as the only architecture that will allow NASA to achieve established functional goals and operational objectives over the life of the Space Station Freedom program. Several distributed, parallel computing systems are available today that offer real-time capabilities for time critical, man-in-the-loop simulation. These systems are flexible in terms of connectivity and configurability, and are easily scaled to meet increasing demands for more computing power.

The findings of a preliminary investigation by Southwest Research Institute (SwRI) in simulation host computer concepts is presented. It is designed to aid NASA in evaluating simulation technologies for use in spaceflight training. The focus of the investigation is on the next generation of space simulation systems that will be utilized in training personnel for Space Station Freedom operations. SwRI concludes that NASA should pursue a distributed simulation host computer system architecture for the Space Station Training Facility (SSTF) rather than a centralized mainframe based arrangement. A distributed system offers many advantages and is seen by SwRI as the only architecture that will allow NASA to achieve established functional goals and operational objectives over the life of the Space Station Freedom program. Several distributed, parallel computing systems are available today that offer real-time capabilities for time critical, man-in-the-loop simulation. These systems are flexible in terms of connectivity and configurability, and are easily scaled to meet increasing demands for more computing power.

Second University of Illinois Conference on Computer Graphics

The Computer Concepts Wiki dumped with WikiTeam tools.

The Computer Concepts Wiki dumped with WikiTeam tools.

The Computer Concepts Wiki dumped with WikiTeam tools.

This submission updates Volume II to the latest Acquisition Phase specification for Area Control Computer Complex (ACCC), and includes corrections and improvements as necessary. This volume is one of a series of operations concepts for the FAA's Advanced Automation System (AAS). It describes how terminal and en route controllers in the Area Control Facilities may perform their operational jobs in the full ACCC environment with AERA 1 capabilities. ACCC functionally is assumed to be as described in the AAS System Level Specification, 28 August 1987. Included here are: Composition Graphs, showing the logical flow of operational tasks performed in response to or anticipation of external Air Traffic Events; a series of analyses of these tasks, including Task Information Requirements, Cognitive/Sensory Attributes, and Performance Criteria; a User Interface Language aggregating system input and output messages in a hierarchical organization; a decomposition of tasks to their constituent procedural elements; traceability between tasks and supporting ACCC functionally; and sample operational scenarios for each position. Data presented here are generated and maintained using the Computer-Human Operational Requirements analysis System (CHORAS). CHORAS includes an automated task database, specialized graphing capabilities, and display and hard copy output features tailored to the needs of operations concept analysis. Keywords: Federal Aviation Administration (FAA), Task analysis, Operational scenarios, Composition graphs, Man machine interface, Area control facility.

Although the advent of fast and inexpensive parallel computers has rendered numerous previously intractable calculations feasible, many numerical simulations remain too resource intensive to be directly inserted into engineering optimization efforts. An alternative to direct insertion considers models for computational systems: the expensive simulation is evoked only to construct and validate a simplified input output model; this simplified input output model then serves as a simulation surrogate in subsequent engineering optimization studies. As compared to the direct insertion approach, surrogates offer more complete, efficient, and robust optimization, greater accommodation of prior information, broad applicability to families of objective functions, and a more interactive, flexible design environment. In this project, a validated surrogate methodology was developed which permits economical and reliable integration of large-scale, possibly noisy numerical simulations into engineering design and optimization studies. The project included both the formulation, analysis, and implementation of construction-validations algorithms, and the application of the resulting techniques to problems of scientific and engineering interest. The sample application are intended to be sufficiently simple to permit numerical experiment, yet sufficiently complex to properly stimulate, constrain, and demonstrate the proposed methodology.

