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Includes bibliographical references (p. [275]-287) and index

On spine: Effective management of computer software

The MIRS software for the modeling of ro-vibrational spectra of polyatomic molecules was considerably extended and improved. The original version (Nikitin, et al. JQSRT, 2003, pp. 239--249) was especially designed for separate or simultaneous treatments of complex band systems of polyatomic molecules. It was set up in the frame of effective polyad models by using algorithms based on advanced group theory algebra to take full account of symmetry properties. It has been successfully used for predictions and data fitting (positions and intensities) of numerous spectra of symmetric and spherical top molecules within the vibration extrapolation scheme. The new version offers more advanced possibilities for spectra calculations and modeling by getting rid of several previous limitations particularly for the size of polyads and the number of tensors involved. It allows dealing with overlapping polyads and includes more efficient and faster algorithms for the calculation of coefficients related to molecular symmetry properties (6C, 9C and 12C symbols for C_{3v}, T_{d}, and O_{h} point groups) and for better convergence of least-square-fit iterations as well. The new version is not limited to polyad effective models. It also allows direct predictions using full ab initio ro-vibrational normal mode hamiltonians converted into the irreducible tensor form. Illustrative examples on CH_{3} D, CH_{4}, CH_{3} Cl, CH_{3} F and PH_{3} are reported reflecting the present status of data available. It is written in C++ for standard PC computer operating under Windows. The full package including on-line documentation and recent data are freely available at [http://www.iao.ru/mirs/mirs.htm] or [http://xeon.univ-reims.fr/Mirs/||http://xeon.univ-reims.fr/Mirs/] or [http://icb.u-bourgogne.fr/OMR/SMA/SHTDS/MIRS.html].

The MIRS software for the modeling of ro-vibrational spectra of polyatomic molecules was considerably extended and improved. The original version (Nikitin, et al. JQSRT, 2003, pp. 239--249) was especially designed for separate or simultaneous treatments of complex band systems of polyatomic molecules. It was set up in the frame of effective polyad models by using algorithms based on advanced group theory algebra to take full account of symmetry properties. It has been successfully used for predictions and data fitting (positions and intensities) of numerous spectra of symmetric and spherical top molecules within the vibration extrapolation scheme. The new version offers more advanced possibilities for spectra calculations and modeling by getting rid of several previous limitations particularly for the size of polyads and the number of tensors involved. It allows dealing with overlapping polyads and includes more efficient and faster algorithms for the calculation of coefficients related to molecular symmetry properties (6C, 9C and 12C symbols for C_{3v}, T_{d}, and O_{h} point groups) and for better convergence of least-square-fit iterations as well. The new version is not limited to polyad effective models. It also allows direct predictions using full ab initio ro-vibrational normal mode hamiltonians converted into the irreducible tensor form. Illustrative examples on CH_{3} D, CH_{4}, CH_{3} Cl, CH_{3} F and PH_{3} are reported reflecting the present status of data available. It is written in C++ for standard PC computer operating under Windows. The full package including on-line documentation and recent data are freely available at [http://www.iao.ru/mirs/mirs.htm] or [http://xeon.univ-reims.fr/Mirs/||http://xeon.univ-reims.fr/Mirs/] or [http://icb.u-bourgogne.fr/OMR/SMA/SHTDS/MIRS.html].

The MIRS software for the modeling of ro-vibrational spectra of polyatomic molecules was considerably extended and improved. The original version (Nikitin, et al. JQSRT, 2003, pp. 239--249) was especially designed for separate or simultaneous treatments of complex band systems of polyatomic molecules. It was set up in the frame of effective polyad models by using algorithms based on advanced group theory algebra to take full account of symmetry properties. It has been successfully used for predictions and data fitting (positions and intensities) of numerous spectra of symmetric and spherical top molecules within the vibration extrapolation scheme. The new version offers more advanced possibilities for spectra calculations and modeling by getting rid of several previous limitations particularly for the size of polyads and the number of tensors involved. It allows dealing with overlapping polyads and includes more efficient and faster algorithms for the calculation of coefficients related to molecular symmetry properties (6C, 9C and 12C symbols for C_{3v}, T_{d}, and O_{h} point groups) and for better convergence of least-square-fit iterations as well. The new version is not limited to polyad effective models. It also allows direct predictions using full ab initio ro-vibrational normal mode hamiltonians converted into the irreducible tensor form. Illustrative examples on CH_{3} D, CH_{4}, CH_{3} Cl, CH_{3} F and PH_{3} are reported reflecting the present status of data available. It is written in C++ for standard PC computer operating under Windows. The full package including on-line documentation and recent data are freely available at [http://www.iao.ru/mirs/mirs.htm] or [http://xeon.univ-reims.fr/Mirs/||http://xeon.univ-reims.fr/Mirs/] or [http://icb.u-bourgogne.fr/OMR/SMA/SHTDS/MIRS.html].

