New Releases by M. Newton

No descriptive material is available for this title.

This study (1) explores the structure of knowledge and the relationship between a multidimensional knowledge space and the one-dimensional teaching space, (2) offers several hypotheses for transformations from the first space to the second, (3) demonstrates the results of different hypotheses using economics as subjectmatter, and (4) describes an experiment designed to see whether alternative subconcept sequences have a significant differential effect on learning. (Author).

The research to be described was performed at the Electric Boat Division of General Dynamics Corporation under a contract with the US Naval Training Device Center, Port Washington, New York. In the design of any training device which simulates operational equipment, the question arises of how closely the simulator must correspond to the real thing. As the degree of this correspondence increases the cost of simulating a complex system rises exponentially. Thus, investment in exactness of simulation may pay diminishing returns in effectiveness for training. This study deals with simulated one-man control of a high-speed submarine in course and depth. This is a complex tracking task characterized by large time constants owing to the inertia of the ship and the relatively slight effects of the control surfaces. Chancing depth is essentially acceleration-tracking and changing course is essentially rate-tracking. The object of the study was to evaluate four simplified simulators as devices for basic skills training. All four of these simulators were relatively simple compared to the most realistic device of which engineering technology is capable. It was hypothesized that, for initial training in submarine dynamics a simple trainer might suffice. From the simple device, the trainees could progress to already available complex simulators for advanced skills involved in team operation, casualty control, etc. An advanced simulator was made available by the Navy and was used as a standard against which to evaluate the other four devices. Comparisons with proficiency on real equipment -- the ultimate criterion -- was impossible for safety reasons, but the advanced simulator provided a satisfactory immediate criterion.

Describes five geography themes, each introduces a new concept to help children describe their own adventure as they explore the different parts of My world.