Downloads & Free Reading Options - Results

A very simple and inexpensive computer-driven analog-to-digital converter is described for use with an 8-bit microcomputer. Characteristics of the device are discussed along with possible improvements. A computer program written for an 8080A microprocessor to drive the device is given. (Author)

Zoomable full resolution image available at davidrumsey.com . This image 12111.000 is a part of image group 12111.000 . Date estimated. Color.

A research project was undertaken to explore the effects of using a microcomputer equipped with a speech synthesizer to enhance and aid in the individualization of the language experience approach in beginning reading instruction. A prototypic program was developed and pilot-tested with 12 kindergarten children over a three-week period, with each child participating in three individual sessions a week for two weeks. In the third week, the computer was moved into the classrooms to evaluate the benefits that a speech-enhanced system might have on the communicative environment. During the project, three areas were identified in which the microcomputer made distinct contributions to the language experience program: (1) more efficient use of teacher time and materials, (2) increased individualized and independent learning, and (3) increased student motivation. The pilot study confirmed that microcomputers with speech synthesizers can enhance the language experience approach to beginning reading. (Author/FL)

To study the perceived needs of the rural science teacher a random sampling of rural and non-rural Tennessee teachers (200) responded to a survey which addressed several areas of concern. This paper deals only with questions concerning microcomputer use--the availability of computers for teachers' use, frequency of student computer use, frequency of teacher computer use, and primary purposes for using the computer. Data analysis revealed that computers have had little impact on science education in Tennessee's secondary schools and are being used to only a limited degree; in a large percentage of schools, computers are not being used at all. There did not appear to be any inequities in computer availability between rural and non-rural schools, however, science teachers appeared to be uneasy about fitting computers into their daily routines. In light of the findings in this research, two recommendations are made: the study should be expanded to include findings of the other participating states, and combining of data across the states would result in a large enough pool of computer teachers for effective comparison with noncomputer teachers. It is suggested that science teachers be made aware that computers have the potential to be tools for instruction, providing ways for students to increase problem-solving skills and engage in higher-order learning. Six statistical tables are included. (LL)

To study the perceived needs of the rural science teacher a random sampling of rural and non-rural Tennessee teachers (200) responded to a survey which addressed several areas of concern. This paper deals only with questions concerning microcomputer use--the availability of computers for teachers' use, frequency of student computer use, frequency of teacher computer use, and primary purposes for using the computer. Data analysis revealed that computers have had little impact on science education in Tennessee's secondary schools and are being used to only a limited degree; in a large percentage of schools, computers are not being used at all. There did not appear to be any inequities in computer availability between rural and non-rural schools, however, science teachers appeared to be uneasy about fitting computers into their daily routines. In light of the findings in this research, two recommendations are made: the study should be expanded to include findings of the other participating states, and combining of data across the states would result in a large enough pool of computer teachers for effective comparison with noncomputer teachers. It is suggested that science teachers be made aware that computers have the potential to be tools for instruction, providing ways for students to increase problem-solving skills and engage in higher-order learning. Six statistical tables are included. (LL)

To study the perceived needs of the rural science teacher a random sampling of rural and non-rural Tennessee teachers (200) responded to a survey which addressed several areas of concern. This paper deals only with questions concerning microcomputer use--the availability of computers for teachers' use, frequency of student computer use, frequency of teacher computer use, and primary purposes for using the computer. Data analysis revealed that computers have had little impact on science education in Tennessee's secondary schools and are being used to only a limited degree; in a large percentage of schools, computers are not being used at all. There did not appear to be any inequities in computer availability between rural and non-rural schools, however, science teachers appeared to be uneasy about fitting computers into their daily routines. In light of the findings in this research, two recommendations are made: the study should be expanded to include findings of the other participating states, and combining of data across the states would result in a large enough pool of computer teachers for effective comparison with noncomputer teachers. It is suggested that science teachers be made aware that computers have the potential to be tools for instruction, providing ways for students to increase problem-solving skills and engage in higher-order learning. Six statistical tables are included. (LL)

The application of an array processor to laser velocimeter data processing is presented. The hardware is described along with the method of parallel programming required by the array processor. A portion of the data processing program is described in detail. The increase in computational speed of a microcomputer equipped with an array processor is illustrated by comparative testing with a minicomputer.

