Not available / text

published_or_final_version / Electrical and Electronic Engineering / Master / Master of Philosophy

Back in May of 1990, Windows was brought into the arena of viable operating environment due to the significant improvements Windows 3.0 made over its predecessor, Windows 2.11. Windows 3.1, another significant upgrade, was released in May, 1992. As the popularity of Windows has soared, the number of applications developed specifically for Windows has also sky-rocketed. This has translated into a huge demand for Windows programmers.Writing Windows code, however, is never an easy task. In fact, Windows has the reputation of being easy for users but hard for programmers. The difficulties in learning to program in Windows plus the increasing number of beginning Windows programmers lead to an urgent need to provide a solution to the problem: How to ease the learning curve of Windows programming?This is thus the theme of the thesis: building a comprehensive on-line Windows programming tutorial that helps ease the daunting learning curve. Through the use of interesting illustrations, example programs with on-line explanations, this tutorial makes Windows programming easier and more fun to learn. / Department of Computer Science

This thesis is an account of experiments into the teaching of mathematics to engineering undergraduates which have been conducted over twenty years against a background of changing intake ability, varying output requirements and increasing restrictions on the formal contact time available. The aim has been to improve the efficiency of the teaching-learning process. The main areas of experimentation have been the integration in the syllabus of numerical and analytical methods, the incorporation of case studies into the curriculum and the use of micro-based software to enhance the teaching process. Special attention is paid to courses in Mathematical Engineering and their position in the spectrum of engineering disciplines. A core curriculum in mathematics for undergraduate engineers is proposed and details are provided of its implementation. The roles of case studies and micro-based software are highlighted. The provision of a mathematics learning resource centre is considered a necessary feature of the implementation of the proposed course. Finally, suggestions for further research are made.

Thesis (M.S.)--Ohio University, March, 1982. / Title from PDF t.p.

Thesis (M.S.)--Ohio University, November, 1985. / Title from PDF t.p.

Thesis (M.S.)--Auburn University, 2006. / Pages of bibliographic references are misnumbered 46-48 but follow page 48. Abstract. Includes bibliographic references (p.49-51).

Thesis (M.I.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 61-68). Also available via the Internet.

Thesis (M.S.E.C.E.)--Baylor University, 2008. / Includes bibliographical references (p. 115-116).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 73-75). Also available via the Internet.