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Integrity was invented to be a realistic measure of how difficult it is to break up a graph into small pieces by removing some of its elements. There are many different types of integrity, but in general it is defined as the minimum possible sum of two numbers: a number indicating the number of elements that are removed from the graph, and a number reflecting the size of the largest group of elements that remain connected despite this removal.This thesis consists of a study of the known results in three varieties of graph integrity (vertex integrity, edge integrity, and pure integrity), and an attempt to add to this knowledge. Many of these results have been integrated into a computer program.The computer program is designed to be useful as an aid in studying and teaching integrity. It allows the researcher to draw a graph and then select among a number of algorithms for computing or finding bounds for these varieties of integrity. / Department of Computer Science

This study was undertaken to investigate the possibilities of using the computer in teaching Accounting as a school subject. For the purpose of this study three possible uses were identified, viz. computer assisted teaching and learning, computer managed teaching and practice-orientated teaching. In this study the meaning of the term computer was restricted to a microcomputer system. The method of the investigation applied was one of literature study supplemented by informal talks, as well as correspondence with a few colleagues in the USA. From the investigation it became evident that, as far as the subject Accounting is concerned, there are sufficient opportunities to incorporate the computer in the three areas that were identified. Especially as far as practice-orientated teaching is concerned, the field seem to be wide open since very little attention has been given to this aspect in the RSA. The possible use of the computer is hampered mainly by two factors, viz. the high costs involved in purchasing the hardware on the one hand, and the lack of adequate programs of a good quality on the other. It was also found that the syllabuses for Accounting do not yet provide for the use of microcomputer technology in Accounting. Therefore the subject teacher is dependent on himself for incorporating this new development into his teaching of the subject. The teacher of Accounting should also acquaint himself with the criteria for evaluating programs so that he can use programs critically. The conclusion which is reached is that the time is ripe to use the computer in the subject Accounting. In view of developments in the business world especially, practice-orientated teaching should receive serious attention. Everyone concerned with the subject, viz. teachers, planners, researchers, compilers of syllabuses, publishers of textbooks as well as the private sector should work together to do justice to this matter. / Thesis (MComm)--PU vir CHO, 1986

This study was undertaken to investigate the possibilities of using the computer in teaching Accounting as a school subject. For the purpose of this study three possible uses were identified, viz. computer assisted teaching and learning, computer managed teaching and practice-orientated teaching. In this study the meaning of the term computer was restricted to a microcomputer system. The method of the investigation applied was one of literature study supplemented by informal talks, as well as correspondence with a few colleagues in the USA. From the investigation it became evident that, as far as the subject Accounting is concerned, there are sufficient opportunities to incorporate the computer in the three areas that were identified. Especially as far as practice-orientated teaching is concerned, the field seem to be wide open since very little attention has been given to this aspect in the RSA. The possible use of the computer is hampered mainly by two factors, viz. the high costs involved in purchasing the hardware on the one hand, and the lack of adequate programs of a good quality on the other. It was also found that the syllabuses for Accounting do not yet provide for the use of microcomputer technology in Accounting. Therefore the subject teacher is dependent on himself for incorporating this new development into his teaching of the subject. The teacher of Accounting should also acquaint himself with the criteria for evaluating programs so that he can use programs critically. The conclusion which is reached is that the time is ripe to use the computer in the subject Accounting. In view of developments in the business world especially, practice-orientated teaching should receive serious attention. Everyone concerned with the subject, viz. teachers, planners, researchers, compilers of syllabuses, publishers of textbooks as well as the private sector should work together to do justice to this matter. / Thesis (MComm)--PU vir CHO, 1986

The purpose of the thesis is to investigate the use of computer aided learning (CAL) in undergraduate accounting education and establish its potential as a medium of instruction.  In the thesis the use of CAL in accounting is explored in three major stages:  first, established educational theories of learning and instruction are reviewed to identify a conceptual framework within which appropriate research questions can be formulated, second, established educational research methods are explored to identify an analytical framework within which the research questions can be meaningfully addressed, third, elements of the conceptual and analytical framework are combined to devise an experimental framework within which the use of CAL in accounting can be assessed and evaluated;  this framework is used to critically examine existing empirical studies of CAL in accounting and also to support an experimental analysis of two CAL applications.  The results of the experimental analysis suggest that the use of CAL does not adversely affect student performance and that the courseware used in the experiments provides an acceptable alternative to conventional instruction;  however, the analysis also suggests that a comprehensive insight into the efficacy of CAL can only be obtained through an appropriate combination of both quantitative and qualitative research elements.  In addition, it is suggested that any future evaluation of CAL should consider its potential impact on student learning processes and the election of an ‘approach to learning’.