An evaluation of superminicomputers for thermal analysis

The feasibility and cost effectiveness of solving thermal analysis problems on superminicomputers is demonstrated. Conventional thermal analysis and the changing computer environment, computer hardware and software used, six thermal analysis test problems, performance of superminicomputers (CPU time, accuracy, turnaround, and cost) and comparison with large computers are considered. Although the CPU times for superminicomputers were 15 to 30 times greater than the fastest mainframe computer, the minimum cost to obtain the solutions on superminicomputers was from 11 percent to 59 percent of the cost of mainframe solutions. The turnaround (elapsed) time is highly dependent on the computer load, but for large problems, superminicomputers produced results in less elapsed time than a typically loaded mainframe computer

An evaluation of superminicomputers for thermal analysis

The use of superminicomputers for solving a series of increasingly complex thermal analysis problems is investigated. The approach involved (1) installation and verification of the SPAR thermal analyzer software on superminicomputers at Langley Research Center and Goddard Space Flight Center, (2) solution of six increasingly complex thermal problems on this equipment, and (3) comparison of solution (accuracy, CPU time, turnaround time, and cost) with solutions on large mainframe computers

Revisión tecnológica del aprendizaje de idiomas asistido por ordenador: una perspectiva cronológica

El presente artículo aborda la evolución y el avance de las tecnologías del aprendizaje de lenguas asistido por ordenador (CALL por sus siglas en inglés, que corresponden a Computer- Assisted Language Learning) desde una perspectiva histórica. Esta revisión de la literatura sobre tecnologías del aprendizaje de lenguas asistido por ordenador comienza con la definición del concepto de CALL y otros términos relacionados, entre los que podemos destacar CAI, CAL, CALI, CALICO, CALT, CAT, CBT, CMC o CMI, para posteriormente analizar las primeras iniciativas de implementación del aprendizaje de lenguas asistido por ordenador en las décadas de 1950 y 1960, avanzando posteriormente a las décadas de las computadoras centrales y las microcomputadoras. En última instancia, se revisan las tecnologías emergentes en el siglo XXI, especialmente tras la irrupción de Internet, donde se presentan el impacto del e-learning, b-learning, las tecnologías de la Web 2.0, las redes sociales e incluso el aprendizaje de lenguas asistido por robots.The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed

A short history off-line

Emerging technologies for learning report - Article exploring the history of ICT in education and the lessons we can learn from the pas

Computer Aided Industrial Design

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A study of the effects on achievement of supplemental computer-aided instruction versus supplemental reading in the instruction of micro-economics

The purpose of this investigation was to assess the effectiveness of computer aided instruction in the achievement of students in undergraduate microeconomic classes. The procedures were to use a quasi-experimental pretest-posttest, non-equivalent control group design. Two forms of the Test of Understanding of College Economics and a questionnaire were administered to the students in order to test three hypotheses dealing with differences in achievement among the groups based on type of instruction, keyboard familiarity, GPA, socioeconomic background and teacher effects. The analysis of data confirmed the hypotheses that there would be a significant difference between the posttest scores of the control groups and the treatment groups. The hypothesis that the CAI group would score significantly higher than the reading group was not confirmed. The chosen variables to explain the differences in achievement were not significant although GPA, family income, and number of prior economic classes displayed a trend towards significance. The trend of the data analysis appeared to confirm the beneficial effects of CAI and the theory of operant conditioning