This study investigates whether the recommendations for increased emphasis on computer technology in education made by such organizations as the National Commission on Excellence in Education, the National Science Board, and the Office of the Assistant Secretary for Educational Research and Improvement are being heeded formally in the public school system and informally in the home. Data were acquired by a survey of a stratified random sample of 983 students in the four secondary schools of the Eugene, Oregon, school district. The questionnaire used solicited information in the following areas: (1) microcomputing activities engaged in at school and time spent on each activity; (2) microcomputing activities engaged in at home and time spent on each activity; and (3) the relationship between home and school use of microcomputers. Results indicate that over half of the students in the study used a microcomputer; that computers are being extensively used by secondary students both at home and at school; and that students using microcomputers in the home tend to involve themselves in a wider variety of computer-based activities than students at school. Moreover, the use of applications software at home indicates some transfer of the school's emphasis on the "computer as a tool" to computer use in the home. Statistical results are presented in three tables, and references are provided. (KM)

This study investigates whether the recommendations for increased emphasis on computer technology in education made by such organizations as the National Commission on Excellence in Education, the National Science Board, and the Office of the Assistant Secretary for Educational Research and Improvement are being heeded formally in the public school system and informally in the home. Data were acquired by a survey of a stratified random sample of 983 students in the four secondary schools of the Eugene, Oregon, school district. The questionnaire used solicited information in the following areas: (1) microcomputing activities engaged in at school and time spent on each activity; (2) microcomputing activities engaged in at home and time spent on each activity; and (3) the relationship between home and school use of microcomputers. Results indicate that over half of the students in the study used a microcomputer; that computers are being extensively used by secondary students both at home and at school; and that students using microcomputers in the home tend to involve themselves in a wider variety of computer-based activities than students at school. Moreover, the use of applications software at home indicates some transfer of the school's emphasis on the "computer as a tool" to computer use in the home. Statistical results are presented in three tables, and references are provided. (KM)

This study investigates whether the recommendations for increased emphasis on computer technology in education made by such organizations as the National Commission on Excellence in Education, the National Science Board, and the Office of the Assistant Secretary for Educational Research and Improvement are being heeded formally in the public school system and informally in the home. Data were acquired by a survey of a stratified random sample of 983 students in the four secondary schools of the Eugene, Oregon, school district. The questionnaire used solicited information in the following areas: (1) microcomputing activities engaged in at school and time spent on each activity; (2) microcomputing activities engaged in at home and time spent on each activity; and (3) the relationship between home and school use of microcomputers. Results indicate that over half of the students in the study used a microcomputer; that computers are being extensively used by secondary students both at home and at school; and that students using microcomputers in the home tend to involve themselves in a wider variety of computer-based activities than students at school. Moreover, the use of applications software at home indicates some transfer of the school's emphasis on the "computer as a tool" to computer use in the home. Statistical results are presented in three tables, and references are provided. (KM)

Designed to provide teacher-trainees with practice before entering a real classroom, a microcomputer-based simulation of classroom interaction became a key component in the curriculum of two introductory methods courses offered at the University of Virginia. Twenty-two participants used IBM-PC equipment to complete two skill modules. Each module included a series of simulated lessons followed by a debriefing session during which individualized counseling on skill attainment was given. In the first module, trainees were encouraged to inform pupils whether their content-based answers to spelling questions were correct or not. In the second module, trainees were encouraged to adjust the pace of their questioning on the basis of whether they were introducing or reviewing content-related material. The instructional strategies could be determined by the teacher-trainee, and the interactions between the teacher and pupil (computer simulated) was in the form of spoken dialog. Instruction for the participants was based on a skill mastery approach to learning. The teacher-trainee response to classroom simulation was positive; 100% of participants reported enjoying the post-session debriefing and performance appraisal by a counselor. Future plans include continuation and expansion of simulation methods with opportunities given for participants to experience inappropriate classroom behavior in order to gain practice in effective management techniques. (JB)