\emph{Are analog models of computations more powerful than classical models of computations?} From a series of recent papers, it is now clear that many realistic analog models of computations are provably equivalent to classical digital models of computations from a \emph{computability} point of view. Take, for example, the probably most realistic model of analog computation, the General Purpose Analog Computer (GPAC) model from Claude Shannon, a model for Differential Analyzers, which are analog machines used from 1930s to early 1960s to solve various problems. It is now known that functions computable by Turing machines are provably exactly those that are computable by GPAC. This paper is about next step: understanding if this equivalence also holds at the \emph{complexity} level. In this paper we show that the realistic models of analog computation -- namely the General Purpose Analog Computer (GPAC) -- can simulate Turing machines in a computationally efficient manner. More concretely we show that, modulo polynomial reductions, computations of Turing machines can be simulated by GPACs, without the need of using more (space) resources than those used in the original Turing computation. As we recently proved that functions computable by a GPAC in a polynomial time with similar restrictions can always be simulated by a Turing machine, this opens the way to, first, a proof that realistic analog models of computations do satisfy the effective Church Turing thesis, and second to a well founded theory of complexity for analog models of computations.

\emph{Are analog models of computations more powerful than classical models of computations?} From a series of recent papers, it is now clear that many realistic analog models of computations are provably equivalent to classical digital models of computations from a \emph{computability} point of view. Take, for example, the probably most realistic model of analog computation, the General Purpose Analog Computer (GPAC) model from Claude Shannon, a model for Differential Analyzers, which are analog machines used from 1930s to early 1960s to solve various problems. It is now known that functions computable by Turing machines are provably exactly those that are computable by GPAC. This paper is about next step: understanding if this equivalence also holds at the \emph{complexity} level. In this paper we show that the realistic models of analog computation -- namely the General Purpose Analog Computer (GPAC) -- can simulate Turing machines in a computationally efficient manner. More concretely we show that, modulo polynomial reductions, computations of Turing machines can be simulated by GPACs, without the need of using more (space) resources than those used in the original Turing computation. As we recently proved that functions computable by a GPAC in a polynomial time with similar restrictions can always be simulated by a Turing machine, this opens the way to, first, a proof that realistic analog models of computations do satisfy the effective Church Turing thesis, and second to a well founded theory of complexity for analog models of computations.

\emph{Are analog models of computations more powerful than classical models of computations?} From a series of recent papers, it is now clear that many realistic analog models of computations are provably equivalent to classical digital models of computations from a \emph{computability} point of view. Take, for example, the probably most realistic model of analog computation, the General Purpose Analog Computer (GPAC) model from Claude Shannon, a model for Differential Analyzers, which are analog machines used from 1930s to early 1960s to solve various problems. It is now known that functions computable by Turing machines are provably exactly those that are computable by GPAC. This paper is about next step: understanding if this equivalence also holds at the \emph{complexity} level. In this paper we show that the realistic models of analog computation -- namely the General Purpose Analog Computer (GPAC) -- can simulate Turing machines in a computationally efficient manner. More concretely we show that, modulo polynomial reductions, computations of Turing machines can be simulated by GPACs, without the need of using more (space) resources than those used in the original Turing computation. As we recently proved that functions computable by a GPAC in a polynomial time with similar restrictions can always be simulated by a Turing machine, this opens the way to, first, a proof that realistic analog models of computations do satisfy the effective Church Turing thesis, and second to a well founded theory of complexity for analog models of computations.

