After reading this book, a reader can get the fundamental knowledge about computer hardware and software. This book is also a guide to buying, building and using a desktop computer for education.

This book provides a thorough explanation of MindtoolsM197>alternative ways of using computer applications to engage learners in constructive, higher-order thinking about specific areas of study. It presents a rationale for using these tools, discusses individual Mindtools and their use, and suggests effective ways to teach with each Mindtool. Weaves a critical thinking framework throughout the text. Expands coverage of systems modeling tools with new sections on analysis and reasoning. Adds an entirely new section of the book, which includes chapters on intentional information searching via Internet and visualization tools. For educators and school administrators.

Computers, communications, digital information, softwareâ€"the constituents of the information ageâ€"are everywhere. Being computer literate, that is technically competent in two or three of today's software applications, is not enough anymore. Individuals who want to realize the potential value of information technology (IT) in their everyday lives need to be computer fluentâ€"able to use IT effectively today and to adapt to changes tomorrow. Being Fluent with Information Technology sets the standard for what everyone should know about IT in order to use it effectively now and in the future. It explores three kinds of knowledgeâ€"intellectual capabilities, foundational concepts, and skillsâ€"that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts and capabilities, which will be useful to individuals who use IT and to the instructors who teach them.

A practical guide to using modern software effectively in quantitative research in the social and natural sciences. This book offers a practical guide to the computational methods at the heart of most modern quantitative research. It will be essential reading for research assistants needing hands-on experience; students entering PhD programs in business, economics, and other social or natural sciences; and those seeking quantitative jobs in industry. No background in computer science is assumed; a learner need only have a computer with access to the Internet. Using the example as its principal pedagogical device, the book offers tried-and-true prototypes that illustrate many important computational tasks required in quantitative research. The best way to use the book is to read it at the computer keyboard and learn by doing. The book begins by introducing basic skills: how to use the operating system, how to organize data, and how to complete simple programming tasks. For its demonstrations, the book uses a UNIX-based operating system and a set of free software tools: the scripting language Python for programming tasks; the database management system SQLite; and the freely available R for statistical computing and graphics. The book goes on to describe particular tasks: analyzing data, implementing commonly used numerical and simulation methods, and creating extensions to Python to reduce cycle time. Finally, the book describes the use of LaTeX, a document markup language and preparation system.

The GAMM Committee for Numerical Methods in Fluid Mechanics organizes workshops which should bring together experts of a narrow field of computational fluid dynamics (CFD) to exchange ideas and experiences in order to speed-up the development in this field. In this sense it was suggested that a workshop should treat the solution of CFD problems on vector computers. Thus we organized a workshop with the title "The efficient use of vector computers with emphasis on computational fluid dynamics". The workshop took place at the Computing Centre of the University of Karlsruhe, March 13-15,1985. The participation had been restricted to 22 people of 7 countries. 18 papers have been presented. In the announcement of the workshop we wrote: "Fluid mechanics has actively stimulated the development of superfast vector computers like the CRAY's or CYBER 205. Now these computers on their turn stimulate the development of new algorithms which result in a high degree of vectorization (sca1ar/vectorized execution-time). But with 3-D problems we quickly reach the limit of present vector computers. If we want e.g. to solve a system of 6 partial differential equations (e.g. for u, v, w, p, k, € or for the vectors u, curl u) on a 50x50x50 grid we have 750.000 unknowns and for a 4th order difference method we have circa 60 million nonzero coefficients in the highly sparse matrix. This characterizes the type of problems which we want to discuss in the workshop".

Considers H.R. 404 and H.R. 5522, to introduce computers into congressional operations to accelerate, as much as possible, such activities as budget formulations.