This paper describes the use of the microcomputer electronic spreadsheet in various ways in a school district, including the management of the standardized testing program. The sections of the paper include: "Microcomputer Electronic Spreadsheet Structure", "Macro Instruction Sets", "Student Information", "Faculty Information", "Administrative Information", "Supervisory Information", and "Technical Considerations." (Contains 17 references.) (SLD)

This thesis takes five FORTAN RIV programs from Computer Programs for Computational Assistance in the Study of Linear Control Theory and translates them into a microcomputer BASIC language to run on an inexpensive microcomputer system. Three of the five programs are state variable programs. They are BASMAT for basic matrix manipulation, RTRESP for rational time response, and GTRESP for graphical time response. Two are transfer function programs, FRESP for frequency response and RTLOC for root locus. A user's guide and example are included for each. A final example is used to demonstrate the utility of the two transfer function programs as an aid to direct digital design in the w'-plane.

A one-year study is being conducted to provide a comprehensive, empirical definition of the factors that produce inequitable access to computers and computer knowledge for women, to generate a list of potential solutions to this problem, and to develop a self assessment instrument for use by educators to identify the inequitable access factors operating in districts and/or classrooms. Information on 350 critical incidents--situations where computer use and access were limited for some students--has been collected from educators, students, and parents of students at 12 elementary and junior high schools. The findings halfway through the project indicate that: (1) computers have not found a place in the curriculum; (2) computer technology seems to generate enthusiasm for both very creative and routine tasks; and (3) many students do not understand what they are supposed to be learning on the computer. Gender-related findings are illustrated by means of personal narratives, e.g., females confronted by impediments to computer exposure, female difficulty in maintaining an interest in software content, and fewer opportunities for females to gain out-of-school experience with computer technology. Female perseverance in computer use is also illustrated. A nine-item bibliography is provided. (ESR)

A one-year study is being conducted to provide a comprehensive, empirical definition of the factors that produce inequitable access to computers and computer knowledge for women, to generate a list of potential solutions to this problem, and to develop a self assessment instrument for use by educators to identify the inequitable access factors operating in districts and/or classrooms. Information on 350 critical incidents--situations where computer use and access were limited for some students--has been collected from educators, students, and parents of students at 12 elementary and junior high schools. The findings halfway through the project indicate that: (1) computers have not found a place in the curriculum; (2) computer technology seems to generate enthusiasm for both very creative and routine tasks; and (3) many students do not understand what they are supposed to be learning on the computer. Gender-related findings are illustrated by means of personal narratives, e.g., females confronted by impediments to computer exposure, female difficulty in maintaining an interest in software content, and fewer opportunities for females to gain out-of-school experience with computer technology. Female perseverance in computer use is also illustrated. A nine-item bibliography is provided. (ESR)

ADA132945

ADA132945

Following a brief overview of the Japanese educational system and its programs for handicapped children, the role of microcomputers in Japan's schools is described. Most secondary and some elementary schools in Japan have acquired computers to enhance the processes of learning and teaching. In schools for the handicapped, computers are also being utilized, especially in programs for hearing and visually impaired students. A shortage of special education courseware has been a problem, and provincial education centers and individual teachers are developing appropriate courseware. Hardware developments include the design of special input-output devices designed to meet handicapped students' needs. Training is necessary to help teachers understand the technology and the role changes brought about by computers. Workshops are sponsored by the National Institute of Special Education to train special educators in the use of computers. Japan has several commercial electronic networks and bulletin boards that link scattered projects, but a need is felt for a network solely intended for special educators. Appended to the paper are statistical data on the numbers of special schools and numbers of handicapped students by handicapping condition, by type of school, and by grade level. (JDD)

