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A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)

A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

A pilot project involved off-campus (distance education) students creating their assignments on Macintosh computers and "mailing" them electronically to a campus mainframe computer. The goal of the project was to determine what is necessary to implement and to evaluate the potential of computer communications for university-level distance education courses, specifically at the University of Saskatchewan. Some anticipated outcomes (more rapid turn-around of assignments and greater ease on the part of students in creating and editing assignments) were accomplished to varying degrees. Others (student use of specialized writing tools such as spelling checkers, and student-student electronic interaction) were not accomplished to any appreciable extent. A number of organizational and technological lessons were learned. Some had only local implications, but a number of them are generalizable to other institutions. The print-based instructional materials used by the students are included as an appendix. Also appended are the original proposal for the project, a "contract" used with regional colleges participating in the distance education network, a list of topics taught in orientation workshops for college supervisors involved in the project, and a supervisor's trouble-shooting guide. (Author/GL)

An exploratory study of the factors underlying vocational teachers' attitudes toward using microcomputers to supplement inservice education found that two factors (the teachers' belief in the educational value of microcomputers and their confidence in using the computers) accounted for about 44 percent of the variance in their attitudes. Data were collected by mailed questionnaire from a computer-generated random sample of 350 vocational teachers drawn from a frame of 1,341 vocational teachers in central Ohio. The return rate of usable questionnaires was 72 percent. The questionnaire consisted of 37 items to which the subjects could respond on a 5-point Likert-type scale. (Abbreviated examples of the items are as follows: "Microcomputer use should be encouraged"; "Microcomputers create problems"; "I wouldn't want to use microcomputers"; "Using microcomputers adds interest"; "Microcomputers can help individuals acquire knowledge"; "Microcomputers are too complicated to use"; "I'd be willing to send electronic messages"; and "I know about commercially produced computer programs.") Factor analysis of the data was conducted. The researchers recommend that teacher educators planning inservice education programs ensure (through practical examples and application of microcomputer use for teaching and learning activities) that teachers understand the value of microcomputers and that they reinforce the teachers' confidence in computer use by demonstrating how microcomputers can be used in computer conferencing and electronic mail. (Contains 20 references.) (CML)

An exploratory study of the factors underlying vocational teachers' attitudes toward using microcomputers to supplement inservice education found that two factors (the teachers' belief in the educational value of microcomputers and their confidence in using the computers) accounted for about 44 percent of the variance in their attitudes. Data were collected by mailed questionnaire from a computer-generated random sample of 350 vocational teachers drawn from a frame of 1,341 vocational teachers in central Ohio. The return rate of usable questionnaires was 72 percent. The questionnaire consisted of 37 items to which the subjects could respond on a 5-point Likert-type scale. (Abbreviated examples of the items are as follows: "Microcomputer use should be encouraged"; "Microcomputers create problems"; "I wouldn't want to use microcomputers"; "Using microcomputers adds interest"; "Microcomputers can help individuals acquire knowledge"; "Microcomputers are too complicated to use"; "I'd be willing to send electronic messages"; and "I know about commercially produced computer programs.") Factor analysis of the data was conducted. The researchers recommend that teacher educators planning inservice education programs ensure (through practical examples and application of microcomputer use for teaching and learning activities) that teachers understand the value of microcomputers and that they reinforce the teachers' confidence in computer use by demonstrating how microcomputers can be used in computer conferencing and electronic mail. (Contains 20 references.) (CML)

An exploratory study of the factors underlying vocational teachers' attitudes toward using microcomputers to supplement inservice education found that two factors (the teachers' belief in the educational value of microcomputers and their confidence in using the computers) accounted for about 44 percent of the variance in their attitudes. Data were collected by mailed questionnaire from a computer-generated random sample of 350 vocational teachers drawn from a frame of 1,341 vocational teachers in central Ohio. The return rate of usable questionnaires was 72 percent. The questionnaire consisted of 37 items to which the subjects could respond on a 5-point Likert-type scale. (Abbreviated examples of the items are as follows: "Microcomputer use should be encouraged"; "Microcomputers create problems"; "I wouldn't want to use microcomputers"; "Using microcomputers adds interest"; "Microcomputers can help individuals acquire knowledge"; "Microcomputers are too complicated to use"; "I'd be willing to send electronic messages"; and "I know about commercially produced computer programs.") Factor analysis of the data was conducted. The researchers recommend that teacher educators planning inservice education programs ensure (through practical examples and application of microcomputer use for teaching and learning activities) that teachers understand the value of microcomputers and that they reinforce the teachers' confidence in computer use by demonstrating how microcomputers can be used in computer conferencing and electronic mail. (Contains 20 references.) (CML)

Contents of the "STUDENT DATA DISK" included with "Using IBM Microcomputers, 4th Edition" by Kelko Pitter and the Mitchell McGraw-Hill publishing company.

