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#OTD 1983: "A crooked revolution that's already one step ahead of the crime detectors" Newsnight reported on hip new crime, computer fraud https://t.co/7QeX5IFZbm Source: https://twitter.com/BBCArchive/status/897493340802953216 Uploader: BBC Archive

#OTD 1983: "A crooked revolution that's already one step ahead of the crime detectors" Newsnight reported on hip new crime, computer fraud https://t.co/7QeX5IFZbm Source: https://twitter.com/BBCArchive/status/897493340802953216 Uploader: BBC Archive

The computer revolution is far from over on Earth. It is just beginning in space. We can look forward to an era of enhanced scientific exploration of the solar system and even other start systems. We can look forward to the benefits of this space revolution to commercial uses on and around Earth.

The computer revolution is far from over on Earth. It is just beginning in space. We can look forward to an era of enhanced scientific exploration of the solar system and even other start systems. We can look forward to the benefits of this space revolution to commercial uses on and around Earth.

A computer program to calculate the mass, center of gravity location, and moments of inertia of a system of coacial bodies of revolution is presented. The derivation of equations used by the program, instructions for setting up inputs, and a sample case are also given. (For asymmetric body techniques see AD730682).

A computer program to calculate the mass, center of gravity location, and moments of inertia of a system of coacial bodies of revolution is presented. The derivation of equations used by the program, instructions for setting up inputs, and a sample case are also given. (For asymmetric body techniques see AD730682).

The cost of developing and maintaining the software for current computers has approached, perhaps exceeded, the cost of developing, manufacturing, and maintaining the hardware on which that software runs. Within the ranks of computer users, we are beginning to hear rumblings that manufacturers should price all of their software separately. Then the customer can go down the price list and pick out -- and pay for -- only the items he needs.

#OnThisDay 1983: There was a festive treat for computer geeks, as the home computer revolution was televised, on Sixty Minutes. https://t.co/JJsGQpmrVb Source: https://twitter.com/BBCArchive/status/1206234962426564608 Uploader: BBC Archive

Digital computer program for computing vibration characteristics of ring-stiffened orthotropic shells of revolution - users manual

Digital computer program for computing vibration characteristics of ring-stiffened orthotropic shells of revolution - users manual

Video content can be found here: https://www.youtube.com/channel/UC0BAd8tPlDqFvDYBemHcQPQ/

Research findings on computer use in college courses are reviewed. Faculty who have utilized computers in their courses report that computers increase student engagement, add realism to instruction, promote skill mastery and understanding of basic principles, augment laboratory experiences, and encourage inferential thinking. Five case-study excerpts show how computer use impacts student learning. Faculty report that computer usage requires a heavy, ongoing investment of their time in finding or developing software, training students, adapting curriculum, and modifying lectures or exercises. It is concluded that computer-based learning motivates faculty and students alike, differs from traditional lecture and discussion classes in several ways, requires leadership, and is costly, but has great rewards. Nine further readings are listed. (JDD)

Research findings on computer use in college courses are reviewed. Faculty who have utilized computers in their courses report that computers increase student engagement, add realism to instruction, promote skill mastery and understanding of basic principles, augment laboratory experiences, and encourage inferential thinking. Five case-study excerpts show how computer use impacts student learning. Faculty report that computer usage requires a heavy, ongoing investment of their time in finding or developing software, training students, adapting curriculum, and modifying lectures or exercises. It is concluded that computer-based learning motivates faculty and students alike, differs from traditional lecture and discussion classes in several ways, requires leadership, and is costly, but has great rewards. Nine further readings are listed. (JDD)

The 36 papers contained in this collection from the College and University Computer Users Conference (CUMREC '93) are grouped under six topic areas. The main subject areas and examples of the topics covered are: (1) computer-based student support systems, including telecounseling and recruiting, a student advising system, the assignment of housing, academic planning assistance, food service, and a graduate student degree and progress tracking system; (2) student information systems, including the use of interactive voice response technology, electronic transcripts, an online student credit system, a system for managing personal identification numbers, and the exchange of electronic transcripts; (3) finance and administration, including implementation of a paperless workplace, electronic forms processing, and financial management information solutions; (4) information resources management, including education and training, steps toward distributed data access, implementing data administration and strategic data planning, and campus wide information systems; (5) emerging technologies, including open systems, the networking revolution, evolution of smart card technology, image processing, interactive multimedia, and computer downsizing; and (6) strategic planning and management, including improved data access, business reengineering, and a survey on information technology issues in the 1990s. (KRN)