Following a brief overview of the Japanese educational system and its programs for handicapped children, the role of microcomputers in Japan's schools is described. Most secondary and some elementary schools in Japan have acquired computers to enhance the processes of learning and teaching. In schools for the handicapped, computers are also being utilized, especially in programs for hearing and visually impaired students. A shortage of special education courseware has been a problem, and provincial education centers and individual teachers are developing appropriate courseware. Hardware developments include the design of special input-output devices designed to meet handicapped students' needs. Training is necessary to help teachers understand the technology and the role changes brought about by computers. Workshops are sponsored by the National Institute of Special Education to train special educators in the use of computers. Japan has several commercial electronic networks and bulletin boards that link scattered projects, but a need is felt for a network solely intended for special educators. Appended to the paper are statistical data on the numbers of special schools and numbers of handicapped students by handicapping condition, by type of school, and by grade level. (JDD)

A study investigated the availability and current use of microcomputers in industrial engineering and management education in Taiwan, Republic of China. It gathered information about the knowledge, interests, and attitudes of industrial engineering and management instructors toward microcomputers and their opinions regarding a number of computer-related topics. Data were collected through a questionnaire mailed to 221 instructors in the 19 colleges and universities in Taiwan. Responses were received from 155. Both descriptive and inferential statistics were used in the data analyses. Findings indicated that many of the instructors had received some microcomputer training; they were somewhat informed about computer knowledge; they were interested in acquiring computer skills and knowledge; and they were overwhelmingly in favor of the use of microcomputers in industrial engineering and management education. More than one-half owned a microcomputer; most had microcomputers available for their own use and/or student use in their programs; more than 60 percent were dissatisfied with the number of microcomputers available in their programs; and the majority were dissatisfied with the quantity and quality of software. No single characteristic strongly distinguished microcomputer users from nonusers. Instructors with greater exposure to microcomputers has more positive attitudes to microcomputers. (YLB)

Instructors in technical education need to use diverse methods of teaching to provide for individual differences among learners. Use of microcomputers is particularly appropriate, because such use can impart knowledge as well as develop skills. Three philosophies of computer/software instruction in technical education can be identified: (1) problem-solving procedures in which students identify and attempt to solve problems; (2) measurement-driven instruction (MDI) with its stress upon specific predetermined objectives for student attainment; and (3) decision-making strategies with learners selecting content to acquire in a rather open-ended environment. The problem-solving strategy is recommended, because problem solving is salient in the school curriculum as well as in life. MDI strategies could use subject matter acquired by students to solve life-like problems. Decision-making approaches might well emphasize using software content to solve problems. Thus, decision-making approaches may advocate students choosing, from among alternatives, problems to solve. (15 references.) (KC)

Instructors in technical education need to use diverse methods of teaching to provide for individual differences among learners. Use of microcomputers is particularly appropriate, because such use can impart knowledge as well as develop skills. Three philosophies of computer/software instruction in technical education can be identified: (1) problem-solving procedures in which students identify and attempt to solve problems; (2) measurement-driven instruction (MDI) with its stress upon specific predetermined objectives for student attainment; and (3) decision-making strategies with learners selecting content to acquire in a rather open-ended environment. The problem-solving strategy is recommended, because problem solving is salient in the school curriculum as well as in life. MDI strategies could use subject matter acquired by students to solve life-like problems. Decision-making approaches might well emphasize using software content to solve problems. Thus, decision-making approaches may advocate students choosing, from among alternatives, problems to solve. (15 references.) (KC)

Instructors in technical education need to use diverse methods of teaching to provide for individual differences among learners. Use of microcomputers is particularly appropriate, because such use can impart knowledge as well as develop skills. Three philosophies of computer/software instruction in technical education can be identified: (1) problem-solving procedures in which students identify and attempt to solve problems; (2) measurement-driven instruction (MDI) with its stress upon specific predetermined objectives for student attainment; and (3) decision-making strategies with learners selecting content to acquire in a rather open-ended environment. The problem-solving strategy is recommended, because problem solving is salient in the school curriculum as well as in life. MDI strategies could use subject matter acquired by students to solve life-like problems. Decision-making approaches might well emphasize using software content to solve problems. Thus, decision-making approaches may advocate students choosing, from among alternatives, problems to solve. (15 references.) (KC)