Includes bibliographical references and indexes

An area that has recently attracted increasing attention is providing feedback on learners' writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit and implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary EFL learners at the ILI in Tehran were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of prepositions for the experimental groups compared to the control group. Analysis of the results through a one-way ANOVA revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group. The experimental group 2 who received implicit corrective feedback showed no significant improvement over the experimental group 1 and the control group. Although the findings support the current view on feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field. (Contains 2 tables and 1 figure.)

An area that has recently attracted increasing attention is providing feedback on learners' writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit and implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary EFL learners at the ILI in Tehran were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of prepositions for the experimental groups compared to the control group. Analysis of the results through a one-way ANOVA revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group. The experimental group 2 who received implicit corrective feedback showed no significant improvement over the experimental group 1 and the control group. Although the findings support the current view on feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field. (Contains 2 tables and 1 figure.)

An area that has recently attracted increasing attention is providing feedback on learners' writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit and implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary EFL learners at the ILI in Tehran were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of prepositions for the experimental groups compared to the control group. Analysis of the results through a one-way ANOVA revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group. The experimental group 2 who received implicit corrective feedback showed no significant improvement over the experimental group 1 and the control group. Although the findings support the current view on feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field. (Contains 2 tables and 1 figure.)

An area that has recently attracted increasing attention is providing feedback on learners' writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit and implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary EFL learners at the ILI in Tehran were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of prepositions for the experimental groups compared to the control group. Analysis of the results through a one-way ANOVA revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group. The experimental group 2 who received implicit corrective feedback showed no significant improvement over the experimental group 1 and the control group. Although the findings support the current view on feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field. (Contains 2 tables and 1 figure.)

USA

The new model of quantum computation is proposed, for which an effective algorithm of solving any task in NP is described. The work is based and inspired be the Grover's algorithm for solving NP-tasks with quadratic speedup compared to the classical computation model. The provided model and algorithm exhibit the exponential speedup over that described by Grover.

This study examined the effective use of computer stations across the curriculum. Research was conducted in a fourth grade classroom in Lena, a small, rural farming town in northwestern Illinois. Desks were arranged in circular clusters of five. The students moved to five different stations, one of which was an IBM computer mini-lab. The lab, used as one of five language arts stations, was successful in motivating students to learn keyboarding, brainstorming for ideas, practicing various styles of writing, using the word processor, and working in cooperative learning groups. The objective of the study was to determine how to transfer the use of the computer stations concept to another content area, such as social studies. Attitudinal surveys, observation, whole-group dialogue, and portfolios were used to determine if the computer stations were being used effectively in social studies. Questions on the attitudinal survey included items about frequency of use; favorite and least favorite activities; application of individual talents; improvement in academic skills; social developments; and leadership opportunities. The survey was distributed at the beginning and at the end of the 1995-96 school year. Results of the study indicated overall increased computer use and increased student motivation and interest. Class activities are described in detail and 17 figures depict photographs of the classroom and copies of student projects. (Contains 39 references.) (AEF)

The aim of this study is to determine the level of the use of information technology at schools in Trabzon and some evaluations about the problems faced during this process were done considering the formative teachers' opinions. The question which is "What are the opinions of formative teachers about the process of popularizing the effective usage of information technologies in schools?" was determined as the problem of this research. In the research conducted as a special occasion study, 9 teachers who work as tutor computer formative teachers in Trabzon, are determined as the sample group. Face to face interviews were conducted with the sample group on the problems and sub-problems of the research. First degree coding was applied on the data obtained by the interviews and themes were determined via this coding and data matrixes were set. Deductions were made by benefitting from the set data matrixes. The obtained results show that the use of information technologies at schools in Trabzon has been increasing but it hasn't reached the aimed level yet. (Contains 9 tables.)

Computer program computes and prints out both the Debye and resulting effective temperatures for each Debye model-dependent average energy per vibrational mode, Debye-Waller factor, and specific heat. The program calculates by the trapezodial rule and then Simpsons rule.

