Computer Centre Bulletin, Volume 2 Number 9, 1st September 1969
User Manual: Computer Centre Bulletin, Volume 2 Number 9, 1st September 1969
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UNIVERSITY OF
QUEENSLAND
COMPUTER CENTRE
COMPUTER
CENTRE
BULLETIN
= ====*===========================
Volume 2, Number 9.
Editor:
1st September, 1969.
H. L. Smythe.
THIS EDITION
September is traditionally the first month of Spring, the season of
poets, pastoral melodies, garlands of flowers - and romance.
We in the
Computer Centre refuse to accept the age-old cleavage between the arts and
the sciences, and present to the reader, in this issue, our impression of
the Spring activities (and celebrations) of our two computers!
To return from the ozone-blue heights of Spring, the Bulletin also brings
to light a case-study of the Computer and its contribution to library work,
described by Mr. John Row working in conjunction with the Thatcher Library.
Other items of news include the Australian Computer Conference in Adelaide.
and a clarification of the new arrangements for clients wishing to consult
programmers.
STAFF OF THE COMPUTER CENTRE.
In this month's
Bulleti~we
farewell two members of staff, Leonard Mar
and Mrs. Dianne Neill.
Len, who has been with the Department since April this year as a Senior
Demonstrator, has left for England.
We wish him "Bon Voyage" and a happy stay.
Dianne was one of the new Machine Operators who were appointed in May.
To Dianne, go our sincere wishes for much future happiness.
124
ADELAIDE COMPUTER CONFERENCE
The chief topic of conversation among both staff and students last
month was the Australian Computer Conference held in Adelaide from August 11th 15th.
This was the fourth conference convened in Australia, the first three at
Sydney (1960), Melbourne (1963), and Canberra (1966) being sponsored by the
Australian National Committee on Computation and Automatic Control.
The Adelaide Conference offered three broad streamS of discussion:
scientific, technical and commercial.
The commercial aspect, in particular, was
stressed, each day concluding with a panel discussion of questions arising from
the papers delivered.
Broadly, the commercial, industrial and management stream
researched management information systems, data processing administration, and the
application of scientific methods in commerce and industry.
The technological
side encompassed topics such as hardware, software, and computer languages, while
the scientific and professional'stream discussed subjects including simulation,
contour mapping, and medical, educational and engineering applications.
There was,
however, a considerable amount of overlapping and cross-referencing which tended
to reduce the effectiveness of these three divisions.
Films were screened on various applications of computing, and several
displays of computer components and books were offered for general interest.
The Department of Computer Science was ably represented by two
speakers as well as a host of student spectators.
John
Noad~
Lecturer in the
Diploma in Information Processing, presented a paper entitled A File Organisation
for Single Disk Drive Systems.
On behalf of Ian
Oliver~
formerly a Lecturer in
the Diploma in Automatic Computing, Dick Kelly presented a paper
and Task Structure for a Medium-sized Time-shared
Command~ File~
Sy~tem.
The fifth Computer Conference will be held in Brisbane in 1972.
We have
merely three years to prepare for an influx of perhaps 2,000 people who must be
wined, dined, accommodated, assembled together for lectures and discussions with
ease, comfort, and no hint of over-crowding.
we suggest the hire of an air-craft carrier.
125
In the absence of better facilities,
126
CONSULTATION WITH PROGRAMMERS
Because of the extreme shortage of staff this year, it has been difficult
f or programmers t·o set aside specific periods for consultation with clients
about their programming problems.
As a result, a somewhat confused arrangement
has existed for most of the year.
To avoid inconvenience to both clients and programmers, we ask that clients
seeking advice first contact the Administrative Officer (Mr. John Jauncey,
extension 8471).
He will then arrange an appointment with a programmer at a time
suitable to both parties.
We hope that this procedure will prevent awkward interruptions, and give the
maximum amount of assistance to clients.
PDP 10 FORTRAN IV.ERRORS
1.
Checking of Array Subscripts
In PDP 10 FORTRAN IV, no check is made of the value of any subscript at execution
time.
The same situation applies also to the GE 225, but it is interesting to
note that in CARD FORTRAN, checking is done for any array reference using more
than two subscripts.