Twenty-one modules from ALCHEM, a computer-assisted instruction program, are presented. ALCHEM consists of a set of modular programs which are used at Simon Fraser University to cover some basic concepts introduced in an introductory college-level general chemistry course. The interactive exercises do not furnish background information or introduce new material, but serve to help students to become more aware of the meaning of basic chemical concepts, their interrelationships, and their applicability to practical situations. Although ALCHEM is available as a course by itself, its main use is as a depository for computer-assisted instructional (CAI) modules which are copies onto other CAI programs designed for specific chemistry courses. Material developed prior to July 1973 was in the Coursewriter III language; future material will be written in York/APL. (Author/OB)

There are increasing numbers of commercially available computer graphics packages, both in terms of hardware and software, that can be utilized by instructors, practitioners, and students of education. With the proliferation of low-cost graphic terminals, time-sharing capabilities, and recent advances in mini- and microcomputers, computer graphics and associated applications have been practical, reliable, cost-effective, and available at a host of working, user-oriented levels. Working databases used for instructional purposes in undergraduate and graduate marketing courses, especially in physical-distribution related subjects, illustrate the potential capabilities of appropriate computer software packages such as SYMAP, SYMVU, PLOTALL, QUSMO, and QUTAB. Applications and examples derived from these packages can be represented from existing output facilities, such as the line-printer terminal, incremental drum-plotter, flatbed plotter, and electrostatic plotter. Computer graphics can be an essential tool in helping consumers of information to conceptualize and ultimately visualize raw data files. In addition, the basic skills that students learn in applying computer graphics to business decision-making situations enhance their preparation for the world of work. Seven tables and eight references are provided as well as seven samples of computer-generated graphic displays. (Author/MES)

The purpose of the study is to determine prospective mathematics teachers' views about using computer-based instructional materials in constructing mathematical concepts and to reveal how the sample computer-based instructional materials for different mathematical concepts altered their views. This is a qualitative study involving twelve prospective secondary mathematics teachers from a public university in Turkey. The data were gathered from two semi-structural interviews named pre-interview and post-interview. Between these interviews computer-based instructional materials were introduced to the participants. Findings revealed that the participants had positive perceptions toward these materials and believed that such tools help integrating mathematics and daily life. (Contains 5 tables and 6 figures.)

Advert for Computer Concept's Inter-* suite of ROM's for the BBC Microcomputer

Includes index

28 pages

28 pages

28 pages

28 pages

28 pages

28 pages

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28 pages

The effects of different types of feedback in computer assisted instruction (CAI) on relational concept learning by young children were compared in this study. Subjects were 89 kindergarten students whose primary language was English, and whose performance on the Boehm Test of Basic Concepts was within the average range chosen from classes in a predominantly low income New York City school district. Nine relational concepts were selected for CAI over a six-week period, and three conditions of computer-generated feeeback--textual, symbolic, and pictorial--were presented to the experimental groups. A control group participated in a color matching game on the computer. Motivational effects were measured by time and trials-to-criterion on the computer, and the Boehm Test of Basic Concepts was used to measure the immediate and delayed effects of CAI on the children's level of knowledge of basic relational concepts. Results indicated that, although children's performance across experimental groups was significantly better than the performance of the control group, there were no significant differences in performance among the feedback groups. These results suggest that learning within a microcomputer environment may be intrinsically stimulating for very young children. Three tables and 28 references are included. (Author/MES)

Realization: In an outcome-based curriculum, some outcomes need to be purposefully developed across courses and years. Result: A retrospective, outcome-based look at an existing curriculum.

This research concerns various ways of using computers for teaching problem-solving concepts and skills. New lines of approach to programmed teaching, programming, and instructional monitoring were investigated in various instructional contexts including mathematics, physics, and medicine. Four programming systems--Mentor, Stringcomp, Simon, and Logo--were designed and used as an integral part of these investigations. The systems are described and their capabilities demonstrated in instructional applications of several kinds. The work suggests some new ways in which computers might make valuable contributions to education. (1) The teaching of appropriate programming languages can provide a conceptual and operational framework for the teaching of mathematics. (2) Utilizing diagnostic cues, instructional monitors can enhance the teaching of practical subjects (navigation, languages, music) whose mastery requires the integration of mechanical and intellectual skills.

