HUHU: The Hebrew University Hebrew Understander

This paper describes a system of morphological and syntactic parsing of the Hebrew language. It contains an extensive morphological analyzer and an augmented transition network-based syntactic parser. The system has been written in the YLISP dialect of Lisp. A parallel effort for English (different grammars that use the same parsing software) has also been developed.     

Automation of program speed-up on parallel-processor computers

Summary The present paper tries to define automatic procedures for detecting inherent paralellism during the compilation of programs in procedural language for parallel-processor computers. This parallelism should be used on a static and a dynamic basis. During compilation several independent paths are detected, generated and properly identified for parallel execution. Also, a scheme is described for an executive routine in this environment.

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Zusammenfassung Der vorliegende Beitrag versucht automatische Methoden für die Auffindung innewohnender Gleichzeitigkeit in Programmen während der Übersetzung für Parallel-Rechner abzugrenzen. Solche Gleichzeitigkeit sollte auf statische und auf dynamische Weise verwendet werden. Während der Übersetzung werden mehrere unabhängige Rechenwege erzeugt und für parallele Ausführung entsprechend gekennzeichnet. In diesem Zusammenhang wird ein Schema für ein Kontrollprogramm angegeben.

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With 5 Figures     

Teaching electronics with the aid of a microcomputer

This paper describes a research project at Stirling University to develop resource-based learning materials for teaching electronics. These materials are intended to reflect the ways that computers are increasingly used in modern electronics. Some of them are for teacher training, but similar materials, for use by children in schools where teachers are as yet inexperienced, are also under development.     

启发式教学程序设计

启发式教学,可提高学习的积极性和主动性,注重能力的培养,是一种好的教学方式。如何在枯燥、难懂的程序设计教学中运用好启发式教学,提高教学质量,许多教育工作者正在深入地研究和探索。通过实践探索出关于程序设计教学的“三步启发式教学法”,这三步分别是提出趣味程序问题、引导学生随着教师的讲解而思索和解决问题、精选作业来巩固知识。     

启发式教学程序设计

启发式教学，可提高学习的积极性和主动性，注重能力的培养，是一种好的教学方式。如何在枯燥、难懂的程序设计教学中运用好启发式教学，提高教学质量。许多教育工作者正在深入地研究和探索。通过实践探索出关于程序设计教学的“三步启发式教学法”，这三步分别是提出趣味程序问题、引导学生随着教师的讲解而思索和解决问题、精选作业来巩固知识。     

Semantic decomposition of computer programs: An aid to program testing

Summary Semantic decomposition results in a hierarchy of partitions which are small enough to be easily understood, and large enough to be meaningful to a program tester. Each partition results in the elimination of at least one local variable from consideration during error analysis, which further simplifies the testing process. Semantic decomposition reduces the complexity of the testing process, enhances the understandability of the program for the tester, and thus abstracts a program to a higher level. The decomposition yields a plan for hierarchical testing which, if followed conscientiously, should result in faster and more thorough testing for large or poorly structured programs. By reorganizing poorly structured programs into the modules indicated by semantic decomposition, an improved source level representation of the programs may be obtained.     

Integrating computers into the university curriculum: The experience of the U.K. Computers in Teaching Initiative

The role of computers in university-level research activities has been established for two decades. But advances in microprocessor technology coupled with developments in local area networking are opening up a new dimension to university computing, with computers entering the classroom and lecture theatre as routine pedagogic aids.In the United Kingdom, the Computers in Teaching Initiative (CTI) is a national programme designed to promote a greater awareness of the scope of computer assisted teaching in universities. 135 demonstration projects have been established around the country, including one in almost every academic discipline. Projects are usually based in a single university department, and funding is typically about £80,000 spread over two years.This paper draws extensively on the experiences of CTI projects to explore the new opportunities presented by the use of computers in university teaching, and the difficulties and challenges that have yet to be surmounted if we are to utilise effectively the new technology.The UK experience indicates that the most effective use of computers in university teaching goes far beyond the simple acquisition and testing of “knowledge”. Many CTI projects are using computers to enhance other areas of the cognitive domain, using simulation and modelling techniques to promote appreciation, understanding, and synthesis.     

The use of the plane frames program as an aid to learning in structural analysis

Structural Analysis is the main theoretical and mathematically based topic studied within the subject area of Structural Engineering and often represents something of a hurdle to the student. The lecturer must ensure not only that the students are numerically competent and able to solve problems, but also that they understand the basic behaviour of the structures they analyse. There is evidence, from tests carried out on Civil Engineering graduates, that an overemphasis on numerically based worked examples does not necessarily lead to a qualitative understanding of structural behaviour. Nevertheless, the student must be competent to analyse a structure and obtain a correct solution. The paper describes the use of the standard ICL ‘Plane Frames’ program to accomplish both the qualitative and quantitative understanding of structures.In what appears at first to be a deceptively simple application, the student uses the computer program to generate the solution to a type of problem for which he chooses the structural dimensions and loads. This provides the solution which he must match with his hand calculation. Because each problem is unique to the student he is encouraged to gain assistance from his peers and this debate and the reworking of the problem to obtain the correct solution appears to contribute to the general understanding of the structural principles involved. In addition, the computer is used to generate data upon which the numerical solution is based. In this way, the particular method is emphasised.     

Making rounds: The routine work of the teacher during collaborative learning with computers

This paper provides a detailed analysis of the work of the teacher during collaborative-learning activities. Whilst the importance of the teacher for the success of collaborative learning has frequently been recognized in the CSCL literature, there is nevertheless a curious absence of detailed studies that describe how the teacher intervenes in pupils’ collaborative-learning activities, which may be a reflection of the ambivalent status of teachers within a field that has tried to transfer authority from teachers to pupils. Through a close analysis of different types of teacher interventions into pupils working in pairs with a storyboarding tool, this paper argues, firstly, that concerns of classroom management and pedagogy are typically intertwined and, secondly, that although there may be tensions between the perspectives of teachers and pupils these do not take the form of antagonistic struggles. The paper concludes that it may be time to renew our interest in the work of teachers in the analysis of collaborative-learning activities.     

The Construction of the Multilingual Internet: Unicode,Hebrew, and Globalization

This paper examines the technologies that enable the representation of Hebrew on websites. Hebrew is written from right to left and in non‐Latin characters, issues shared by a number of languages which seem to be converging on a shared solution—Unicode. Regarding the case of Hebrew, I show how competing solutions have given way to one dominant technology. I link processes in the Israeli context with broader questions about the ‘multilingual Internet,’ asking whether the commonly accepted solution for representing non‐Latin texts on computer screens is an instance of cultural imperialism and convergence around a western artifact. It is argued that while minority languages are given an online voice by Unicode, the context is still one of western power.