1 v. (various pagings)

While an integrated simulation environment provides a more organized structure for managing and performing simulation projects, and provides a database management structure for storing, manipulating, and analyzing data, they do not address the actual process of going out and obtaining the data. As a result, many of the common problems associated with poor problem and system definition, and low quality model input data, may still occur. To solve this problem, this study examines the concept of developing a 'support-support' system; a portable microcomputer with software tools designed to support collection of the data, both subjective and objective, required in a simulation study. This data can then be ported into the integrated support system for analysis and model development. In developing this concept, the simulation process is better defined using structured analysis diagrams. Based on this analysis the functions that a support-support system could best accomplish are identified and a conceptual specification developed. An implementation strategy is proposed which is based on the use of readily available software tools, such as dBASE III, an the use of a simple programming language, such as BASIC. To demonstrate how this strategy can be implemented, a BASICA program was developed to support model input data collection. Using a graphic display to define input data requirements and single key inputs, this program should maximize the time an analyst can spend observing the system and minimize the time he/she has to spend entering data.

As drill and practice programs in computer assisted instruction (CAI) in English give students a chance to test their understanding and free the teacher from test grading, they seem a legitimate if unexciting use of the computer; but what seems less defensible is that, according to some estimates, 90% of available CAI software is of this drill and practice type. A new form of CAI known as "simulation," however, uses the computer's full capabilities to put students in a simulated environment to discover for themselves how best to handle a situation. One such simulation in literature instruction is the "Huck Finn" program. After reading assigned pages, the students work with a computer simulation of the situation in which they have just left Huck Finn and try to get themselves out of Huck's predicament. Having faced the situation on the screen and thought their way through it, the students will be more eager to see Huck's solution and more able to share his feelings. The students then read more assigned pages and the process is repeated. Students appear to enjoy the program and one formal evaluation showed that it improved both understanding and appreciation of the book. While the program is open to improvement, it at least uses fully the current state of technology and serves as a model for the type of computer program that might be made available for literature instruction. (Examples of three simulations from the Huck Finn program are included.) (HTH)

How microcomputers are to be utilized in on-going mathematics instruction is discussed. In the first section, the ideas of Skinner are considered in relation to microcomputer use. How computer-assisted instruction would appear when Skinner's programmed learning suggestions are followed is described, and other points of his philosophical beliefs are discussed. In the next section, the use of microcomputers for drill and practice is noted, with questions raised. The use of word processing in the mathematics curriculum and in particular in problem solving is next discussed. This leads to a discussion of the broader meaning of problem solving. The fifth section considers remedial work, with characteristics of useful software listed. Next, the usefulness of simulations is discussed, followed by sections on tutorial concepts, correlating mathematics with other curricular areas, computer managed instruction, and computer literacy. In-service education with computers is the subject of the final section, emphasizing teacher workshops. (MNS)

This report summarizes the activities of the first year of a 2-year Lilly Endowment, Inc. sponsored project, which funded nine Indiana school corporations to select and field test current microcomputer software, and presents 53 critical software evaluations based on information gathered from teachers and students. Information provided by the report includes: (1) a statistical description of the field testing; (2) a summary of the evaluations; (3) a list of programs by general subject areas; (4) a list of programs by grade level; (5) a list of programs by hardware format used; (6) the evaluations (listed alphabetically by title); (7) recommendations of sources for computer software; (8) a sample agenda for a workshop on computer program utilization; and (9) a report on the need for centralized control of selection, evaluation, and acquisition of microcomputer software. Each software program evaluation lists the title, intended audience and curriculum, instruction method, hardware format, producer and/or distributor, stated program objectives, teacher evaluation, and student evaluation. Also included are sample microcomputer software evaluation forms for teachers and students. Summary notes on the evaluations indicate that most programs evaluated by the teachers received a "B" level, and very few were graded in the lowest levels of "D" or "F"; the most common student criticism was that the program was too easy. Statements and drawings from students' evaluation forms are used as illustrations throughout the report. (JB)