[160] pages : 21 cm

[160] pages : 21 cm

[160] pages : 21 cm

This study explores the instructional impact of using computer multimedia to integrate metaphorical verbal information into graphical representations of biotechnology concepts. The combination of text and graphics into a single metaphor makes concepts dual-coded, and therefore more comprehensible and memorable for the student. Visual stimuli help the learner establish semantic connections between the abstract and the concrete, and it is hoped that metaphoric stimuli can facilitate analogical links between the unfamiliar and the familiar. In this study, six versions of instructional materials were developed: non-graphics without metaphors (control group), static graphics without metaphors, animated graphics without metaphors, non-graphics with metaphors, static graphics with metaphors, and animated graphics with metaphors. Participating college students (n=120) were randomly assigned into the six groups and studied the materials independently. A criterion-referenced test was used to assess students' learning performance, while the Instructional Material Motivation Survey (IMMS) was used to gather attitudinal responses. Interviews and observations yielded information about how students employed graphics and metaphors for mental elaboration. Quantitative results suggested that animated graphics plus metaphorical treatment enhanced motivation the most, although metaphorical treatment seemed to be received positively regardless of what accompanied it. Furthermore, the results of the interviews and observations shed light on, among other things, how students process and interpret graphical displays and how the pace of animated presentations influences learning. As a sample of the metaphorical technique, an appendix offers a series of sequential drawings and accompanying verbal information that depict strands of genetic materials as "screwed zippers." (Contains 36 references. (BEW)

This study explores the instructional impact of using computer multimedia to integrate metaphorical verbal information into graphical representations of biotechnology concepts. The combination of text and graphics into a single metaphor makes concepts dual-coded, and therefore more comprehensible and memorable for the student. Visual stimuli help the learner establish semantic connections between the abstract and the concrete, and it is hoped that metaphoric stimuli can facilitate analogical links between the unfamiliar and the familiar. In this study, six versions of instructional materials were developed: non-graphics without metaphors (control group), static graphics without metaphors, animated graphics without metaphors, non-graphics with metaphors, static graphics with metaphors, and animated graphics with metaphors. Participating college students (n=120) were randomly assigned into the six groups and studied the materials independently. A criterion-referenced test was used to assess students' learning performance, while the Instructional Material Motivation Survey (IMMS) was used to gather attitudinal responses. Interviews and observations yielded information about how students employed graphics and metaphors for mental elaboration. Quantitative results suggested that animated graphics plus metaphorical treatment enhanced motivation the most, although metaphorical treatment seemed to be received positively regardless of what accompanied it. Furthermore, the results of the interviews and observations shed light on, among other things, how students process and interpret graphical displays and how the pace of animated presentations influences learning. As a sample of the metaphorical technique, an appendix offers a series of sequential drawings and accompanying verbal information that depict strands of genetic materials as "screwed zippers." (Contains 36 references. (BEW)

This study explores the instructional impact of using computer multimedia to integrate metaphorical verbal information into graphical representations of biotechnology concepts. The combination of text and graphics into a single metaphor makes concepts dual-coded, and therefore more comprehensible and memorable for the student. Visual stimuli help the learner establish semantic connections between the abstract and the concrete, and it is hoped that metaphoric stimuli can facilitate analogical links between the unfamiliar and the familiar. In this study, six versions of instructional materials were developed: non-graphics without metaphors (control group), static graphics without metaphors, animated graphics without metaphors, non-graphics with metaphors, static graphics with metaphors, and animated graphics with metaphors. Participating college students (n=120) were randomly assigned into the six groups and studied the materials independently. A criterion-referenced test was used to assess students' learning performance, while the Instructional Material Motivation Survey (IMMS) was used to gather attitudinal responses. Interviews and observations yielded information about how students employed graphics and metaphors for mental elaboration. Quantitative results suggested that animated graphics plus metaphorical treatment enhanced motivation the most, although metaphorical treatment seemed to be received positively regardless of what accompanied it. Furthermore, the results of the interviews and observations shed light on, among other things, how students process and interpret graphical displays and how the pace of animated presentations influences learning. As a sample of the metaphorical technique, an appendix offers a series of sequential drawings and accompanying verbal information that depict strands of genetic materials as "screwed zippers." (Contains 36 references. (BEW)