In PDP 10 FORTRAN, the use of an out-of-range value may result
~n
the depositing of
data outside the addressed array, or, even worse, over program locations.
Such
an error may not be detected until later in the program where it may manifest
itself through improbable results, or as an illegal instruction if the data were
deposited
in a program location.
To summarize briefly, be on the guard for the three most likely ways in which
such an error will be revealed, viz:
127
(a) an illegal memory reference
(b) an illegal instruction or UUO
(c) invalid results
2.
The use of a function in a Double Precision or Complex array subscript
may result in the function name replacing that of a mathematical utility
routine such as CFDV used later in the expression.
For example, incorrect
coding is generated by the following:
DOUBLE PRECISION D(5)
R
= l/D
(IFIX(R))
Thus, never use a function in the subscript of a Double Precision or Complex
array.
The problem can be avoided quite simply.
The following coding would be
acceptable for the above example:
=R
R = l/D(I)
I
3.
Octal constants greater than 2**35 give a constant overflow message at
compilation time when defined in assignment statements.
For example:
B
= "777777¢¢¢¢¢¢
The situation can be remedied by using the DATA statement, i. e. ,
DATA B/"777777¢¢¢¢¢¢
128
4.
A literal constant
compos~d
solely of two adjacent single quotes, generates
no error and refers to the previous constant generated.
For example:
A = 'A'
B = "
It is advisable to take note of this feature.
Users are reminded to report any suspected errors to the Administrative
Officer (Mr. John Jauncey. extension 8471).
PROJECT THATCAT
J. Row
BACKGROUND
This article describes a computer cataloguing project undertaken by
Mrs. J. Guyatt of the Thatcher Memorial Library.
The system analysis and
programming were done by the author on a part-time basis while studying towards
the Diploma in Automatic Computing.
Mrs. Guyatt has described the Library
aspects of this work in an article to be published this month in the Australian
Library Journal.
This discussion will be confined to the programming and
systems aspects of the work.
THE PROBLEM
The Thatcher Memorial Library provides a library service for the external
students of the University.
For a number of years, it has produced a comprehensive,
annotated catalogue to aid external students in the selection of suitable books for
study.
The catalogue is intended to substitute, as far as possible, for the
129
opportunity internal students have of browsing among the shelves of the
Library.
(1)
To accomplish this purpose, the catalogue has three main sections:
AUTHOR LIST has an entry for each book with the following information:
AUTHOR
(2)
TITLE
DEWEY LIST has an entry for each book:
DEWEY NO.
(3)
DEWEY NUMBER
AUTHOR
SUBJECT LIST.
books.
TITLE
DATE OF PUBLICATION
NUMBER OF PAGES
ANNOTATION
Under each subject is a list of DEWEY NUMBERS of relevant
Subjects can be sub-divided where applicable, and a particular book
may be included under a number of subject headings.
A two volume edition was completed in 1965.
been produced on three occasions.
Since then, supplements have
This means that four separate lists might be
examined before a particular book is found.
The Library staff. were then faced
with the formidable task of accumulating approximately 25,000 titles, by hand, in
the traditional manner:1.
Sort shelf lists under Dewey Number
2.
Type the Dewey List from the shelf cards
3.
Sort shelf lists by Author
4.
Type the Author List from the shelf cards
5.
Sort the shelf list by Subject, one subject at a time, type, sort the next
subject, type, etc.
(One,book may appear under a number of subjects).
Mrs. Guyatt decided to investigate Computer methods.
PROBLEM DEFINITION
At first sight, the problem appeared to be a straight-forward one that
would be adequately handled using GECOM and FORWARD-SORT-MERGE Programs on the
GE 225.
Unfortunately, closer examination revealed a number of difficulties,
viz:
130
1.
Most of the information (including keys for sorting) could not be
restricted to fixed fields.
2.
Field lengths vary dramatically.
For example, a particular book might have
an annotation 20 lines long ("'2000 characters), or no annotation at all!
Most of the relevant fields vary in a similar way.
In one notable example,
the title of a book extended to 1000 characters, with an annotation a mere
20 characters.
3.
(The book itself was only 12 pages.)
Difficulty in automating complex library filing (sorting) rules.