One of the most attractive instruments in science education is digital simulation. The investigations were conducted utilizing a pre-test and post-test methodology with Moroccan students enrolled in the second year of the natural sciences option secondary certificate at the Abdellah Laroui High School in the city of Fez. In this paper, we assess the effects of including a digital simulation on high school students’ understanding of RLC (a linear circuit containing an electrical resistance, an inductor, and a capacitor) (25 students). There is a substantial difference between the means of the tests administered to the control (M-Cont) and experimental (M-Exp) classes (M-Exp-M-Cont=15.32–3.08=2.24>0), based on a student’s analysis of the two classes’ test scores using a t-test. This study found that using a digital simulation in an educational setting allows for the acknowledgment of the added value and has a favorable impact on student learning, notably in the study of free oscillations in an RLC circuit.

xiii, 65 pages : 21 cm

A study examined whether implementing reading computer assisted instruction compared to traditional reading instruction will produce more effective comprehension at the elementary school level. Subjects, 30 fifth-grade boys and girls in a low socioeconomic area of Brooklyn, New York, were divided into experimental and control groups. Subjects in the experimental group used a computer 1 day a week for 9 weeks to read and answer questions on reading passages. Subjects in the control group read and answered questions on reading passages using handouts. Results indicated that both groups increased their reading comprehension scores, and that no statistically significant differences in reading comprehension between the groups existed. Results also indicated that even though both groups had an overall positive attitude toward reading and computers, the experimental group's positive attitude seemed more definite. The implication for instruction is that if a group of students is given access to computer assisted reading instruction, reading scores and reading comprehension will increase. (Contains 37 references, 8 appendixes of data, and 4 survey instruments.) (RS)

The problem of the quantitative degradation of the performance of a quantum computer due to noisy unitary gates (imperfect external control) is studied. It is shown that quite general conclusions on the evolution of the fidelity can be reached by using the conjecture that the set of states visited by a quantum algorithm can be replaced by the uniform (Haar) ensemble. These general results are tested numerically against quantum computer simulations of two particular periodically driven quantum systems.

Nowadays the composition and formation of effective teams is highly important for both companies to assure their competitiveness and for a wide range of emerging applications exploiting multiagent collaboration (e.g. crowdsourcing, human-agent collaborations). The aim of this article is to provide an integrative perspective on team composition, team formation and their relationship with team performance. Thus, we review the contributions in both the computer science literature and the organisational psychology literature dealing with these topics. Our purpose is twofold. First, we aim at identifying the strengths and weaknesses of the contributions made by these two diverse bodies of research. Second, we pursue to identify cross-fertilisation opportunities that help both disciplines benefit from one another. Given the volume of existing literature, our review is not intended to be exhaustive. Instead, we have preferred to focus on the most significant contributions in both fields together with recent contributions that break new ground to spur innovative research.

The study identifies the need for computer literacy training in general, determines the specific training requirement at Tripler Army Medical Center, HI, and analyzes various alternatives available for accomplishing the training requirement. In-house training is compared to external sources of training using timeliness of training, convenience and cost. Additionally, various media for providing in-house training are compared. In the final analysis, in-house training using a combination of instructor-led training and videotape media were determined to be the most effective, cost and other factors considered.

The use of Computer Assisted exercises (CAX) for the training of NATO staff personnel has been exploited successfully for quite a long time. To satisfy the statements. of the NATO Modelling and Simulation Master plan, and thereby to intensify the cost saving effect for simulation systems (a CAX is a kind of a simulation system), NATO decided to conduct the PATHFINDER experiment as the successor of the DiMuNDS 2000 project. One important issue is to establish a generic interconnection to a Command Information System (CIS) that may be re-used in future applications. This paper suggests based on a number of lessons noted, limitations, and deficiencies from DiMuNDS 2000 a bunch of measures, which should be addressed within PATHFINDER (and beyond) and any federated simulation supported CAX. These issues may be divided into the following areas: Technical Management, Administrative Management, Modelling, and Technical Infrastructure.

On April 2, 1980, the J. J. Henry Company, Inc signed an agreement with Cali & Associates to use the SPADES system of computer programs to enhance its preliminary contract and detail design service for its clients. As a design agent for the shipbuilding industry, J. J. Henry has been making use of computers for many years; however, this latest step involves a major extension of its production services to computer-aided design. The paper briefly discusses the new SPADES service, the facilities installed, the training required, and the problems in getting the new service into full production on a very tight schedule. Also included is a listing of the application programs available via its terminal facilities using a variety of off-site computer network services.

