Relevant bibliographies by topics / Use of computers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Use of computers'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Use of computers"

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Sacks, Colin H., Yolanda Bellisimo, and John Mergendoller. "Attitudes Toward Computers and Computer Use." Journal of Research on Computing in Education 26, no. 2 (December 1993): 256–69. http://dx.doi.org/10.1080/08886504.1993.10782090.

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Panero, Jan C., David M. Lane, and H. Albert Napier. "PART I: The Computer use Scale: Four Dimensions of how People use Computers." Journal of Educational Computing Research 16, no. 4 (June 1997): 297–315. http://dx.doi.org/10.2190/qnrg-1fex-2wd6-fqfh.

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An instrument to measure the various ways people use computers was developed and evaluated. Computers can be used as word processors, game machines, communication tools, accounting tools, and for a myriad of other applications. The Computer Use Scale (CUS) measures how people use computers across four dimensions: Enthusiasm, Entertainment, Efficiency, and Communication. These scales measure the extent to which individuals use computers as “cutting-edge” technology, as playthings, as tools to create better work in less time, or to communicate with others. The scale was found to be reliable and was able to detect differences among various classes of users. Applications of the scale to computer training, software design, and job placement are discussed.
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Finch, Emma, and Anne J. Hill. "Computer use by People with Aphasia: A Survey Investigation." Brain Impairment 15, no. 2 (September 2014): 107–19. http://dx.doi.org/10.1017/brimp.2014.17.

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Computers are encountered increasingly in the clinical setting, including during aphasia rehabilitation. However, currently we do not know what people with aphasia think about using computers in therapy and daily life, or to what extent people with aphasia use computers in their everyday life. The present study explored: (1) the use of computers by people with aphasia; and (2) the perceptions of people with aphasia towards computers and computer-based therapy. Thirty-four people with aphasia completed an aphasia-friendly paper-based survey about their use of computers before and after the onset of their aphasia, and their attitudes towards computer-based aphasia therapy. There was a high level of computer usage by people with aphasia both before and after the onset of their aphasia. However, the nature of the computer use changed following aphasia onset, with a move away from work-based usage. The majority of the cohort used computers for aphasia therapy and liked using computer-based aphasia therapy, provided that the programs were perceived as appropriate for their individual needs. The results highlight the importance of exposing people with aphasia to computer-based aphasia therapy in a supported clinical environment, and the need to ensure that computer-based therapy is individualised for each client. It should be noted, however, that while the majority of participants reported positive experiences with using computers, this does not mean that the computer-based therapy software used was necessarily an effective treatment for aphasia.
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Weber, James E., Steven R. Ash, and Paula S. Weber. "Side Effects of Incidental Computer Use: Increased Confidence." Psychological Reports 83, no. 1 (August 1998): 211–14. http://dx.doi.org/10.2466/pr0.1998.83.1.211.

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100 students were administered a pretest based on two of Chickering's 1990 seven vectors of educational development. 67 participated in one of two management classes which required use of computers. 33 acted as a control group with no in-class computer use. Analyses indicate that in addition to intended gains in learning, students also showed related developmental effects including increased confidence in using computers. Changes in scores on perceived Autonomy, controlling for prior computer use and outside exposure to computers, were not significant. Results show some effects from using computers in the classroom to augment instruction.
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Nickell, Gary S., and Paul C. Seado. "The Impact of Attitudes and Experience on Small Business Computer Use." American Journal of Small Business 10, no. 4 (April 1986): 37–48. http://dx.doi.org/10.1177/104225878601000404.

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This study investigates the attitudes of small business owners/managers toward computers and how computers are used in small businesses. A survey of 236 firms revealed that a majority of the respondents are currently using computers. In general, owners/managers have a positive attitude toward computers. Respondents who have taken a computer class, own a microcomputer, or whose businesses are using computers have a more positive attitude toward computers. The most frequent business computer applications were accounting, mailing lists, and storing information. The most frequently reported personal applications were word processing, accounting, and budgeting. Implications for further computerization of small businesses are discussed.
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Becker, Henry Jay, and Carleton W. Sterling. "Equity in School Computer Use: National Data and Neglected Considerations." Journal of Educational Computing Research 3, no. 3 (August 1987): 289–311. http://dx.doi.org/10.2190/427x-rkel-qla5-puk9.