For
example, we are all familiar with a Dewey number of the form
322,4 PAR
but the following Dewey numbers are also legitimate, and must be sorted
correctly to the last level of significance:
332.6730994· FIT
810 DICKE(E) 3A BIN
364.1430973 UN! WAS
370.10973 DEW 3 WIR
The first (numeric) field of the Dewey number (i.e. the 322.4 part) may also
have an alphabetic suffix.
These must be sorted in the following way:
820
820.9
829.1
820A
820.9A
820m?
820. 93m?
Characters such as "(", ")", ".
'I, "-",
have special s;tgnificance to the
computer, and therefore must be eliminated from the sorting key.
Clearly,
special keys need to be generated in order to obey filing rules.
The
generation of these keys inevitably
re~uires
a machine instruction level.
131
basic characte:r manipulation at
Library staff were adamant that, if the computer could not learn to
perform all these tricks, it was no use to them.
From this initial study evolved a set of considerations for the system
design:
1.
For all purposes, fields should be completely free on input and output and
have no practical limit on size.
2.
Because of the large amount of information involved, efficiency of input,
output, and tape storage is very important.
3.
Standard library rules for filing should be obeyed as closely as possible.
4.
The Input program should perform extensive error checking and produce
meaningful diagnostics.
5.
Because of the limitations on character set, attention should be paid to
the layout of information on printout, for maximum legibility.
The output
from the High Speed Printer should be suitable for photographic reduction
and direct printing without an intermediate stage.
6.
Sorting and Merging should be done by programs generated by the FORWARDSORT-MERGE package.
Sorts should be tape to tape, with minimum
complication.
7.
Programs should be written in the Assembly Language of the GE 225 (GAP) for
maximum flexibility and efficiency.
8.
All required character manipulation should be done in the input and output
programs which are certain to be bound by slow input/output devices.
DESIGN CONSIDERATIONS
The requirements of the system can be summarized as follows:
1.
Produce annually a cumulative catalogue containing the three sections
AUTHOR
DEWEY (ANNOTATED)
SUBJECT
132
2.
At intervals during the year, produce an accession list of all books
received in the interval between the last accession list or catalogue
(probably every 3 months).
The accession list· should have only the Dewey
section.
3.
The process of preparing information for the computer should be part of the
day-to-day operations of the Library;
it should not necessitate a concerted
effort by a number of staff.
The three sections of the catalogue are maintained as three separate tape
files which are multi-reel, although initially, a single reel for each file will
be sufficient.
The system has four broad phases, (see Figure 1):
1.
Input
2.
Sorting
3.
Merging with Master File
4.
Output
When the library acquires a book, a shelf card is created, containing all the
information required for the catalogue.
At certain
are sent to the Computer Centre for punching.
intervals,~hese
shelf cards
The information is punched directly
from the shelf cards onto computer cards in accordance with the card input format.
When an accession list is required, the cards are run with the input program
to produce an unsorted Dewey tape.
This phase is usually repeated several times
until ali errors have been eliminated.
The tape is then sorted and run with the
Dewey Output Program to produce the Accession List.
future use.
The tape is not stored for
Tapes and handlers are allocated so that this operation can proceed from
card input to printing in one run.
Typically for 2000 cards (about 400 books), this
would take about 14 minutes.
At the end of the year, all the cards are run with the input program to
produce Dewey, Author and Subject transaction tapes, which, after sorting, can be
133
merged with the master files.
from the updated master files.
The Output programs then produce the catalogue
Only one Input run should be
re~uired
at this
stage because the cards have been "debugged" and checked on a previous
occasion.
Broadly speaking, the de:::;ign of the system depends 'Very ;mu.ch on the dest.gn
of the tape formats.
A great deal of the work of fomatting the catalogu.e is
done by the output programs.
The tape format:::; are
de~igned
to
inc~ease
efficiency in sorting and storage and to preserve the integrity of the
information for ease in updating.
INPUT PROGRAM
Here is an example of the cards punched for a particular book:
$370.973 KAR/KARIER. C.J./MAN, SOCIETY AND EDUCATION/1967/334//
B763
A HISTORY OF EDUCATION FOCUSED ON THE CONCEPTS OF HUMAN NATURE AND COMMUNIT B764
Y WITH CHAPTERS ON A FASCIST AND COMMUNIST VIEW OF THE FUNCTION OF THE AMER B765
ICAN
SCHOOL AND THE UNITED STATES SUPREME COURT AND EDUCATION.//
EDUCATION/U.S./HISTORY//EDUCATION/PHILOSOPHY///
1.