The Stanford Computer-Based Educator Training Intervention (SCETI) was designed to provide teachers with extensive instruction in cardiovascular disease risk factor concepts and to assess the intervention's effects on a number of teacher variables mediating program implementation. The SCETI program was an interactive computer program which used principles of programed instruction to guide the user through units on coronary heart disease, exercise, nutrition, smoking, and stress. Six teachers completed the SCETI program while nine teachers participated in a half-day training workshop. Results indicate that exposure to the programed instruction-based SCETI program resulted in significant knowledge gains. The computer-assisted condition resulted in teachers learning significantly more than teachers in the workshop group. Four of the five computer-assisted instruction units were influential in the modification of self-reported teacher health behaviors. Self-reported data from SCETI teachers suggest that the methodology employed in the development and delivery of the SCETI program alleviated many teacher concerns, increased teacher comfort with and enthusiasm for the program, and enhanced teacher preparedness to deliver the program. (Contains 38 references.) (JDD)

This notebook is designed to help educators who are currently learning to design and present inservice programs, educators who are already inservice providers but who might benefit from an overview of inservice theory, and educators who are hiring, supervising, or evaluating inservice providers. It is divided into three parts: (1) Introduction and Background (a short computers-in-education course specifically designed for computer integrated instruction inservice facilitators); (2) Effective Inservice Practices (discussion of what is known about effective inservice and inservice for computer integrated instruction, including the Gall and Renchler report on inservice to promote basic skills, and a literature review focusing on effective staff development for computer integrated instruction); and (3) Evaluation (a variety of instruments for needs assessment, formative evaluation, and summative evaluation of an inservice). References are listed throughout the notebook. (DB)

Arizona State University Service Learning students use the Electronic Forum to enhance their Service Learning experience. By requiring 2 entries a week as the writing component of their "ENG 484 Internship"--and counting it as 25% of their grades--students are given structured opportunities to reflect critically on their service experience. Through the Electronic Forum, teachers can create a virtual classroom where students' service internship and their course work intersect, with dramatic results. The teacher's role is to model mediation skills and teach critical thinking skills. Teachers using the Electronic forum should establish guidelines, control tone, and make the connection to the course work clear. Making full use of the potential electronic journaling offers requires thoughtful manipulation of the medium and a fair amount of time, but the goal--of social literacy--is worth the effort. (Journal entry instructions for 4 weeks are attached.) (RS)

Arizona State University Service Learning students use the Electronic Forum to enhance their Service Learning experience. By requiring 2 entries a week as the writing component of their "ENG 484 Internship"--and counting it as 25% of their grades--students are given structured opportunities to reflect critically on their service experience. Through the Electronic Forum, teachers can create a virtual classroom where students' service internship and their course work intersect, with dramatic results. The teacher's role is to model mediation skills and teach critical thinking skills. Teachers using the Electronic forum should establish guidelines, control tone, and make the connection to the course work clear. Making full use of the potential electronic journaling offers requires thoughtful manipulation of the medium and a fair amount of time, but the goal--of social literacy--is worth the effort. (Journal entry instructions for 4 weeks are attached.) (RS)

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of the writing process. Following the Self-Regulated Strategy Development (SRSD instructional model, the graduate interns explicitly taught their students writing and self-regulation strategies that included self-monitoring, self-instruction, goal-setting, and self-reinforcement. The purpose of this article is to describe how through their CBW experiences, the interns acquired content and professional knowledge, tested out best instructional, assessment and technology practices and developed critical reflective thinking needed for informing their instructional practice. The CBW experience provided direct community service to children identified as at-risk learners and to their parents who learned ways they can provide ongoing literacy and learning support for their children at home.

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of the writing process. Following the Self-Regulated Strategy Development (SRSD instructional model, the graduate interns explicitly taught their students writing and self-regulation strategies that included self-monitoring, self-instruction, goal-setting, and self-reinforcement. The purpose of this article is to describe how through their CBW experiences, the interns acquired content and professional knowledge, tested out best instructional, assessment and technology practices and developed critical reflective thinking needed for informing their instructional practice. The CBW experience provided direct community service to children identified as at-risk learners and to their parents who learned ways they can provide ongoing literacy and learning support for their children at home.