This study explores the instructional impact of using computer multimedia to integrate metaphorical verbal information into graphical representations of biotechnology concepts. The combination of text and graphics into a single metaphor makes concepts dual-coded, and therefore more comprehensible and memorable for the student. Visual stimuli help the learner establish semantic connections between the abstract and the concrete, and it is hoped that metaphoric stimuli can facilitate analogical links between the unfamiliar and the familiar. In this study, six versions of instructional materials were developed: non-graphics without metaphors (control group), static graphics without metaphors, animated graphics without metaphors, non-graphics with metaphors, static graphics with metaphors, and animated graphics with metaphors. Participating college students (n=120) were randomly assigned into the six groups and studied the materials independently. A criterion-referenced test was used to assess students' learning performance, while the Instructional Material Motivation Survey (IMMS) was used to gather attitudinal responses. Interviews and observations yielded information about how students employed graphics and metaphors for mental elaboration. Quantitative results suggested that animated graphics plus metaphorical treatment enhanced motivation the most, although metaphorical treatment seemed to be received positively regardless of what accompanied it. Furthermore, the results of the interviews and observations shed light on, among other things, how students process and interpret graphical displays and how the pace of animated presentations influences learning. As a sample of the metaphorical technique, an appendix offers a series of sequential drawings and accompanying verbal information that depict strands of genetic materials as "screwed zippers." (Contains 36 references. (BEW)

A computer modeling tool is being developed to assess candidate designs for the Space Station Data Management System (DMS). The DMS is to be a complex distributed computer system including the processor, storage devices, local area networks, and software that will support all processing functions onboard the Space Station. The modeling tool will allow a candidate design for the DMS, or for other subsystems that use the DMS, to be evaluated in terms of parameters. The tool and its associated modeling methodology are intended for use by DMS and subsystem designers to perform tradeoff analyses between design concepts using varied architectures and technologies.

Tri 3 2022/2023

Tri 3 2022/2023

Tri 3 2022/2023

To understand how computer conferencing can be used to meld communication and education among remotely located high-level professions, an ongoing exploratory study started to collect data from participants in an advanced adult education course conducted primarily via computer-mediated communication in the area of top level management. The questions posed to the students had three broad research foci: an evaluation of the system as an adult educational environment, the computer as a communication medium, and the social dynamics and interactions among students, instructors and program organizers. The data collected thus far have yielded the following information: (1) the primary reason for enrolling in the course was an interest in the computer-mediated communication process itself, (2) the quality of the social interaction among the seminar participants was most frequently considered to be variable at best, (3) those areas in which the seminars were judged to be most successful were at providing potentially open forums for frank exchange and getting acquainted with new ideas, and (4) there were intriguing issues that dealt with personal feelings and communication dynamics. (HOD)

This research paper specifically examined the impact of Geographic Information System (GIS) integration in a learning method and on the performance and retention of Environmental Education (EE) concepts in basic social studies. Non-equivalent experimental research design was employed. 126 pupils in four intact, computer-mediated classrooms were sampled. Instruments included Envi-Geo Info System (EGIS) package and Environmental Information Achievement Test (EAT). The study found no significant effect of treatment on performances of participants in EGIS integrated treatment groups. No significant effect was found across the groups on pupils retention even though, treatment groups retention mean was higher than contemporaries. The study concluded that, adaptation of EGIS into sorted EE concepts will improve learning and might boost retention even in computer-mediated social studies classroom provided the use of GIS is made feasible in Nigeria and adopted into teaching-learning process. It recommended that stakeholders in Nigerian education system should foster workable strategies to improve teaching and learning and that, the use of GIS locally must be placed in the national education objectives. It is in the best interest of the people to learn the rudiments of personal safety, spatial development, incidental natural alerts, as well as preventions and solutions.

Includes index

This volume was digitized and made accessible online due to deterioration of the original print copy.

This volume was digitized and made accessible online due to deterioration of the original print copy.

This volume was digitized and made accessible online due to deterioration of the original print copy.

This volume was digitized and made accessible online due to deterioration of the original print copy.