Fields are delimited by /
2.
The three main sections of the input are:
DEWEY NO/AUTHOR/TITLE/DATE/PAGES//
ANNOTATION//
SUBJECT ENTRY//SUBJECT ENTRY///
3.
The
se~uence
number is used by the input program only as a check of the
integrity of cards belonging to a particular book, (e.g. a missing card
will produce an error).
4.
The $ at the beginning of a book gives a certain amount of redundant
checking and allows recovery in case of an error.
5.
Words can be split from one card to the next.
6.
A field may extend over any number of cards up to 30.
134
B766
B767
7.
There may be any number of subject entries~ each delimited by
II.
(The single
I within a subject entry indicates a sub-heading.)
8.
There can be up to 2 sub-headings for a subject.
9.
Because subject entries are used directly as
keys~
they are restricted to
45 characters.
The Input Program checks the format of input and rejects any book which has
errors.
A listing of all input data and error
produced.
messages~
There are 35 different error messages.
the input listing.)
where
applicable~
is
(See Figure 2 for an example of
The special sorting keys are generated and tape records
written.
1.
Dewey file.
The records are of fixed length (41 word) to simplify sorting.
SORTING KEY
BOOK
SEQ.NO.
CARD IMAGE
Text information is stored on tape in the same format as input cards.
The
sequence number ensures that the records belonging to a particular book will
remain in the correct sequence after the sort.
It is generated by the
Input Program and bears no relationship to the card sequence number.
A book
may occupy as many records as are needed.
2.
Author;
Same format as Dewey.
3.
Subject
A record is written on the subject tape for each subject entry for each book.
SUBJECT
DEWEy KEY
135
DEWEY NUMBER
The subject tape must be sorted under subject first, then Dewey number.
It is therefore necessary to include the Dewey sorting key.
The card image of
the Dewey number (with "(", ")", ".", etc.) is also included for final output
in the catalogue.
All interpretation of subject lists is done by the Output
program.
At the end of an input run, a summary of the run is printed.
SORT & MERGE
The SORT and MERGE programs used were generated using the FORWARD SORT
MERGE package on the GE 225.
They include Input, Output, and Squeeze Coding
Elements to check for errors and effect deletions.
fast.
Sorting times are quite
For example, 1200 books sorted in 6 minutes for a Dewey list.
OUTPUT PROGRAMS
The Output
Prog~ams
do a large amount of the work in formatting the
catalogue.
Compacted information from tape is unpacked and reformed to improve
readability.
Page numbers are also printed.
Input from tape is considered
to be a string of characters rather than a series of card images.
This allows
the program to select line lengths, spacings and indentations consistent with
readability.
Words can be split across records on the tape, but this is not
allowed on the printed output.
[For each line of output, a line length is found
so that the last word is complete.
line is left justified.]
Blanks are then skipped so that the next
In general, the format of the printed page bears no
relation to the format on the cards at input.
Available page space is also checked so that the entry for a book is not
split over two pages.
is started.
If there is insufficient room for an entry, a new page
(For examples of the Author, Dewey and Subject listings produced,
refer to Figures
3, 4 and 5 respectively.)
In particular, the Subject Output Program does a lot of work
interpreting the Subject file.
Sub-headings are placed on a new line, indented
depending on the level and preceded by a "_".
If more than one book appears
under a subject heading, the heading is not repeated.
136
If more than 10 books
appear under a heading, the program looks for a common term in the Dewey number
so that a general number covering a group of books can be inserted.
grouped under main headings and sub-headings as shown in Figure 5.
outline of the unpacking algorithm is given in Figure 6.
Books are
A broad
Use is made of a
recursive formatting routine.
CURRENT STATUS
The only part of the system which has not been used at present is the
merging section.
A catalogue was produced from the books received in 1968.
Two
accession lists have been produced from the 1969 books, and these will be merged
with the 1968 tapes at the end of the year.
137
CARDS
INPUT
P HAS E
(THREE
INPUT
TAPES
PROGRAM
WRITTEN).