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a pre- and post-test basis. Students exposed to computer instruction (the experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. Part 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a pre- and post-test basis. Students exposed to computer instruction (the experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. Part 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a pre- and post-test basis. Students exposed to computer instruction (the experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. Part 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a pre- and post-test basis. Students exposed to computer instruction (the experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. Part 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a pre- and post-test basis. Students exposed to computer instruction (the experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. Part 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

An examination of the value of using more sophisticated computer programs in the language arts program led to the design and development of "Thinking Networks," which provide the teacher with a new tool for teaching through nonverbal representation. Using microcomputers to improve reading and writing instruction can incorporate the holistic approach to language learning, which emphasizes (1) the comprehending and composing of words, sentences, and paragraphs within the context of a complete discourse; (2) the synthesis of thinking; and (3) the use of language within real social contexts. The "Think Network Program" consists of software with which students can interact and, in keeping with the newest efforts to enhance the development of problem-solving, uses a graphic approach leading students to understand how a text is organized. It also ensures that students read complete stories or content area selections before booting up the disk. The comprehension work completed during network building shows students how the major and minor ideas of a reading selection are related. Other emerging holistic software programs are also requiring students to deal with whole units of text and to use decision-making, evaluation, and synthesis skills. (JK)

Based on the experiences of using computer-assisted reading instruction in middle schools, this pamphlet proceeds from the conviction that the use of a computer helps middle school students improve their reading. Following an introduction, the booklet is in seven sections: (1) Why Use Computers in Middle School Reading? (2) Software--The Heart of the Matter; (3) Managing Computer-Assisted Instruction in the Reading Classroom; (4) The Reading/Writing Connection: Word Processing; (5) Using Computers for Middle-School Remedial Reading; (6) Some Other Computer Considerations; and (7) Resources. (SR)

117 pages : 28 cm

117 pages : 28 cm

117 pages : 28 cm

117 pages : 28 cm

117 pages : 28 cm

117 pages : 28 cm

The setting for this study was a basic education component of a summer youth program designed to increase chances of high risk adolescents, mostly minorities, whose ages ranged from 14-18, to experience more positive academic and employment outcomes. The instructional program used in both experimental and control classrooms emphasized mastery learning of a selected set of mathematics and reading/language arts objectives. Pretests and posttests based on the objectives were developed using the Academic Instructional Measurement System. Of the four sites used, only one was the experimental site where the mastery learning program was implemented using the microcomputer. Quantitative assessment of the experimental program was provided by comparing the effect sizes of the experimental group with the effect sizes of the remaining three sites. Observations were made of the instruction given in the experimental classroom as well as one of the other program sites. The results provide additional evidence of the effectiveness of mastery learning techniques with high risk and minority students. Students at each location made sizeable gains in both mathematics and reading/language arts during a fairly short time period. Although the quantitative results did not show the computer setting to be more effective than the non-computer setting, the qualitative analyses of these two settings revealed educational benefits for high risk students in the computer environment that may not be reflected in a measure of academic achievement. These students demonstrated an increased sense of social integration and bonding, factors that may help to reduce dropout. (16 references) (GL)

Course evaluations of a business writing class that used the IBM personal computer with WordStar word processing software revealed students' enthusiasm for the microcomputer's word processing capabilities. A number of students commented on how much the computer simplified the processes of composing, revising, and editing. In addition to the speed and relative effortlessness of making corrections, word processing also made writing seem less messy and more efficient. Several students noted the microcomputer made them feel more relaxed about writing and more willing to take risks. Some students noticed that using the computer had an effect on their writing style. Almost immediately their writing became less stilted and labored and more conversational. Almost all of the students said they found themselves more willing to revise and edit their compositions on the computer than they had been before the course using conventional writing methods. One of the complaints mentioned involved the extra time required to complete an assignment. Others complained about the time restrictions on the computers--having to use them in the lab and only at certain designated hours. Despite these inconveniences, however, the students clearly felt the experience with word processing was worthwhile and many thought word processing should remain in the course. (HOD)

Prepared as an address for educator groups, this paper provides a theoretical perspective for thinking about problems and prospects for integrating microcomputer uses in school activities. Six major aspects of the perspective are defined: (1) the computer as general-purpose symbolic device; (2) the importance of developmental studies of children's understanding; (3) the importance of teachers and instruction; (4) the need to make computer-based learning purposive; (5) the aim of meeting educational goals effectively; and (6) the guidance of computer use by educational values. Current innovative uses of school technologies in the following areas are discussed: simulations, art and music instruction, writing skills, software for conceptual dexterity, integrated media for math and science learning, and programming languages. A list of references is included. (Author/THC)