1 volume : 28 cm

1 volume : 28 cm

The use of microcomputers by college administrators to increase productivity is discussed. Microcomputers can help increase productivity in the following administrative office tasks: decision support, communication, personal assistance, and task management. One of the most promising developments to emerge from the decision sciences over the past 10 years is Decision Support Systems. The three types of decision support aids for microcomputers that have proved to be of most value to both novice and expert microcomputer users are electronic worksheets, graph and chart formatting aids, and data base management systems. Two of the automated office subsystems that can improve communications are electronic mail systems and word-processing systems. Microcomputers can be used to implement both of these types of systems. Word-processing systems can help administrators reduce the time spent on editing and revising reports and correspondence. Software packages available to administrators include those for a daily personal calendar/reminder system, keeping notes by topical areas in the initial stage of writing a speech or report, and managing office tasks such as employees' schedules. A bibliography is appended. (SW)

This study of "successful" teachers' microcomputer-based mathematics and science instruction had three objectives: (1) to describe how teachers who were nominated by their peers as "successful" microcomputer-using teachers use the technology for instruction; (2) to describe how these uses vary as a function of teacher characteristics and district, school, and classroom contexts; and (3) to make recommendations based on these teachers' suggestions for educating teachers in the instructional uses of microcomputers and for developing courseware that serves teachers' pedagogical aims. Sections in the report after the introduction include: theoretical framework, method, patterns of microcomputer-based instruction, teachers' attitudes and knowledge and teaching contexts, staff development for microcomputer-based instruction, characteristics of teacher-friendly courseware, and conclusions and recommendations. A bibliography is included. (MNS)

This study of "successful" teachers' microcomputer-based mathematics and science instruction had three objectives: (1) to describe how teachers who were nominated by their peers as "successful" microcomputer-using teachers use the technology for instruction; (2) to describe how these uses vary as a function of teacher characteristics and district, school, and classroom contexts; and (3) to make recommendations based on these teachers' suggestions for educating teachers in the instructional uses of microcomputers and for developing courseware that serves teachers' pedagogical aims. Sections in the report after the introduction include: theoretical framework, method, patterns of microcomputer-based instruction, teachers' attitudes and knowledge and teaching contexts, staff development for microcomputer-based instruction, characteristics of teacher-friendly courseware, and conclusions and recommendations. A bibliography is included. (MNS)

A prototype of DYNAMAN, which is an implementation of the Articulated Total Body (ATB) Model on PCs, has been developed. DYNAMAN is an interactive software which can be used to analyze the dynamics of vehicle occupants and crewmember ejection problems. It is menu driven and is comprised of the preprocessor, the simulation module and the postprocessor. DYNAMAN will run on Intel 80286 based machines with appropriate math coprocessors. The preprocessor allows the analyst to set up, interactively, the input data set for the simulation module. The simulation module accepts input data sets created by the preprocessor and standard ATB-IV.O input data sets and produces picture, plot and print output files. The simulation module also calculates common injury measures such as the Chest Severity Index (CSI), Head Severity Index (HSI), and Head Injury Criteria (HIC). The postprocessor can be used to examine the motion of the vehicle occupant, and to obtain plots of various dynamic variables or to view them as tables. Keywords: Mathematical model; Computer Software; Biodynamics; Rigid body dynamics. (kr)

