Thesis (M.S.)--Ohio University, June, 1981. / Title from PDF t.p.

Thesis (M. Ed.)--Kutztown University. / Source: Masters Abstracts International, Volume: 45-06, page: 2788. Typescript. Includes bibliographical references (leaves 56-57).

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

by Au Sai Kit. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 79-83). / ACKNOWLEDGEMENT --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Purpose of the research --- p.2 / Chapter 1.2 --- Significance of the research --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Literature related to cognitive skills in programming --- p.5 / Chapter 2.2 --- Literature related to programming in BASIC --- p.9 / Chapter 2.3 --- Literature related to organization aids --- p.13 / Chapter 2.4 --- Literature related to methodology --- p.23 / Chapter CHAPTER 3 --- METHODOLOGY --- p.28 / Chapter 3.1 --- Theoretical framework --- p.28 / Chapter 3.2 --- Hypotheses --- p.33 / Chapter 3.3 --- Method --- p.34 / Chapter 3.3.1 --- Procedure --- p.34 / Chapter 3.3.2 --- Subjects --- p.35 / Chapter 3.3.3 --- Instruments --- p.35 / Chapter 3.3.4 --- Design --- p.39 / Chapter 3.3.5 --- Analysis --- p.44 / Chapter CHAPTER 4 --- RESULTS AND DISCUSSION --- p.46 / Chapter 4.1 --- Reliability of the instruments --- p.46 / Chapter 4.2 --- Results and discussion --- p.49 / Chapter CHAPTER 5 --- CONCLUSIONS AND RECOMMENDATIONS --- p.71 / Chapter 5.1 --- Summary of findings --- p.71 / Chapter 5.2 --- Conclusions --- p.73 / Chapter 5.3 --- Limitations --- p.75 / Chapter 5.4 --- Recommendations --- p.77 / Bibliography --- p.79

Thesis (Ed. D.)--Illinois State University, 1988. / Title from title page screen, viewed September 13, 2005. Dissertation Committee: Michael A. Lorber (chair), Doris R. Bordeur, Larry D. Kennedy, Patricia H. Klass, Curt M. White. Includes bibliographical references (leaves 86-90) and abstract. Also available in print.

In this thesis, the first chapter provides the general description of this interpreter. The second chapter contains a formal definition of the syntax of BASIC along with an introduction to the semantics. The third chapter contains the design of data structure. The fourth chapter contains the description of algorithms along with stages for testing the interpreter and the design of debug output. The stages and actions-are represented internally to the computer in tabular forms. For statement parsing working syntax equations are established. They serve as standards for the conversion of source statements into object pseudocodes. As the statement is parsed for legal form, pseudocodes for this statement are created. For pseudocode execution, pseudocodes are represented internally to the computer in tabular forms.

A concrete beam is rarely subjected to pure torsion loading. However, in many design applications a beam is subjected to torsional loads in addition to bending and shear loading. The American Concrete Institute has developed a specification for the design of beams subjected to torsion. These specifications are found in ACI 318-83. In this research report, a computer program is presented, using these specifications, which will aid engineers in the design of reinforcement for concrete beams subjected to torsional loading. The provisions of the ACI 318-83 specification and their implementation into the computer program are presented. A sample problem is solved to compare the results of normal hand calculations to the results of the computer program. A listing of the computer program, written in Microsoft's GW BASIC, is provided. The designer enters information pertaining to the beams cross sectional properties, material properties and loading conditions. The program computes the concrete and reinforcement strength requirements and determines the amount of reinforcement required. The stirrup spacing and longitudinal reinforcement required are then determined and output to the designer.

Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING / Bibliography: leaf 22. / by Inwhan Choi. / B.S.

Multi-tier enterprise systems consist of more than two distributed tiers. The design of multi-tier systems is considerably more involved than two tier systems. Not all systems should be designed as multi-tier, but if the decision to build a multi-tier system is made, there are benefits to this type of system design. CSCources is a system that tracks computer science course information. The requirements of this system indicate that it should be a multi-tier system. This system has three tiers, client, business and data. Microsoft tools are used such as Visual Basic (VB) that was used to build the client tier that physically resides on the client machine. VB is also used to create the business tier. This tier consists of the business layer and the data layer. The business layer contains most of the business logic for the system. The data layer communicates with the data tier. Microsoft SQL Server (MS SQL) is used for the data store. The database containsseveral tables and stored procedures. The stored procedures are used to add, edit, update and delete records in the database. Microsoft Transaction Server (MTS) is used to control modifications to the database. The transaction and security features available in the MTS environment are used. The business tier and data tier may or may not reside on the same physical computer or server. Active Server Pages (ASP) was built that accesses the business tier to retrieve the needed information for display on a web page. The cost of designing a distributed system, building a distributed system, upgrades to the system and error handling are examined.Ball State UniversityMuncie, IN 47306 / Department of Computer Science

The purposes of this study were (1) to determine if learning to program a computer in either BASIC or Logo improves the problem-solving skills of fifth grade students when compared to a control group that receives no programming instruction, and (2) to determine if learning to program a computer in Logo is more effective than learning to program in BASIC for improving problem-solving skills in fifth grade students. Subjects were 132 fifth graders from two suburban elementary schools. The materials used in the study were the Computer Challenge Guide for the BASIC group and Logo in the Classroom for the Logo group. The New Jersey Test of Reasoning Skills was used as the pretest and posttest measure.