The 36 papers contained in this collection from the College and University Computer Users Conference (CUMREC '93) are grouped under six topic areas. The main subject areas and examples of the topics covered are: (1) computer-based student support systems, including telecounseling and recruiting, a student advising system, the assignment of housing, academic planning assistance, food service, and a graduate student degree and progress tracking system; (2) student information systems, including the use of interactive voice response technology, electronic transcripts, an online student credit system, a system for managing personal identification numbers, and the exchange of electronic transcripts; (3) finance and administration, including implementation of a paperless workplace, electronic forms processing, and financial management information solutions; (4) information resources management, including education and training, steps toward distributed data access, implementing data administration and strategic data planning, and campus wide information systems; (5) emerging technologies, including open systems, the networking revolution, evolution of smart card technology, image processing, interactive multimedia, and computer downsizing; and (6) strategic planning and management, including improved data access, business reengineering, and a survey on information technology issues in the 1990s. (KRN)

The 36 papers contained in this collection from the College and University Computer Users Conference (CUMREC '93) are grouped under six topic areas. The main subject areas and examples of the topics covered are: (1) computer-based student support systems, including telecounseling and recruiting, a student advising system, the assignment of housing, academic planning assistance, food service, and a graduate student degree and progress tracking system; (2) student information systems, including the use of interactive voice response technology, electronic transcripts, an online student credit system, a system for managing personal identification numbers, and the exchange of electronic transcripts; (3) finance and administration, including implementation of a paperless workplace, electronic forms processing, and financial management information solutions; (4) information resources management, including education and training, steps toward distributed data access, implementing data administration and strategic data planning, and campus wide information systems; (5) emerging technologies, including open systems, the networking revolution, evolution of smart card technology, image processing, interactive multimedia, and computer downsizing; and (6) strategic planning and management, including improved data access, business reengineering, and a survey on information technology issues in the 1990s. (KRN)

The 36 papers contained in this collection from the College and University Computer Users Conference (CUMREC '93) are grouped under six topic areas. The main subject areas and examples of the topics covered are: (1) computer-based student support systems, including telecounseling and recruiting, a student advising system, the assignment of housing, academic planning assistance, food service, and a graduate student degree and progress tracking system; (2) student information systems, including the use of interactive voice response technology, electronic transcripts, an online student credit system, a system for managing personal identification numbers, and the exchange of electronic transcripts; (3) finance and administration, including implementation of a paperless workplace, electronic forms processing, and financial management information solutions; (4) information resources management, including education and training, steps toward distributed data access, implementing data administration and strategic data planning, and campus wide information systems; (5) emerging technologies, including open systems, the networking revolution, evolution of smart card technology, image processing, interactive multimedia, and computer downsizing; and (6) strategic planning and management, including improved data access, business reengineering, and a survey on information technology issues in the 1990s. (KRN)

"My thesis here will be that the creation of the personal computer, the Internet and open source design – the “computer revolution” to which I allude in the title - was not a linear, predictable process but one which involved many different people exercising various aspects of their beings – the artistic as well as the technical, and the visionary as well as the analytical. I hope to demonstrate how it is both incorrect to credit the counterculture or the youth-based cultural and political movements of the 1960's with this revolution and yet correct to ascribe it to a more pervasive continuation of an ongoing “revolt against institutions”." Fonly Institute

"My thesis here will be that the creation of the personal computer, the Internet and open source design – the “computer revolution” to which I allude in the title - was not a linear, predictable process but one which involved many different people exercising various aspects of their beings – the artistic as well as the technical, and the visionary as well as the analytical. I hope to demonstrate how it is both incorrect to credit the counterculture or the youth-based cultural and political movements of the 1960's with this revolution and yet correct to ascribe it to a more pervasive continuation of an ongoing “revolt against institutions”." Fonly Institute

"My thesis here will be that the creation of the personal computer, the Internet and open source design – the “computer revolution” to which I allude in the title - was not a linear, predictable process but one which involved many different people exercising various aspects of their beings – the artistic as well as the technical, and the visionary as well as the analytical. I hope to demonstrate how it is both incorrect to credit the counterculture or the youth-based cultural and political movements of the 1960's with this revolution and yet correct to ascribe it to a more pervasive continuation of an ongoing “revolt against institutions”." Fonly Institute