This description of ways in which a microcomputer can enhance the process of conducting qualitative research uses a multiple site case study in education carried out during 1986-87 as an example (the study examined the mobilization and implementation stages of introducing microcomputers into a majority adopter school district). Specific microcomputer applications are described, i.e., the use of 512K Macintosh computer to facilitate the collection, analysis, and presentation of ethnographic interviews, naturalistic observations, historical documents, and tabular data. Software packages discussed in this context include MacWrite for word processing; FileMaker for creating databases; Multiplan to produce spreadsheets of tabular information; and MacDraw to produce graphs and illustrations for the final research project. Sample output is shown. Also discussed are the potentials of Hypercard, a new software package implementing the concept of hypertext that will enable researchers to organize qualitative data in a relational database. It is concluded that the computer proved especially valuable for tracking themes and for text arrangement, and that it allowed the researcher to collect, analyze, and present the data more efficiently. (21 references) (Author/MES)

Despite the well-known potential of computer technology to promote achievement and motivational gains among social studies learners, there is very little reported use of microcomputers in social studies classrooms. Factors contributing to this lack of use include: (a) lack of microcomputers for teacher use, (b) lack of high quality software, (c) ambivalence of research findings on the effectiveness of computer based education, (d) lack of teacher knowledge and skills regarding the instructional use of computers, and (e) lack of software that is integrated into the social studies curriculum. This study surveyed secondary social studies teachers to determine: (a) the degree to which they are integrating microcomputers into their instruction, (b) the nature and extent of this integration, and (c) the incentives or barriers to integrating microcomputers into social studies. Research methodology is examined and results are discussed and presented in tables. Findings reveal a higher level of computer use in secondary social studies instruction than previously reported, and positive attitudes toward computer integration in the classroom. Computer usage continues to be low, however, and one major barrier to increased use is insufficient teacher preparation. Seventy-four percent of respondents had no computer experience. Another is the lack of available computers for classroom use. The paper presents a profile of computer users and non-users, describes how microcomputers are used in social studies classes, assesses the influence of context variables, such as geographic location, on microcomputer use, and proposes responses to the study findings designed to improve social studies computer use. A 29-item bibliography is included. (GEA)

Future issues for equity in education are discussed in this paper. It is argued that computer literacy is increasingly becoming a key element in a child's education and future success. A growing body of evidence is cited which shows that access to microcomputers in the schools will be more limited for poor and minority students than for wealthier, majority students. It is also hypothesized that female students may not participate in advanced programs for mathematics, science, and related activities to the degree that male students will participate. Further data cited indicate that more computers are being purchased and made available by wealthier districts, and that more sophisticated student-computer interaction takes place within these districts. The paper concludes with a review of the potential assistance that Federal and State governments can provide to help achieve equity in this new field. (Author/GC)

Available from National Technical Information Service, Springfield, Va

The proliferation of microcomputers is a reality. During this study, we researched the implementation and use of microcomputers for aviation logistics support in the 3rd Marine Aircraft Wing. In the course of our research, we interviewed Staff Officers and other personnel involved with automation and aviation logistics support. We saw first hand how these microcomputer systems were being employed. Based upon accepted theory and current ideas regarding the use of information technology, we analyzed the methods and effectiveness of microcomputer implementation and use across the Wing. We found a high degree of variability in the implementation methods and use of microcomputer systems. A great deal of work, remains to be done. We think that much of what we discovered in the course of our study is applicable across organizational boundaries within the United States Marine Corps.

The conditions and events which served to highlight the fact that End-User Computing (EUC) had been ignored in the past and is being poorly managed in the present are discussed. Mind-sets and faulty prioritizations which may prevent the successful implementation of software management are also discussed. The significance of implementing a Transportation Software Catalog to enhance the Air Force's computer resources, its role as a significant contribution to effectively managing ground transportation operations, and its potential for improved savings are addressed as well. The timing of EUC management emphasis, current guidance and direction, recommended methods of implementation, and current examples of off-the-shelf transportation software available from both military and civilian sources have also been investigated. Keywords: Theses, Computer applications, Vehicle managements.