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Since schools began using computers for instruction, social critics have questioned the equity of the apportionment of computer resources by sex, race, and social status. Data from our national survey of schools describe how computers are used with different groups of students. We find that the use of school computers differs most dramatically by student interest and ability. Boys and “better” students tend to dominate computer use. But the evidence is weak on the actual consequences of differential uses of computers. We raise, without resolving, the issue of whether schools should reallocate computer resources toward girls and less able students. A fair policy depends upon the relative value of computer-based instruction to fill the educational needs of all children. We need more experimental research to assess the relative value of computer applications in education.
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Chele, G., V. Chirita, R. Chirita, and C. Stefanescu. "Children and Computers use: Social, Psychological and Academic Consequences." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70641-8.

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Numerous surveys have attempted to measure how frequently children use the computer at home. Few studies and inconsistent findings render uncertain whether using the computer has any influence on children's social outcomes. The only available review of this research concluded that there is no evidence that computer use is directly related to any psychological outcomes. Although benefits of computer use have been observed, they typically depend on a variety of factors (e.g., subject matter). The only cognitive outcome for which benefits have been consistently observed is visual-spatial skills. Computer gaming contributes to visual-spatial skills, at least when these skills are assessed immediately following the computer activity.Objective:The need for information about the effects of computers on their users also increases. The purpose of this study is to investigate how computers are use by children and adolescents. The second goal is to explore the beneficial and harmful effects of computers use on children's mental and physical health.Methodology:The studied group of samples comprised 69 subjects, aged between 13 and 18 years, who answered to a questionnaire. The parents of children answered too another questionnaire whit same subject.Results and conlusions:The results were obtained about computers use and identification pathological use. Some the children spend much time to computers, 4% more five hours/day. 41% of the parents believe that the usage computers are favorable to developmental children's mental and physical health and 49% of the parents don't believe that. We find approximately 3,5% of cases with pathological use.
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Anderson, J. G., S. J. Jay, H. M. Schweer, and M. M. Anderson. "Why Doctors Don't Use Computers: Some Empirical Findings." Journal of the Royal Society of Medicine 79, no. 3 (March 1986): 142–44. http://dx.doi.org/10.1177/014107688607900305.

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The attitudes of 148 medical students, 141 residents, and 644 practising physicians towards computer applications in medicine were studied. The results indicate that physicians recognize the potential of computers to improve patient care, but are concerned about the possibility of increased governmental and hospital control, threats to privacy, and legal and ethical problems. In general, all three groups are uncertain as to the potential effects of computers on their traditional professional role and on the organization of practice. Practising physicians, however, express more concern about these potential effects of computers than do medical students and residents. While attitudes appear to be somewhat independent of prior computer experience, they significantly affect the extent to which physicians use a computer-based hospital information system. This may be a major reason for the slow introduction of clinical computer systems.
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Juhnke, Ralph, and Jonathan N. Scott. "Psychology of Computer Use: V. Computer Use and the Experience of Time." Perceptual and Motor Skills 67, no. 3 (December 1988): 863–70. http://dx.doi.org/10.2466/pms.1988.67.3.863.

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To determine whether estimates of duration are altered when people use computers, 60 undergraduates solved easy or difficult single-solution anagrams presented on paper and by computer. Subjects who solved easy anagrams presented on paper underestimated the duration of time allowed for the task, while subjects who completed the anagrams presented by computer overestimated that duration. Also, subjects who solved difficult anagrams presented on computers solved significantly fewer anagrams than did subjects who solved difficult anagrams presented on paper. Results are discussed in terms of contradictory results of past research regarding perceived complexity of events in intervals and the interaction of task type and time estimation.
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Gupta, P., SG Gupta, AV Ankola, and V. Jindal. "Computer Use Among Post Graduate Dental Students in India." Journal of Oral Health and Community Dentistry 8, no. 3 (2014): 135–42. http://dx.doi.org/10.5005/johcd-8-3-135.