LISTING
(ERRORS
" " ""-
"-
~"
,
"
PROGRAM
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,
"-
OUTPUT
etc.)
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PROCESS
PROGRAM
,
CATALOGUE
FIGURE
SIMILAR
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PROGRAM
SYSTEM
FLOW-CHART
138
&
AUTHOR. DEWEY
SUBJECT
FILES
$338.1 Wj~/wl~LIAHS, C.B,/AGRICULTURE IN THE AUSTRALIAN ECONOMY/1967/34911
FROM 1788,il
AGRICUL1URE/AUSTRALIAIIAGRICULTURE/ECONOMIC ASPECTS/AUSTRALIAIII
C330
C331
C332
'338.40994 BIR/BIRCH, A./WEALTH AND PROGRESS/1967/19011
THE RISE OF THE BRITISH-AUSTRALIAN S~IPPING TRADF 1810-1827, MACMILLAN. THE
BATHURST LAND CONVEYANCE COMPANY, 1~36e1838, TEALE. BUSINESS AND INVESTMEN
T IN SYDNEY, 1838·1851, OYSTER, THE AUTOBIOGPAPHY OF WILLIAM BROOKES, BIRCH
• THE RISE OF BURNS, PHILP, 1873~189~, BOLTON. JAMES TrSON, DENHOLM. SOME B
ACKGROUNO TO THE HISTORY OF A PA~TORAL COMPANY, l.INTON.11
(;333
C334
AUSTRALIA/INDUSTRIES/HISTORYI/CO~PORATI~NS/AUSTRALIA/HISTORYIII
'339.3 DEN/DENISON, E.J./WHY GROWTH RATES DIFFER/1g67/49411
POSTWAR FXPERIENCE IN NINE WESTERN COUNTRIES.II
EUROPE/ECONOMIC CONDITIONS/1945IIU.S./ECONOMIC CONOITIONS/1945NCOME/U,S,IIINCOME/EUROPEIII
C340
C341
1/1 (;342
C343
'339.3 USH/USHER. D./RICH ANO POOR COUNTRIES/196A/441/
A STUDY IN PROBLEMS OF COMPARISONS OF REAL INCOMFS.II
INCOMEIICOST ANO STANDARD OF LIVINGIIUNDEROEVELOPEO AREASIII
t341.184 POL/POLITICAL AND
ECONO~IC
A SURVEY OF THE EUROPEAN ORGANISATIONS.II
EUROPEIIEUPOP~AN
III
(;344
C345
C346
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911
INTERNATIONAL AGENCIES IN
C33~
C336
C337
C33R
C339
LONDON/EuROPEAN UNITY/1959/51 C347
C348
C349
FEDERATIONIIEUROPE/POLITICS/1945 C350
(;351
~347.9 FOR 3 CURICURREY, C.H./SIR FRANCIS FORBES/1968/586/1
C352
A BIOGRAPHY OF T~E FIRST CHIEF JIJSTIrE OF TH~ SUPR~ME COURT OF NEW SOUTH WA C353
LES.II
C3504
FORBES, FRANCISIII
C355
'1:353 STA/STHII.EY, D.T./MEN WHO GnVER"/1967/16911
A BIOGRAPHICAL PROFILE OF U.S. FFDERhL POLITICAL EXECUTIVES - pERSONAL AND
OCCUPATIONAL 8ACKGROUNOS ANll TENilRE.11
GOVERN~ENT EXECUTIVES/U.S.III
I-'
w
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'1:354.42 WIL/WILI.SON, F.M.G./THE
nRGA~·IZATION
OF
C356
C357
C35R
C359
RRITIS~
CENTRAL GOVERNMENT, C360
C361
THE CE~TRAL ADMINISTRATION, 1914e195~. FINANCE, TRADE AND INDUSTRY. LAW, JU C362
STICE AND PURLIC ORuER, SOCIAL SERVICES. EXTERNAl AFFAIRS. DEFENCE. SCliNTI C363
FIC RESEAHCH. COMMON SERVicES. THE C~NTkAL CO-OROINATION OF GOVERNMENT. DEV C364
ELOPME~TS, APRIL, 1955 TO OCTOBEQ, 1964, THE HANDLING OF ADMINISTRATIVE CHA C365
