Computer-assisted synthetic analysis. Selection of protective groups for multistep organic syntheses.

1985 ◽  
Vol 50 (11) ◽  
pp. 1920-1927 ◽  
Author(s):  
E. J. Corey ◽  
Alan K. Long ◽  
Theodora W. Greene ◽  
John W. Miller
Keyword(s):  
Computer Assisted ◽  
Organic Syntheses ◽  
Protective Groups ◽  
Selection Of

Valence states of atoms and their conversions

1984 ◽  
Vol 49 (5) ◽  
pp. 1247-1261 ◽  
Author(s):  
Jaroslav Koča ◽  
Milan Kratochvíl ◽  
Milan Kunz ◽  
Vladimír Kvasnička
Keyword(s):  
Chemical Reactions ◽  
Computer Assisted ◽  
Efficient Tool ◽  
Common Features ◽  
Systematic Application ◽  
Organic Syntheses ◽  
Valence States ◽  
Algebraic Formalism

The algebraic formalism for the description of valence states of atoms and their interconversions is elaborated. It offers a possibility to construct and trace mechanistic paths of chemical reactions, the problem of which is of great importance in computer-assisted organic syntheses. Its systematic application gives exhaustive lists of possible mechanistic paths, and furthermore, very efficient tool to classify chemical reactions and look for their common features.

Computers and Aboriginal Literacy

1986 ◽  
Vol 14 (4) ◽  
pp. 3-10 ◽  
Author(s):  
K. Darvall
Keyword(s):  
Everyday Life ◽  
Computer Technology ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Job Opportunities ◽  
Hands On ◽  
The Right ◽  
Selection Of

Kids love computers. Computers are not seen as work but rather, games.I believe this to be true for most children. The exception would be the young computer buffs who become hooked on computer technology, and even for these computer buffs, it is probably still a game.Computer technology has become a fact of everyday life. We‘re all affected by computer technology. With this in mind, I believe it is essential that all children become familiar with computers, with regular ‘hands on’ experience. With the right selection of software, schools can incorporate computer-assisted learning across the curriculum. The experiences children have now with computers can lead to a variety of job opportunities in future years.

scholarly journals ICT in varied language learning environments: Selected papers from EUROCALL 1999

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 1-4
Author(s):  
THIERRY CHANIER
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
European Association ◽  
Large Scale ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
French Speaking ◽  
Selection Of

This special issue offers a selection of papers presented at the 1999 annual EUROCALL conference, held last September in Besançon, France. Although CALL has a deep rooted tradition in France, EUROCALL’99 was the first large scale international CALL conference to take place in this country. Initiated by the European Association for Computer Assisted Language Learning and the French speaking CALL journal ALSIC (2000), the conference attracted more than 370 full participants coming from 30 countries.

Dynamic Task Selection in Learning Arithmetic: The Role of Learner Control and Adaptation Based on a Hierarchy of Skills 1Dieser Beitrag wurde unter der geschäftsführenden Herausgeberschaft von Jens Möller angenommen

2012 ◽  
Vol 26 (1) ◽  
pp. 043-055 ◽  
Author(s):  
Wolfgang Schoppek
Keyword(s):  
Cognitive Load ◽  
Shared Control ◽  
Computer Assisted ◽  
Word Problem Solving ◽  
Control Approach ◽  
Dynamic Task ◽  
Instructional Control ◽  
Assisted Instruction ◽  
Selection Of

Abstract.The effects of locus of instructional control in computer-assisted practice of arithmetic skills and word problem solving were investigated in a field experiment with 13 third grade classes. In a program-controlled condition (n = 95), the selection of practice problems was based on a hypothetical hierarchy of skills. This was expected to regulate cognitive load to a moderate level. In a condition with shared control (n = 89), subjects could select problems from a subset provided by the program. Results show that program-controlled selection of problems based on the hierarchy of skills was more successful in supporting skill development than the students’ selection. In the shared control condition, students tended to select too easy problems, regardless of their level of expertise. Both conditions with computer assisted instruction caused more progress than traditional instruction (n = 94). Ways of improving the regulation of cognitive load within a shared control approach are discussed.

Integrating Computer Assisted Instruction with the Teaching of Language

1995 ◽  
Vol 24 (2) ◽  
pp. 189-194
Author(s):  
Wagih Shenouda ◽  
Vicki Wolfe
Keyword(s):  
English Language ◽  
Computer Assisted ◽  
College Level ◽  
Center Staff ◽  
Esl Programs ◽  
Language Courses ◽  
Class Instruction ◽  
Assisted Instruction ◽  
Independent Work ◽  
Selection Of

Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.

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