36 pages : 18 cm

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

xv, 525 p. : 24 cm

A trend analysis statistical package and additional programs for the Apple microcomputer are presented. They illustrate strategies of data analysis suitable to the graphics and processing capabilities of the microcomputer. The programs analyze data sets using examples of: (1) analysis of variance with multiple linear regression; (2) exponential and higher order regression; (3) orthogonal tests of trend; and (4) the use of dummy variables to handle categorical variables. Microcomputer benefits and limitations are highlighted with the exploratory analysis techniques. An example of a traditional analysis of variance test is presented which illustrates the microcomputer data entry procedure. Graphic displays of program statements and diagrams are included with an appendix of sample programs. (CM)

Includes bibliographies and index

xv, 266 p. : 28 cm

xv, 266 p. : 28 cm

To illustrate the capabilities of local area networking (LAN) and integrated software programs, this paper reviews current software programs relevant to writing instruction. It is argued that the technology exists for students sitting at one microcomputer to be able to effectively carry out all phases of the writing process from gathering online data to collaborating with teacher and peers through computer message systems. The paper explains the differences between LAN and multiuser systems, emphasizes that ordinary software stored on disks will not work in an LAN, and discusses the problem of incompatible computers (e.g., an Apple computer cannot talk to an IBM computer). Finally, the paper describes current LAN product choices and choices for Apple computer owners, and lists manufacturers of LANs. (SRT)

To illustrate the capabilities of local area networking (LAN) and integrated software programs, this paper reviews current software programs relevant to writing instruction. It is argued that the technology exists for students sitting at one microcomputer to be able to effectively carry out all phases of the writing process from gathering online data to collaborating with teacher and peers through computer message systems. The paper explains the differences between LAN and multiuser systems, emphasizes that ordinary software stored on disks will not work in an LAN, and discusses the problem of incompatible computers (e.g., an Apple computer cannot talk to an IBM computer). Finally, the paper describes current LAN product choices and choices for Apple computer owners, and lists manufacturers of LANs. (SRT)

The Emergency/Service (E/S) Module Program Maintenance Manual provides details about all available data fields, flowcharts for the system and each program, system and program functional summaries, report generation instructions, and output samples. Emergency work usually requires immediate attention in order to prevent loss or damage to government property, or is needed to restore essential services and/or eliminate hazards. Service work is generally minor in scope and can be accomplished in 16 hours or less. Based upon input from the E/S work reception desk, the system prints out work orders for the performing shop. The E/S Module supports all efforts associated with managing an E/S operation. It provides rapid work request processing and data retrieval ability, performs statistical analysis on E/S work orders, facilitates the use of Engineered Performance Standards (EPS), and generates E/S management analysis reports on demand. Keywords: Base engineering support, Technical (BEST) ; Engineered performance standards (EPS).

The Emergency/Service (E/S) Module Program Maintenance Manual provides details about all available data fields, flowcharts for the system and each program, system and program functional summaries, report generation instructions, and output samples. Emergency work usually requires immediate attention in order to prevent loss or damage to government property, or is needed to restore essential services and/or eliminate hazards. Service work is generally minor in scope and can be accomplished in 16 hours or less. Based upon input from the E/S work reception desk, the system prints out work orders for the performing shop. The E/S Module supports all efforts associated with managing an E/S operation. It provides rapid work request processing and data retrieval ability, performs statistical analysis on E/S work orders, facilitates the use of Engineered Performance Standards (EPS), and generates E/S management analysis reports on demand. Keywords: Base engineering support, Technical (BEST) ; Engineered performance standards (EPS).

From the bitsavers.org collectio n, a scanned-in computer-related document. components :: motorola :: appNotes :: AN-0991 Using the Serial Peripheral Interface to Communicate between Multiple Microcomputers

This report describes a microcomputer system which collects data from students in classrooms on a daily basis and is then used to evaluate concept achievement and attitude changes through a time series analysis. Two pilot studies in two junior high schools in Ohio are detailed, where eighth grade students' progress in an earth science study unit on the Great Lakes was monitored using the study management program. Data from the first study were incomplete but did permit some modification of the program before it was tried again. Data for the second study show a baseline pattern of decreasing performance which has been found in other studies using this data collection system. It appears that students begin to resent having to respond to questions on information that they have not been taught; they tire of trying to answer the questions correctly; and their performance falls. However, in the "intervention" phase of data collection, when the unit is being used, the positive influence of the unit on the students' knowledge is indicated by a rising curve. It also appears that student performance remains high following the end of the unit. The text is supplemented with three figures and an eight-item bibliography is provided. (EW)