The conditions and events which served to highlight the fact that End-User Computing (EUC) had been ignored in the past and is being poorly managed in the present are discussed. Mind-sets and faulty prioritizations which may prevent the successful implementation of software management are also discussed. The significance of implementing a Transportation Software Catalog to enhance the Air Force's computer resources, its role as a significant contribution to effectively managing ground transportation operations, and its potential for improved savings are addressed as well. The timing of EUC management emphasis, current guidance and direction, recommended methods of implementation, and current examples of off-the-shelf transportation software available from both military and civilian sources have also been investigated. Keywords: Theses, Computer applications, Vehicle managements.

The conditions and events which served to highlight the fact that End-User Computing (EUC) had been ignored in the past and is being poorly managed in the present are discussed. Mind-sets and faulty prioritizations which may prevent the successful implementation of software management are also discussed. The significance of implementing a Transportation Software Catalog to enhance the Air Force's computer resources, its role as a significant contribution to effectively managing ground transportation operations, and its potential for improved savings are addressed as well. The timing of EUC management emphasis, current guidance and direction, recommended methods of implementation, and current examples of off-the-shelf transportation software available from both military and civilian sources have also been investigated. Keywords: Theses, Computer applications, Vehicle managements.

The Computer Generated Acquisition Documents System (CGADS) was designed to assist the program manager (PM) in developing acquisition documents including Statements of Work (SOWs) and Contract Data Requirements Lists (CDRLs) for all phases of the acquisition cycle. CGADS will produce draft versions of these documents which must then be tailored to meet the needs of the particular program. The current CGADS has several shortfalls. PMs outside of ESD have difficulty accessing the system. The system must also be maintained on a mainframe computer since it requires too much disk space to be adapted to a micro-computer. Finally, the output obtained from CGADS is not in the Work Breakdown Structure (WBS) format required by the military handbook on SOW preparation. The main objective of this research was to simplify the PM's job in writing a Full-Scale Development (FSD) SOW/CDRL. This was accomplished by developin a system called Micro-Computer Generated Acquisition Documents Systems or MGADS. The MGADS program was written in COBOL of an MSDOS operating system on a Zenith Z-100 micro-computer. MGADS was developed to overcome the shortfalls of CGADS. Attention was focused only on the FSD SOW/CDRL to allow the program to fit onto a micro-computer. This also eliminates the problem of having to access CGADS over modem/telephones lines. The ouput of MGADS was restructed into WBS format in accordance with the current military handbook. MGADS is an interactive system used to develop a draft version of the FSD SOW/CDRL.

"January 1987"

A LOW-LEVEL LANGUAGE FOR USE ON THE MOS 6502 MICROCOMPUTER A low-level language, GRASSHOPPER, was developed for use as a systems programming language on the MOS 6502 microcomputer. GRASSHOPPER was designed as an alternative to assembly language for systems programming, and its use requires some knowledge of the MOS 6502 hardware. To facilitate the writing of correct and readable programs, GRASSHOPPER includes three control structures used in the higher level structured languages, and provides five distinct data types. A Project Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Science - McMaster University, April 1981

A LOW-LEVEL LANGUAGE FOR USE ON THE MOS 6502 MICROCOMPUTER A low-level language, GRASSHOPPER, was developed for use as a systems programming language on the MOS 6502 microcomputer. GRASSHOPPER was designed as an alternative to assembly language for systems programming, and its use requires some knowledge of the MOS 6502 hardware. To facilitate the writing of correct and readable programs, GRASSHOPPER includes three control structures used in the higher level structured languages, and provides five distinct data types. A Project Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Science - McMaster University, April 1981

Includes index

This thesis takes five FORTRAN IV programs from \"Computer Programs for Computational Assistance in the Study of Linear Control Theory\" by Melsa and Jones and translates them into a microcomputer BASIC language to run on an inexpensive microcomputer system. Three of the five programs are state variable programs. They are BASMAT for basic matrix manipulation, RTRESP for rational time response, and GTRESP for graphical time response. Two are transfer function programs, FRESP for frequency response and RTLOC for root locus. A user's guide and example are included for each. A final example is used to demonstrate the utility of the two transfer function programs as an aid to direct digital design in the w' -plane.