NGE.II
C366
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C367
1914-1964/1968152111
~370.1 BAN/SANDMAN, B./THE PLACE OF REASON IN EDUCATION/1967/20UII
SEEKS TO DEMONSTRATE THE RELEVANCE OF PHILOSOPHY TO EDUCATION BY UNDERTAKIN
G A PHILOSOP~ICAL EXAMINATION OF THE CUESTION, WHAT SHOULD BE TAUGHT.II
PEASONING/IEDUCATION/PHILOSOPHY/I/
C368
0369
C370
C371
'1:370.1 PET/PETERS. R.S./THE OONCEPT ~F iDUCATION/1967/22311
WHAT IS AN EDUCATIONAL PROCESS, PETERS. THE LOGlrAL AND PSYCHOLOGICAL ASPEC
TS OF LEARNING, HAMLYN. THE LOGICAL AND PSYCHOLO~ICAL ASPECTS OF TEACHING A
SUBJeCT, HIRST. CONDITIONING ANn LEARNING, VESEY. T~E CONcEPT OF PLAy, DEA
PDEN. RULES AND ROUTINES, BLACK. TEAr.HING AND TRAINING, RYL~. PHILOSOPHICAL
MODE~S OF TEACHING, SCHEFF~ER. INSTRUcTION AND LEARNING BY DISCOVERY, DEAR
DEN, LEARNING AND TEACHING, OAKESHOTT. INDOCTRINATION, WHITE. ON T~ACHING T
o BE CRITICAL, PASSMORE.I/
EDUCATION/PHILOSOPHYIII
C372
C373
C374
C375
C376
CJ7Y
C378
C379
CJ60
Figure 2.
Example of the Listing Produced by the Input Program
-,
BFlOGDEN,
AUSTRALIA S
S,
TWD.AI~L:INI
,fllleY
117.72""
u.
WILLIAM BLUE; 1757.1827
12. IUW; J
BROOKE. 5.A.
STUril ES I N POETRY
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BRODMAN, F'.S~
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RABELAlS IN ENGLISH LU!FI"'URE
120.9
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DR JOI-INSON AND HIS WORL"
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THE RIVFRINA 1861.. 1191
99 •• "8 lUX
CALIfORNIA, STATE cnU':EGE,
SAN JOSE. nlV!Slnft
OF' EDUCAT I ON
TELF=V1SI0N IITILIZATION IN 'HE aBiiiERVAT!ON
PAnGRAM F'DR TEACIolER F.DUIUTlaN
371.3;U:, CAL
CALLED, D,P.
EURnPF S FUTURE
320.9. CAL
CAtlFRON, FJ,
NAT I ONAL I NcO'"'E
S39,394 CAM
CAMPBELL. 0, J,
THE RElADER S ENCYCI.OPAIDU OF IHAKISPEARE
150 ... AIe 5
CAMPBELL. R.~.
ADMINISTRATtIJf REHAVIOR IN EDUaATleN
S11.2 eAM
CAMPBELL. It.F.
INTRODUCllON TO eDUcAT I nNAL ADM I NIITRATJON
571.2 CAM 121
LYRICAL AND CRITicAL
... C'.U '"
ROADS TO MATURITY
Sat,.iIl
TOMORROW S EDUCATION, TWE ,IIIENaH
HPERIENce
17 •• f4~ CAP
CAMIlS,
AI
a,.
111
••• ·'HD
CANAn UN
CONFERENCE ON
CHILDREN, 2ND. MflN?RI;AL:;
U65
CAPELLE,
J.
A~.
Figure 3.
Example of Author Listing
CAN
370.973 KAK
KARIEH. C.J.
"HAN. SfJclET'I' ANn FOUeATlON.
1967.
334P.
A H' STORY OF EDUeAl I ON FOCUSED ON THE CONCEpTS OF "'UMAN NATURE A ~D CO 'i'4U'oI I T 'I " I TH
CHAf"TERS ON A FASCIST ANn COMMUNIST VIEW or fl.IE FUNCTION OF THE 4",=RI:AN sr. ... OiJL.
AND THE lJNITf;D STATES SUPRFI'IE COURT AND EnUCATION,
370.973 PUL
PU~lIAH. J.D.