This project investigates the use of single-chip microprocessors as nodes in a token ring control network and explores the implementation of a protocol to manage communication across such a network. A control network is useful when the event to be controlled is located at some distance from the inputs required to control it; likewise, a control network is useful when an application receives inputs from more sources than a single microprocessor is capable of handling. Such a network allows nodes to share only the information that is essential for each to perform, eliminating the need for a powerful and costly computer. This makes it extremely effective in a wide variety of applications ranging from missiles to home security systems to smart automobiles. One type of control network is the token ring network, where each node is connected serially with the node immediately following tt and the one preceding it. Its efficiency, simplicity, and determinacy make it an excellent choice in a small control network. A specific scenario is examined where the position of a marble along a motor driven track is controlled using inputs from a user operating a PC as well as a microcomputer-driven interface module, an optical encoder mounted on the motor, and a camera located above the track. Using the information of the state variables as well as preferences of the user, a digital control system is developed to move the marble to the proper position.

This project investigates the use of single-chip microprocessors as nodes in a token ring control network and explores the implementation of a protocol to manage communication across such a network. A control network is useful when the event to be controlled is located at some distance from the inputs required to control it; likewise, a control network is useful when an application receives inputs from more sources than a single microprocessor is capable of handling. Such a network allows nodes to share only the information that is essential for each to perform, eliminating the need for a powerful and costly computer. This makes it extremely effective in a wide variety of applications ranging from missiles to home security systems to smart automobiles. One type of control network is the token ring network, where each node is connected serially with the node immediately following tt and the one preceding it. Its efficiency, simplicity, and determinacy make it an excellent choice in a small control network. A specific scenario is examined where the position of a marble along a motor driven track is controlled using inputs from a user operating a PC as well as a microcomputer-driven interface module, an optical encoder mounted on the motor, and a camera located above the track. Using the information of the state variables as well as preferences of the user, a digital control system is developed to move the marble to the proper position.

This project investigates the use of single-chip microprocessors as nodes in a token ring control network and explores the implementation of a protocol to manage communication across such a network. A control network is useful when the event to be controlled is located at some distance from the inputs required to control it; likewise, a control network is useful when an application receives inputs from more sources than a single microprocessor is capable of handling. Such a network allows nodes to share only the information that is essential for each to perform, eliminating the need for a powerful and costly computer. This makes it extremely effective in a wide variety of applications ranging from missiles to home security systems to smart automobiles. One type of control network is the token ring network, where each node is connected serially with the node immediately following tt and the one preceding it. Its efficiency, simplicity, and determinacy make it an excellent choice in a small control network. A specific scenario is examined where the position of a marble along a motor driven track is controlled using inputs from a user operating a PC as well as a microcomputer-driven interface module, an optical encoder mounted on the motor, and a camera located above the track. Using the information of the state variables as well as preferences of the user, a digital control system is developed to move the marble to the proper position.

This project investigates the use of single-chip microprocessors as nodes in a token ring control network and explores the implementation of a protocol to manage communication across such a network. A control network is useful when the event to be controlled is located at some distance from the inputs required to control it; likewise, a control network is useful when an application receives inputs from more sources than a single microprocessor is capable of handling. Such a network allows nodes to share only the information that is essential for each to perform, eliminating the need for a powerful and costly computer. This makes it extremely effective in a wide variety of applications ranging from missiles to home security systems to smart automobiles. One type of control network is the token ring network, where each node is connected serially with the node immediately following tt and the one preceding it. Its efficiency, simplicity, and determinacy make it an excellent choice in a small control network. A specific scenario is examined where the position of a marble along a motor driven track is controlled using inputs from a user operating a PC as well as a microcomputer-driven interface module, an optical encoder mounted on the motor, and a camera located above the track. Using the information of the state variables as well as preferences of the user, a digital control system is developed to move the marble to the proper position.

v, 196 pages ; 26 cm

The paper describes three strategies featuring a microcomputer to promote the integration and acceptance of students with disabilities among their nondisabled peers. The first strategy is a cross-age tutoring program in which disabled, learning disabled, emotionally disabled, or mildly retarded students demonstrate computer use to nondisabled kindergarteners. Positive outcomes are noted for the special class students as well as for the kindergarten students. The second strategy involves an integrated primary class working in pairs on a simple data base management program. Positive interactions are reported. In the final strategy, a seventh grader with cerebral palsy using a word processor as a prosthesis was able to participate in a mainstreamed English class. Decreased isolation of the disabled student resulted as did a more realistic view of individuals with cerebral palsy. Software information is appended. (CL)