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ABSTRACT Objective Computers have become an integral component of dentistry finding application in both patient care and dental education. Few studies have been conducted to assess the use of computers in the field of dentistry in India. The present study was conducted to assess the knowledge, skills, practice and attitudes of post graduate dental students towards the use of computers in dentistry. Subjects and Methods A self administered questionnaire was distributed among the post graduate dental students of KLE University, Belgaum, India. 68 out of 82 students responded, the data was analyzed and represented as frequency and percentage. Results Most of the students acquired knowledge about computer through informal training. Internet use was very high among the students. They could perform basic operations on computer but faced problem in some advanced functions like hardware maintenance, software installation, use of spreadsheets and photo editing. 73.5% used computer in both home and college. More than 75% owned their own computer. Only 41.2% felt they were well trained to use computers. More than 90% believed that computer education should be a part of dental curriculum. Conclusion Though computers in being extensively used by the post graduate dental students, they lack formal training and feel the need for the same. Computer training will be helpful in creating better dental professionals.
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Dissertations / Theses on the topic "Use of computers"

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Downes, Toni, of Western Sydney Macarthur University, and Faculty of Education. "Children's use of computers in their homes." THESIS_FE_XXX_Downes_T.xml, 1998. http://handle.uws.edu.au:8081/1959.7/507.

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This project explores the interactions of young children with computers in their homes. It focuses on: resources available and what affordances these enable; socio-cultural contexts, discourses and family practices; nature of the use and affordances children perceive; and how school experiences differ from those at home and the impact of teachers' discourses about computing. Findings were: common activities comprised game playing, editing and decorating texts and using information texts; gender and socio-economic differences interacted with varying rules, resources, discourses, affordances, and family use and expertise; parental discourses and resources combined to generate key affordances of the computer as toy and tool; parental discourses revealed different conceptions of childhood and computers; children’s patterns of learning and use are relatively consistent across age, gender and family background – they learn by exploring and the dominant affordance is the computer as playable; teachers’ discourses and conceptions lead to the marginalisation of computer use within the curriculum; at school, children have less access, control and time to use computers in ways that allow them to draw on the expertise and approaches they have developed at home. Theories are developed to show how children come to perceive the computer as playable, and how parents’ and teachers’ discourses position computing as marginal to the curriculum. The other issues relate to conceptions of learning, types of learning that computers afford, and the possibility that children’s approaches to learning are changing as a result of their interactions with computers
Doctor of Philosophy (PhD)
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Downes, Toni. "Children's use of computers in their homes /." [Campbelltown, N.S.W.] : University of Western Sydney, Macarthur, Faculty of Education and Languages, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030627.095435/index.html.

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Julian, Donald P. "Delaying-type responses for use by software decoys." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FJulian.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2002.
Thesis advisor(s): Neil C. Rowe, J. Bret Michael. Includes bibliographical references (p. 55-57). Also available online.
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Nash, Beverly Elaine. "Effects of efficacy expectations, instrumentality beliefs and computer enjoyment on intentions to use computers." Thesis, Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/28844.

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Hendricks, Samantha. "The relationship between inservice teachers' beliefs about computers and their levels of computer use." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0013/MQ52570.pdf.

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Longjohn, Gerald. "The educational use of computers in student ministry." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Felton, Faye S. "The Use of Computers by Elementary School Principals." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27213.

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This was an investigation of the use of computers by elementary school principals. The independent variables were socio-demographic characteristics, attitude toward computers, and beliefs about the outcomes of computer applications. The dependent variables were hardware and software proficiency, administrative proficiency, instructional proficiency, and overall proficiency. A random sample of 400 elementary school principals in the United States and the District of Columbia was drawn from a national database developed by Quality Education Data. The sample had 228 females and 172 males. Data were collected with a questionnaire that was mailed to the sample. Two hundred fifty-three questionnaires were returned. One survey was blank and unusable. Data were analyzed with correlation coefficients, t-tests, and one-way analyses of variance followed by Schefféâ s post-hoc comparisons. Exploratory analyses with chi-square tests were used to determine if a profile of â high techâ elementary principals could be identified. Elementary principals used the computer on a daily basis for a variety of administrative and instructional tasks. The more proficient users had more favorable attitudes toward the use of computers, used the Internet more frequently and for more tasks, and believed that computers made a difference in the time spent on and the quality of their work. Formal training was related to all four types of proficiency. Socio-demographic variables not associated with proficiency in using computers were gender, ownership of a home computer, ethnicity, age, years of administrative experience, and highest degree held. Males and females, minorities and whites, and older and younger principals were equally proficient. Years of experience and degree did not distinguish more proficient from less proficient users. A socio-demographic profile of â high techâ principals was not found; however, â high techâ principals (personal digital assistant users) reported higher levels of Internet use, higher levels of all four types of proficiency at alpha = .10, and a more favorable attitude toward computers. The use of the latest technologies by principals appears to be a good predictor of the proficiency of principals in using technology generally.
Ed. D.
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Nilsson, Andreas, and Camilla Gustafson. "Opinions on the use of computers in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34701.