370.973 Seo
Se:rTT. C.III,
."HO:;TnRy OF EDurATlON IN AHERICA.
.-THE' I':;REAT DEBATe.
PRESENTS FOR
370.91j1~
nit:
1Q59.
1968.
122P.
lA4P.
LAYMAN CRITICISMS
or
AMERICAN !:DUCATrON AND THE
R~SP)llS=s
TloiE'IETu.
"AI(
PAIHRIO(iE.
P.H,
.O;OCIETY, SCHnoLS AND PROGRESS IN AUSTRALIA.
1968,
246P,
SU"'I:: HI STOR I r.AL I NFLlIENCES. THE ORGAN I SAT, ON OF PUB!. Ie eOUeA T I O~. SCt-lJJLS A11[1 SOc I F ry •
THE PATTC::RN fir Io4IGHEP EDIICATION. nCHNICAL AND ADULT enUCATIoN. rEA'-H:U. f.PUGAIILJIII
ANn NATHIIW"L GROWTH.
J70.99", TAS
TA5f'UNI". DEPT. "F EDUCATION. rOMHITTEE SET UP TO INVESTIGAT!:: THE ROLE O. T-t:: SCHJ:.JL.
Jill SOCIETY
.TIolE srHoOl IN 50CTETY. 1968.
7AP.
THE AI"'5 OF" ~OU[;ATlor... GF'NFRALLY ACCEPTED flNnt"-'GS Dill r.IoIILnRfN A"O 1.E4:tNI~G ~c:_AH:fl
TO THE FtlNrTTONb OF' SCHonL~ IN SOCIETY. EDUCATIoNAL DijJEClTVE:S A5 .. GJliI= TJ ::JHHICuLUI1
Dt:VI:LOPI1C:NT. TIoII: ROLE To BF PLAYED IiY THE SCIolOOLS IN A DEMOCRAT!: SDCI:::TY,
37D,99",,, Rt:E
RI::VES.
C.
"'A HISTORY
or
TASMANIAt-J FDUCATlON*
STATe: PRTMARY ~iJllCAT10N .RnM 11103 TO 193(1.
193'.).
-V"
J71.2 liFT
GI:T1I:!LS. J.w,
.I=D'·CATIONAL ADIoI!NUTRATtON AS A SOCIAL PROCESS" 196'1.
"'2a=>.
PriESF.NTS EI4PIHII.. ,t,l, RESEARCH nEAlING WITH THE RELATION or EACH OF HE :)L ... OWI~.i
TO lSSoJE<:: IN ADr-lINISTRATTOIII - r.ULTl'RAL VALUES. INSTITUTIONAL RnUS, I'lDIIIP1JA_
P':R;':IONI.L 1T I EO;: A"O INTERPI=RSONAL PEf'CEPTlON. FROM TH I S A~AL YS I S I"PonH'l1 PPL I:A TIONS
AltE nRAW\! roCl CfJf'04HUNln ROARn ANn STAFF R~L.TIONSHIPS.
,s71.2':i1
SP~
SI"~l"'UEl., M•. J.
J71.2'54 YAr
YAI!: .. ,
"A Rn-IEW ClF R~SFAACH O~ CLASb SIZE_
1964,
321P.
A.
"~H"uPI"G 1~ FDlJC"T10N_
1966.
310.
nt: .. c~I~'=C: AN" FVAL.tJATES rOHMONLY PkACTISFo GR('IUPINr. PIfIlCEIJUHI-S, Ji5ClJiS~:) r.~:JJ"l""b
PHACTlcE:O;: IN RFLATION TO EnUrATIO~AL. ENDo; ANTI MEAN!' Allin GHOUl' SllE ANJ tlJIli)!~::'
OI::SIGN.
J71.2" PHI
PrrlLLIPS, ~.C . . . evALIJATtON TN EnUr.ATION .. 196,..
1?2P.
HiSIClRICAL D"VFI.OPMENT. TE<:T<: AND TESTTNf'i. TF.ACHt--~-MAD~ II:STS AND ~lATISrrr:5 1'>1
EVALIJATi!'lN.
J71.J
u'J
"'n?".