"My thesis here will be that the creation of the personal computer, the Internet and open source design – the “computer revolution” to which I allude in the title - was not a linear, predictable process but one which involved many different people exercising various aspects of their beings – the artistic as well as the technical, and the visionary as well as the analytical. I hope to demonstrate how it is both incorrect to credit the counterculture or the youth-based cultural and political movements of the 1960's with this revolution and yet correct to ascribe it to a more pervasive continuation of an ongoing “revolt against institutions”." Fonly Institute

#OnThisDay 1983: There was a festive treat for computer geeks, as the home computer revolution was televised, on Sixty Minutes. https://t.co/wO6f32JDo5 Source: https://twitter.com/BBCArchive/status/1338838722087817216 Uploader: BBC Archive

The field method, presented previously for the solution of even-order linear boundary value problems defined on one-dimensional open branch domains, is extended to boundary value problems defined on one-dimensional domains containing circuits. This method converts the boundary value problem into two successive numerically stable initial value problems, which may be solved by standard forward integration techniques. In addition, a new method for the treatment of singular boundary conditions is presented. This method, which amounts to a partial interchange of the roles of force and displacement variables, is problem independent with respect to both accuracy and speed of execution. This method was implemented in a computer program to calculate the static response of ring stiffened orthotropic multicircuit shells of revolution to asymmetric loads. Solutions are presented for sample problems which illustrate the accuracy and efficiency of the method.

#OTD 1983: There was a festive treat for computer geeks, as the home computer revolution was televised, on Sixty Minutes. https://t.co/w15cbREBGp Source: https://twitter.com/BBCArchive/status/941706468318941184 Uploader: BBC Archive

An overview is provided of the Fourth Revolution, i.e., the revolution which is taking place in education as a result of the introduction of computers into the field. The growth of computing in education, especially in higher education, is traced, and some major National Science Foundation (NSF) programs are mentioned. Following this, a few of the most significant computer-assisted instructional system which have been developed with NSF support are described and the problems associated with the production and transportability of courseware are surveyed. The extent of computer literacy, both in the United States and abroad, is reviewed and, a discussion of the major needs which exist with respect to the use of computers in education is presented. (PB)

An overview is provided of the Fourth Revolution, i.e., the revolution which is taking place in education as a result of the introduction of computers into the field. The growth of computing in education, especially in higher education, is traced, and some major National Science Foundation (NSF) programs are mentioned. Following this, a few of the most significant computer-assisted instructional system which have been developed with NSF support are described and the problems associated with the production and transportability of courseware are surveyed. The extent of computer literacy, both in the United States and abroad, is reviewed and, a discussion of the major needs which exist with respect to the use of computers in education is presented. (PB)

Alan C. Kay - The Computer Revolution Hasn't Happened Yet. The following video representation was videotaped at OOPSLA '97

Alan C. Kay - The Computer Revolution Hasn't Happened Yet. The following video representation was videotaped at OOPSLA '97

Alan C. Kay - The Computer Revolution Hasn't Happened Yet. The following video representation was videotaped at OOPSLA '97

Alan C. Kay - The Computer Revolution Hasn't Happened Yet. The following video representation was videotaped at OOPSLA '97

Alan C. Kay - The Computer Revolution Hasn't Happened Yet. The following video representation was videotaped at OOPSLA '97

A digital computer program known as SATANS (static and transient analysis, nonlinear, shells) for the geometrically nonlinear static and dynamic response of arbitrarily loaded shells of revolution is presented. Instructions for the preparation of the input data cards and other information necessary for the operation of the program are described in detail and two sample problems are included. The governing partial differential equations are based upon Sanders' nonlinear thin shell theory for the conditions of small strains and moderately small rotations. The governing equations are reduced to uncoupled sets of four linear, second order, partial differential equations in the meridional and time coordinates by expanding the dependent variables in a Fourier sine or cosine series in the circumferential coordinate and treating the nonlinear modal coupling terms as pseudo loads. The derivatives with respect to the meridional coordinate are approximated by central finite differences, and the displacement accelerations are approximated by the implicit Houbolt backward difference scheme with a constant time interval. The boundaries of the shell may be closed, free, fixed, or elastically restrained. The program is coded in the FORTRAN 4 language and is dimensioned to allow a maximum of 10 arbitrary Fourier harmonics and a maximum product of the total number of meridional stations and the total number of Fourier harmonics of 200. The program requires 155,000 bytes of core storage.