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Det står i läroplanen för förskolan att verksamheten skall lägga grund för ett livslångt lärande. På sikt skall barnen även kunna tillägna sig den kunskap som utgör den gemensamma referensramen som alla i samhället behöver (Utbildningsdepartementet, 1998). Kan datorer kanske vara ett verktyg som kan hjälpa dem att få tillgång till kunskap? I denna uppsats är syftet att undersöka pedagogers och föräldrars syn på datorer i förskolan och hur barnen faktiskt använder datorn i vardagen. De vuxnas åsikter framställs genom intervjuer och enkäter. Barnens användning av datorer synliggörs genom löpande observationer. Frågeställningarna är: Hur används datorerna på förskolan? Hur ser pedagogerna på användandet av datorer i förskolan? Hur ser föräldrarna på datorer i förskolan? Skiljer sig datoranvändningen åt mellan pojkar och flickor?För den teoretiska basen i analysen använder vi oss av John Deweys och Lev Vygotskijs aktivitetsteorier samt inslag av Maria Montessoris tankar angående pedagogiska strategier. Resultatet visar att pedagoger och föräldrar är både positiva och negativa till datorer i förskolan, men att de inte riktigt hittat strategier för hur de ska hantera och använda datorn tillsammans med barnen. Studien visar även att barnen använder datorerna som en mötesplats, en leksak och som inlärningsredskap, med eller utan pedagogens aktiva närvarande.Nyckelord: Aktivitetsteori, Barns datoranvändning, Datorer i förskolan, Internet
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Morris, Samantha Alison. "Factors Related to the Counterproductive Use of Computers." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1184524078.

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Herring, Donna F. "Factors Affecting the Use of Computers In Classrooms." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/582.

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The problem addressed by this investigation was the potential disparity between the availability of computers for classroom use and the extent to which computers were being used in Northwest Georgia classrooms. The study was based on three objectives: (1) To document the availability of computers for instructional purposes, (2) To determine the extent to which teachers were using computers for instructional purposes, and (3) To determine the effect of 49 identified factors on classroom computer utilization. Data for this study was collected through three procedures: (1) completion of a nationally published technology survey, (2) observations of classrooms where computers were being used for instructional purposes, and (3) interviews with classroom teachers. The population for the technology survey consisted of 880 lead teachers from the 16 member school systems of Northwest Georgia RESA. Participants for the classroom observations and teacher interviews were selected by the principals from 8 school systems that had been randomly selected. Appropriate data from the surveys, classroom observations and teacher interviews were categorized and tabulated in terms of both frequency counts and percentages. In addition, specific data from the surveys and teacher interviews were analyzed by the chi-square analysis statistical technique to determine if there were any differences between survey participants and interview participants for the questions used. The following major recommendations, based on the discussion and implications of the findings from this investigation, include: (1) the 16 school systems that were involved in this investigation need to develop comprehensive plans for using computer technology throughout the K-12 curriculum. (2) This investigation that was limited to lead teachers should be repeated and expanded to include all teachers from the 16 Northwest Georgia school systems. (3) Before the investigation is repeated, certain modifications need to be made to the survey instrument for purposes of clarity as well as for collecting other important information. (4) The 16 school systems that were involved in this investigation need to develop comprehensive staff development plans to train teachers to use computers for instructional as well as management purposes.
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Books on the topic "Use of computers"

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Biow, Lisa. How to use computers. Emeryville, Calif: Ziff-Davis Press, 1997.

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Brogan, Frank. Use of computers: Level II. Manchester: North Manchester College Open Tech Unit, 1985.

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Ancarrow, Janice S. Use of computers in home study. Washington, D.C: Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1986.