"'INT~RA':TIO"-' AN.\! Yo;JC;_ Ufo7,
r.u~TAI'IIS SFL!=CT=O RE:AUINGS AROUT EA~LY A~n ClJRRE:NT HFnloiTS TO CODE VFHA_ ''1I>I:'I'II:I>.T;':I
nURIt.lG S::'Ot.lTUIIE::IuS CI ASSt:lOOl'1 COHI1U",ICUlnfll AND to COI'IPAfofr THe: Fff=IJ,IE:t-JJtE::S ni" UH~I:PI:Nl
KiNaJS OF cnO'n :;H.TEf1ENTC; TO OTHER HEASURFS OF THE CL.ASSfotOOH STTJATlOII.
A'1ID!)N. E.J.
J71.J CAR
CAitLSON. ri.O.
dD"PTloN OF EDIiCATIONAL INNOVATlnNS" 1965.
34P.
r.O",CFRt.I!::1'I "'fTH 'J.'E OllESTTOJIIS OF RATeS OF AlloPTTuN ANl! RATI:Cj OF DIF.USJ]N OF '1£: ..
EOIICAT I U'iAL IloRA<:n CE:~.
J71.J -1f-A
J71. J
f1I:lNS.
101,1(,
-"ETHftDnI,.OGY IN Enur.ATION_ 19611.
t??p.
TI:.CHNl.1lJ;S 1.'0 PROCEflUREII: - GRnUP, DRAMATIr.. STUIJF.~T IJRII::NTI:D.
HATI:RUL. FnC!ISH. EQUIPf1I=NT r.ENTRH.
IoIU:JRE.
!II. It,
"THE TUTt:iRIAL SYSTEM ANt'I
PRACTICe A~D THI-ORY.
II::A::HF.~ i'4llIAT:::U.
MOO
1TS FUTURE.
Utili,
flRP.
J71.J ()f'04E
o
"EARA. 1",
.. "'Ow TO ~TUDY t:lETTER.
1963.
"ap.
J71 • .3 UTI
OTTo.
w.
.cnHAI:CTIVE ANO FlEMEnlAL TEACHING.-
1966.
377P.
CIlRrCe:UT:::S o. L~ARNt"G DISABILITY. fUNDAMENTALS OF DIAGIIIOSTIC ANIl qE:IoI::OJAL Tt:A:Hl~r..
THE CA<;E STuny. DUGNOSTtC TFCIoINJQUES tN RFjDtlolb. "'ORO ATTACK SKIL.LS 1\1 J;JEAOi"4.3.
IJOr,ARULAtly, rOIo4PREHENSION. STUT'Y SKILLS AND READING RATE. SPELLl\1G. A~ll-1"fll::::.
HANIlWR IT TNG. WP I HEN AND OAAL F.)(PRI!:SS( ON. TWE RE:HED I AL. TEACHER.
371.3 HAl
"~TUDYIN;; TEAr.HINla
1967.
490P.
IfATMS. J.J.
PEAUINGS U~DFR lHE FOLLOwiNG HFADINGS - WHAT IS TEACHING. INTEIUJTION III TH~ Cl.ASSRUOM.
DI:ClS]ONS PLANNING. TESTING AND GRADING. TEACHING METHOO. TEACIotI"G FO:t VALUI~ii
AIVD THINoflt-JG. ME:HING THI= FHOTIONAl NEFDS OF' CHILDREN. OISCIPLlN:. HOTIVATHIG STUIIFNTs.
RESI:ARcH AND TEACH I NG.
371. 3 HOS
ROSSI. p.tI,
-THE NEW foIEDIA ANn FDUCATJo~. 1966.
411P.
ESSAYS tty 14 CONTRIBUTORS ON THE CONCEPT of AN i:DUCATIONAL HEDIU'! AND TYPES Or
HI:O lA, TIolE PFlOBL-EH OF' THF ADOPT I ON OF M&O IA IN EOUCAII ON. HED IA 1 MPACT O~ EDU;::, T 1 UN
AND THE IMPArT UF EDIJCATION MEDU AND e:DUCATTON ON WI:STSRN SOCIETY.
D-'
Figure 4.
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ENGLISH LANGUAGE
"MIDUlF ENGLISH 11100-15001
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Source Exif Data:
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