Includes bibliographical references (p. [152]) and index

The media has criticized the American education system for being slow to implement technology in schools. To remedy that perception, the federal government and private corporations have planned additional funding for technology. This paper reflects on previous attempts to change, such as "New Math" or the "Follow Through" post-Head Start program, which fell short because of an absence of vision, inconsistency with school culture, lack or misdirection of resources, or lack of planning. Today's would-be innovators must guard against similar failures. (Contains 13 references.) (BEW)

The media has criticized the American education system for being slow to implement technology in schools. To remedy that perception, the federal government and private corporations have planned additional funding for technology. This paper reflects on previous attempts to change, such as "New Math" or the "Follow Through" post-Head Start program, which fell short because of an absence of vision, inconsistency with school culture, lack or misdirection of resources, or lack of planning. Today's would-be innovators must guard against similar failures. (Contains 13 references.) (BEW)

Includes bibliographical references and indexes

( Harvester Studies In Cognitive Science) Aaron Sloman The Computer Revolution In Philosophy Philosophy Science And Models Of Mind Humanities Pr ( 1981)

The computer revolution is far from over on Earth. It is just beginning in space. We can look forward to an era of enhanced scientific exploration of the solar system and even other start systems. We can look forward to the benefits of this space revolution to commercial uses on and around Earth.

The computer revolution is far from over on Earth. It is just beginning in space. We can look forward to an era of enhanced scientific exploration of the solar system and even other start systems. We can look forward to the benefits of this space revolution to commercial uses on and around Earth.

The computer revolution is far from over on Earth. It is just beginning in space. We can look forward to an era of enhanced scientific exploration of the solar system and even other start systems. We can look forward to the benefits of this space revolution to commercial uses on and around Earth.

The cognitive revolution began in the 1950s as researchers began to move away from the study of knowledge acquisition and behaviorism to the study of information and the way it is processed. Four factors are discussed in chapter 1 as contributing to the increase in popularity of the "cognitive revolution" (increasing enthusiasm for the cognitive approach). This historical perspective on cognitive psychology includes an examination of cognition as a constructive process, structuralism, functionalism, the association approach to memory, Hermann Ebbinghaus, and measuring retention. Some basic characteristics of memory are also explained. Chapter 2 examines the processing of information. A discussion of the structure of memory includes sensory register, short-term ("working") memory, and long-term memory. A section on mnemonics outlines strategies such as the methods of places, association, and keyword. The nature of forgetting and memory interference are also discussed. Chapter 3 examines representations of knowledge, including network models of long-term memory; procedural and metacognitive knowledge; the conditions of learning; concepts; prototypes; schemata; scripts; and goals and plans. Graphic representations of knowledge are explored in chapter 4. An introduction to concept mapping is offered, and hypermedia and hypertext are examined in depth. Chapter 5 discusses problem solving in terms of behaviorism, Gestaltism, information processing, solution paths. Methods of problem solving are highlighted: random search strategies, heuristic search strategies, proximity search, means-end analysis, pattern matching, and domain-specific problem solving. Artificial intelligence and expert systems are covered in chapter 6. Chapter 7 explores the history of education and educational media. (Contains 153 references.) (MAS)

Most African countries are presently overburdened by their debts, declining economies, and quality of living as well as abiding struggles for the restoration of democracy. However, they have noted the global revolution in the development and application of computers. Most Africans believe that computers and intensive and relevant education for all provide opportunities for speeding up the development process. Although most education in African nations is directed at youths, computers could be applied to many aspects of African adult education, such as retaining students, providing information systems, retraining, computer literacy, distance education, and computer conferencing. Conversely, several problems could develop in the use of computers in adult education, such as computer-related crimes, policy setbacks, the presence of nontechnical administrators, an inadequate supply of personnel, an inadequate infrastructure, costs, technical issues, and suspicion of computers. Surmounting such problems requires concerted international cooperation in fostering the use of computers in Africa, training adults in computer use, and promoting adult education research. (20 references) (KC)

