The purpose of this study was to describe students' perceptions of their classroom in which HyperCard is used and to compare it to a non-HyperCard environment in which no HyperCard is or has been used. The participants were 67 fifth-grade students from four intact classrooms from the same school in a large, urban, midwestern city.A non-randomized control-group versus treatment group design was used. In this design preassembled groups were selected and given an environmental perception instrument and then compared for similarity on the five dependent measures: cohesiveness, friction, difficulty, satisfaction, and competitiveness.Specifically, the statistical design was a two factor MANOVA examining each of two levels (classroom type and gender), and five dependent measures corresponding to the five scales of the Mv Class Inventory, (MCI). Eleven null hypotheses were tested at the .05 level of significance.In this study, students' perceptions of the non-HyperCard utilizing classroom learning environments were compared to classroom environments utilizing HyperCard. Four fifth-grade classrooms were examined: two classrooms utilizing HyperCard and two non-HyperCard classrooms.The following results were reported:1. Multivariate tests of significance for Sex by Group effect found no interaction (p. = .274) Multivariate Analysis (MANOVA) of the differences between boys and girls as measured jointly on the subscales of the found no significant differences (with F [5,59] = .91, p = .483).2. Multivariate tests of the differences between groups, as measured jointly on the subscales of the MCI, found significant differences (with F [5,59] = 5.34, p - .000).The researcher concluded that HyperCard classrooms present new and more difficult challenges that are not addressed in similar and familiar ways.Recommendations for further research included longitudinal studies that would ascertain how students' perceptions of their classroom environment change over a period of time. Additional research might examine the effects a more time-intensive HyperCard program has on students' perceptions of their environment. / Department of Elementary Education

The purpose of this study was to enable music teachers with limited technological background to develop computer-assisted instruction lessons. Toward this end, (1) "Lesson Writer," a HyperCard-based authoring system for the Apple Macintosh computer, was developed and (2) guidelines and recommendations for the production of effective CAI lessons in music were written. The specific organization of the dissertation is as follows. Chapter One presents an introduction and establishes the need for greater participation by music educators in the creation of CAI lessons in music. It calls for the creation of an authoring program for music teachers. Chapter Two reviews literature related to the study. Chapters Three and Four discuss the characteristics of the student and computer and the impact of these characteristics on CAI development. These chapters include guidelines for the creation of effective CAI music lessons. Chapter Five provides a tutorial on how to use the "Lesson Writer" software to produce a simple lesson on musical texture. The basic concepts of creating screens, adding text, sound, graphics, and interaction are demonstrated. Chapter Six gives an overview of "Lesson Writer." Chapters Seven, Eight, and Nine explain presentation screens (explanation), interactive screens (interrogative), and control screens (organizational) respectively. Chapters Ten, Eleven and Twelve introduce techniques for adding sounds, graphics and multimedia events (CD ROM and video disc) to CAI lessons. Chapter Thirteen shows random and branching operations in the "Lesson Writer." Chapter Fourteen includes a summary, suggestions for future study, and conclusions. In the appendices are (1) a list of lessons created using "LessonWriter," (2) a HyperCard and XCMD bibliography, (3) instructions for installing "Lesson Writer", (4) instructions for writing HyperTalk extensions to the "Lesson Writer," and (5) an annotated bibliography of dissertations written between 1982 and 1993 on the topics of computers and music. This bibliography was compiled by paraphrasing and condensing the abstracts provided by a computer search of Dissertation Abstracts International on the keywords, "computers" and "music." / School of Music

A command language interpreter (CLI) translates commands entered by the user into system actions. The shell is a specific type of CLI that was originally designed and used with UNIX operating systems.The author proposes to design and implement a shell-like CLI on top of the VMS operating system. The shell will enhance VMS features by providing an easier to use syntax and by providing features that are not currently available through VMS. These features include piping facilities and the ability to enter and/or reference multiple commands from a single command line. A language reference manual is provided with the J-shell. This manual explains the features and commands of the J-shell.

Computers are used for diagnostic and training in the neuropsychological rehabilitation. PLANTEST is a program for the IBM-PC that was developed for diagnostic support. It implements a test that gives information about the reduced ability of brain-injured patients to make plans regarding a certain task.The presented thesis describes a knowledge-based system that can be used to develop new test versions for PLANTEST. The program is called SolvePT and it can prove the solubility of test material used in PLANTEST. It can also automatically generate new test material. The program uses an exhaustive forward-chaining, depth-first search and is implemented in Prolog. The datastructures and algorithm of the program as well as space and time requirements are discussed. / Department of Computer Science

There is an increasing demand for a computer graphics - oriented software package for graph theory teaching and research. G-Net, a department research project headed by Dr. Kunwarjit Bagga, is an effort to create a computer software that contains a graph theory database, a graph editor, and a collection of algorithms to be executed on the graphs. This thesis concentrates on the design and implementation of a graph editor - GrapliPerfect. Graphs have been widely used to model many other phenomena. In this thesis, computer generated graphics images are used to represent graphs. This modeling relation between graphs and graphics is analyzed, and its role in the design and implementation of GraphPerfect is discussed in the thesis. To enhance the friendliness of the user interface, a simplified window system is presented. / Department of Computer Science

GraphCards is a research project devoted to the development of a system for learning graph theory and implementing graph algorithms. It contains an information base for learning and referencing graph theory topics, integrated with an experimentation tool set to create and manipulate graphs. Due to the non-linear relationship of the information, its organization is hypertext based. The hypertext system NoteCards 1 is used to develop the application.The contribution of the current project is to complete and improve an existing system by reclassifying and rewriting the textual information into different chunks called "typed cards". This should serve to enhance the organization and make the traversal by the user easier.This project will also contribute to the development of an interface between the Information Base and the Graph Experimentation Tool Set. / Department of Computer Science

Thesis (M.C.S.) - Carleton University, 2005. / Includes bibliographical references (p. 85-86). Also available in electronic format on the Internet.

Thesis (M.App.Sc.) - Carleton University, 2005. / Includes bibliographical references (p. 115-121). Also available in electronic format on the Internet.

Thesis (M.Sc.) - Carleton University, 2006. / Includes bibliographical references (p. 143-147). Also available in electronic format on the Internet.

Thesis (M.S.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 82-85). Also available on the World Wide Web.