Thesis (Ph. D.)--Carnegie Mellon University, 1989. / "August 28, 1989." "CMU-CS-89-193." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references and indexes.

Konstanz, Univ., Diplomarb. 1999.

Master of Information Systems

The CSPI mini-MAP array processor is supported for use with a RATFOR preprocessor in the software environment defined by the Generalized Image Processing System (GIPSY). A set of interface routines presents the mini-MAP as a tightly-coupled slave processor with well-defined rules for control from the host computer. The slave is programmed by adapting host-based software, using a proscribed set of guidelines for conversion. A software protocol has been defined to allow mini-MAP data memory to be allocated dynamically. Several examples of modified GIPSY commands are examined. / Master of Science

Eidgenössische Techn. Hochsch., Diss.--Zürich, 2003.

Call number: LD2668 .T4 1986 Y84 / Master of Science / Computing and Information Sciences

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Although there is research into student learning on the Web and other computer-supported environments, there has been little investigation into the practice and pedagogy of university Web teachers. This qualitative study used a series of interviews of eight higher education faculty to gather data on their Web teaching practices, and an examination of their Web courses to identify their pedagogies. There was a notable difference in the way the four teachers with Web-assisted courses and the four teachers with Web-only courses used the Web in their teaching. Those with Web-assisted courses used the Web primarily as a connection to expanded resources and a supplement to their face-to-face teaching. Those who taught Web-only courses used the Web for resource access, and also used asynchronous dialogue and peer interactions to support student construction of knowledge. Moreover, the Web-only teachers reported a shift in their roles from lecturer and expert in the classroom to facilitator and co-learner as Web teachers. Four aspects of the Web teaching environment appear to be foundational in supporting an effective Web pedagogy: (1) the varied and extensive uses of e-mail, (2) the "think time" made possible by asynchronous dialogue, (3) distributed, hyperlinked learning, and (4) a reported shift from a content focus to process and issues because Web instructors are confident that the material is presented in the Web course as they wish it. The experiences of the Web teachers in the study would indicate that these four elements can be leveraged to improve university Web teaching and deepen student learning, perhaps even beyond results capable of achievement in face-to-face teaching. / Graduation date: 1999

As the World Wide Web continues to grow, people clearly want to do much more with it than just publish static pages of text and graphics. While such increased interactivity has traditionally been accomplished through the use of server-side CGI scripts, much recent research on Web browsers has been on extending their capabilities through the addition of various types of client-side services. The most popular of these extensions take the form of plug-ins, applets, and "document scripts" such as Java Script. However, because these extensions have been created in a haphazard way by a variety of independent groups, they suffer greatly in terms of flexibility, uniformity, and interoperability. Interactive HTML is a system that addresses these problems by combining plug-ins, applets, and document scripts into one uniform and cohesive architecture. It is implemented as an external C library that can be used by a browser programmer to add client-side services to the browser. The IHTML services are implemented as dynamically loaded "language modules," allowing new plug-ins and language interpreters to be added to an iHTML browser without recompiling the browser itself. The system is currently integrated with NCSA's X Mosaic browser and includes language modules for a text viewer plug-in and Python language interpreter. This thesis examines the iHTML architecture in the context of the historical development of Web client-side services and presents an example of iHTML's use to collect usage information about Web documents. / Graduation date: 1997

Although much effort has been invested to build applications that support group work, collaborative applications have not found easy success. The cost of adopting and maintaining collaborative applications has prevented their widespread use, especially among small distributed groups. Application developers have had difficulties recognizing the extra effort required by groups to use collaborative applications and how to either reduce this effort or provide other benefits to compensate for the extra work. These problems have limited the success of collaborative applications, which have not attained the same level of productivity improvements that single user applications have achieved. In this thesis we present a framework that describes the types of computer support that can facilitate the work of distributed engineering design groups. Our framework addresses support for web-based groups in particular because we believe the web can be a powerful medium for collaboration if accommodated properly. We show how the concepts in this framework can be implemented by prototyping a web-based engineering decision support system. Our framework is a synthesis of ideas motivated by an examination of literature in various fields that share a common interest in collaborative work. It can influence application development by helping developers become aware of the types of support should be considered to aid web-based collaborative design. / Graduation date: 1997