Most African countries are presently overburdened by their debts, declining economies, and quality of living as well as abiding struggles for the restoration of democracy. However, they have noted the global revolution in the development and application of computers. Most Africans believe that computers and intensive and relevant education for all provide opportunities for speeding up the development process. Although most education in African nations is directed at youths, computers could be applied to many aspects of African adult education, such as retaining students, providing information systems, retraining, computer literacy, distance education, and computer conferencing. Conversely, several problems could develop in the use of computers in adult education, such as computer-related crimes, policy setbacks, the presence of nontechnical administrators, an inadequate supply of personnel, an inadequate infrastructure, costs, technical issues, and suspicion of computers. Surmounting such problems requires concerted international cooperation in fostering the use of computers in Africa, training adults in computer use, and promoting adult education research. (20 references) (KC)

Most African countries are presently overburdened by their debts, declining economies, and quality of living as well as abiding struggles for the restoration of democracy. However, they have noted the global revolution in the development and application of computers. Most Africans believe that computers and intensive and relevant education for all provide opportunities for speeding up the development process. Although most education in African nations is directed at youths, computers could be applied to many aspects of African adult education, such as retaining students, providing information systems, retraining, computer literacy, distance education, and computer conferencing. Conversely, several problems could develop in the use of computers in adult education, such as computer-related crimes, policy setbacks, the presence of nontechnical administrators, an inadequate supply of personnel, an inadequate infrastructure, costs, technical issues, and suspicion of computers. Surmounting such problems requires concerted international cooperation in fostering the use of computers in Africa, training adults in computer use, and promoting adult education research. (20 references) (KC)

Most African countries are presently overburdened by their debts, declining economies, and quality of living as well as abiding struggles for the restoration of democracy. However, they have noted the global revolution in the development and application of computers. Most Africans believe that computers and intensive and relevant education for all provide opportunities for speeding up the development process. Although most education in African nations is directed at youths, computers could be applied to many aspects of African adult education, such as retaining students, providing information systems, retraining, computer literacy, distance education, and computer conferencing. Conversely, several problems could develop in the use of computers in adult education, such as computer-related crimes, policy setbacks, the presence of nontechnical administrators, an inadequate supply of personnel, an inadequate infrastructure, costs, technical issues, and suspicion of computers. Surmounting such problems requires concerted international cooperation in fostering the use of computers in Africa, training adults in computer use, and promoting adult education research. (20 references) (KC)

Most African countries are presently overburdened by their debts, declining economies, and quality of living as well as abiding struggles for the restoration of democracy. However, they have noted the global revolution in the development and application of computers. Most Africans believe that computers and intensive and relevant education for all provide opportunities for speeding up the development process. Although most education in African nations is directed at youths, computers could be applied to many aspects of African adult education, such as retaining students, providing information systems, retraining, computer literacy, distance education, and computer conferencing. Conversely, several problems could develop in the use of computers in adult education, such as computer-related crimes, policy setbacks, the presence of nontechnical administrators, an inadequate supply of personnel, an inadequate infrastructure, costs, technical issues, and suspicion of computers. Surmounting such problems requires concerted international cooperation in fostering the use of computers in Africa, training adults in computer use, and promoting adult education research. (20 references) (KC)

Researchers claim that the computer revolution has fizzled in many school districts; less than half of America's teachers use computers. This paper asserts that funding or its lack is not enough to make or break technology implementation. Factors like resistance to change and disagreement over evaluation methods that hinder the acceptance of pre-computer innovations like the New Math are still at work in the present. In order for schools to take full advantage of emerging technology they must be savvy in managing change, develop a shared education vision, and monitor spending carefully. (BEW)

Researchers claim that the computer revolution has fizzled in many school districts; less than half of America's teachers use computers. This paper asserts that funding or its lack is not enough to make or break technology implementation. Factors like resistance to change and disagreement over evaluation methods that hinder the acceptance of pre-computer innovations like the New Math are still at work in the present. In order for schools to take full advantage of emerging technology they must be savvy in managing change, develop a shared education vision, and monitor spending carefully. (BEW)

Researchers claim that the computer revolution has fizzled in many school districts; less than half of America's teachers use computers. This paper asserts that funding or its lack is not enough to make or break technology implementation. Factors like resistance to change and disagreement over evaluation methods that hinder the acceptance of pre-computer innovations like the New Math are still at work in the present. In order for schools to take full advantage of emerging technology they must be savvy in managing change, develop a shared education vision, and monitor spending carefully. (BEW)