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This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

This model was developed for the basic course in speech communication, based on the Personalized System of Instruction (PSI) introduced by Fred Keller and drawing on research done by Keller and his associates. The new model, the effectiveness of which has been tested over 8 years of programmatic research and refinement, stresses two key elements for use in performance-oriented introductory courses: (1) a formal structure; and (2) competency-based instruction. Under these two broad categories fall five elements of the Structured Model of Competency-Based Instruction (SCMI) model: (1) standardization; (2) a personal hierarchy; (3) reliance on undergraduate teaching assistants; (4) competency-based evaluation; and (5) use of the classroom to apply course material. (Four footnotes and five tables describing various instructional models are included; 36 references are attached.) (KEH)

To improve quality and productivity, Navy and Marine organizations are adopting a management approach known as Total Quality Leadership (TQL). A key element of TQL requires the use of statistical measures and graphical techniques to improve process and product quality. This case study documents the efforts made by the Fleet Combat Direction Systems Support Activity (FCDSSA) to train a select group of employees to serve as facilitators in the organization's TQL system. Personnel from the Navy Personnel Research and Development Center were tasked to develop and deliver a course on Structured Problem Solving and the Basic Graphic Methods to a group of about 20 FCDSSA employees. The basic content of the course was structured around an existing process that was identified by the executive Steering Committee as important to FCDSSA. The process was analyzed using the Plan-Do-Check Act Cycle and demonstrated the application of the seven basic graphic methods discussed by W. E. Deming and others. It was clear that the statistical and graphical tools presented in these training materials can be applied to most if riot all, processes. Perceptions of the training by both participants and course developers are presented, as well as recommendations for improvement of the training process.

To improve quality and productivity, Navy and Marine organizations are adopting a management approach known as Total Quality Leadership (TQL). A key element of TQL requires the use of statistical measures and graphical techniques to improve process and product quality. This case study documents the efforts made by the Fleet Combat Direction Systems Support Activity (FCDSSA) to train a select group of employees to serve as facilitators in the organization's TQL system. Personnel from the Navy Personnel Research and Development Center were tasked to develop and deliver a course on Structured Problem Solving and the Basic Graphic Methods to a group of about 20 FCDSSA employees. The basic content of the course was structured around an existing process that was identified by the executive Steering Committee as important to FCDSSA. The process was analyzed using the Plan-Do-Check Act Cycle and demonstrated the application of the seven basic graphic methods discussed by W. E. Deming and others. It was clear that the statistical and graphical tools presented in these training materials can be applied to most if riot all, processes. Perceptions of the training by both participants and course developers are presented, as well as recommendations for improvement of the training process.

To improve quality and productivity, Navy and Marine organizations are adopting a management approach known as Total Quality Leadership (TQL). A key element of TQL requires the use of statistical measures and graphical techniques to improve process and product quality. This case study documents the efforts made by the Fleet Combat Direction Systems Support Activity (FCDSSA) to train a select group of employees to serve as facilitators in the organization's TQL system. Personnel from the Navy Personnel Research and Development Center were tasked to develop and deliver a course on Structured Problem Solving and the Basic Graphic Methods to a group of about 20 FCDSSA employees. The basic content of the course was structured around an existing process that was identified by the executive Steering Committee as important to FCDSSA. The process was analyzed using the Plan-Do-Check Act Cycle and demonstrated the application of the seven basic graphic methods discussed by W. E. Deming and others. It was clear that the statistical and graphical tools presented in these training materials can be applied to most if riot all, processes. Perceptions of the training by both participants and course developers are presented, as well as recommendations for improvement of the training process.

Apple development tool manual

Apple development tool manual

Apple development tool manual

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"MicroExam Test Bank for Computer Mathematics: Structured BASIC with Math Applications" is a 1989 educational program developed by Gene and Barbara Hite, and distributed by South-Western Publishing. This is version 1.01. It is preserved here for the first time.

"MicroExam Test Bank for Computer Mathematics: Structured BASIC with Math Applications" is a 1989 educational program developed by Gene and Barbara Hite, and distributed by South-Western Publishing. This is version 1.01. It is preserved here for the first time.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

The Corps of Engineers National Dam Inventory Data Update Program (NDI) is a database program developed through the Computer Applications in Geotechnical Engineering Program. The NDI is used to store and retrieve a variety of information pertaining to dams in which the Corps of Engineers has an interest. This report describes the purpose of the NDI and proposes a restructuring for the NDJ to provide greater efficiency and ease of maintenance. Two basic too's for program development are described: the Entity-relationship (E-R) Diagram and the Structure Chart Examples of the use of the E-R Diagram and the Structure Chart are presented in the report and examples using modules from the NDI illustrate their use in program development. The report provides a structured documentation and describes some improvements to the NDI based on the use of these tools. A life cycle for structured program development, including maintenance, is suggested and comparisons between the original and restructured versions of the NDJ are presented. The proposed modifications allow programmers to quickly grasp the structure of the NDI and initiate improvements or modifications as necessary. Other advantages of the proposed modifications include faster operation and easier maintenance.

Book "Structured Basic" from Richard Freeman, published in 1984 by NEC (National Extension College)

Book "Structured Basic" from Richard Freeman, published in 1984 by NEC (National Extension College)

Book "Structured Basic" from Richard Freeman, published in 1984 by NEC (National Extension College)

Book "Structured Basic" from Richard Freeman, published in 1984 by NEC (National Extension College)

Book "Structured Basic" from Richard Freeman, published in 1984 by NEC (National Extension College)