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Larmour, Robert. The use of computers in microbiology. [s.l: The author], 1985.

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Bill Gates: Helping people use computers. New York: Children's Press, 1997.

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United States. Office of Educational Research and Impruvement. Center for Education Statistics., ed. Use of computers in home study. Washington, D.C: Center for Rducation Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1986.

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Lorrain-Smith, R. Computers in forestry: Use of spreadsheets. Taunton, Somerset, England: Research Studies Press, 1993.

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How to use Windows. Emeryville, Calif: Ziff-Davis Press, 1994.

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Shelley, O'Hara, ed. Real men use DOS. Carmel, IN: Que Corporation, 1992.

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1956-, Wolman Rebekah, ed. The computer training handbook: How to teach people to use computers. 3rd ed. Raquette Lake, NY: National Training & Computers Project, 1989.

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Book chapters on the topic "Use of computers"

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Kaloyerou, Panayiotis Nicos. "Use of Computers." In Basic Concepts of Data and Error Analysis, 159–220. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95876-7_6.

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Lundin, Per. "Documenting the Use of Computers." In Computers in Swedish Society, 31–57. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2933-2_2.

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Stevens, P., and B. Kriefman. "Use of Computers in Accounting." In Work Out Accounting A-Level, 210–13. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12640-8_21.

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Stevens, P., and B. Kriefman. "Use of Computers in Accounting." In Work Out Accounting A Level, 224–27. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13781-7_21.

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Stevens, P., and B. Kriefman. "Use of Computers in Accounting." In Work Out Accounting ‘A’ Level, 203–6. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-09807-1_21.

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Schafer, Wes, and Zhihao Lin. "The Laboratory Use of Computers." In Ewing’s Analytical Instrumentation Handbook, Fourth Edition, 1–20. Fourth edition / [edited by] Nelu Grinberg, Sonia Rodriguez. | Boca Raton : CRC Press, Taylor & Francis Group, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9781315118024-1.

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Clauser, Brian E., and Lambert W. T. Schuwirth. "The Use of Computers in Assessment." In International Handbook of Research in Medical Education, 757–92. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_28.

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Šatánek, Aleš. "Use of Computers in Continuing Education." In Medical Informatics Europe 85, 634–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_123.

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Payrits, Szabolcs, Zoltán Szatmáry, László Zalányi, and Péter Érdi. "Use of Parallel Computers in Neurocomputing." In Recent Advances in Parallel Virtual Machine and Message Passing Interface, 313–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45255-9_43.

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Hughes, S. W., R. Brueton, D. Reynolds, and J. E. Saunders. "Use of Computers in Orthopaedic Surgery." In Computer Assisted Radiology / Computergestützte Radiologie, 804. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-49351-5_178.

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Conference papers on the topic "Use of computers"

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Harboe, Gunnar. "Do HCI researchers use computers?" In the 8th ACM conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2069618.2069686.

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Dostál, Jiří, Xiaojun Wang, and Prasart Nuangchalerm. "Experiments in Education Supported by Computer Use: Teachers’ Attitudes towards Computers." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006321302480254.

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Whale, George. "Why use computers to make drawings?" In the fourth conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/581710.581722.

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Palme, Jacob, and Sirkku Männikö. "Use of computer conferencing to teach a course on humans and computers." In the 2nd conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268819.268847.

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Borghi De Stefano, Lidia. "Training teachers on the use of computers." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37574.

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N. Morgan, James, and Craig A. VanLengen. "The Digital Divide and K-12 Student Computer Use." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2926.

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The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.
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Buhidma, I. M., W. C. Chu, and P. K. Singh. "The Use of Computers in Pressure Transient Analysis." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 1992. http://dx.doi.org/10.2118/24730-ms.

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Thambiratnam, David P., and Henry H. W. Shih. "Structural Health Monitoring -- Use of Mathematics and Computers." In 2014 International Conference on Mathematics and Computers in Sciences and in Industry (MCSI). IEEE, 2014. http://dx.doi.org/10.1109/mcsi.2014.35.

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Niosi, Philip, Richard Spears, and Scott Harris. "Use of Commercial Computers to Support Military Applications." In 2019 IEEE AUTOTESTCON. IEEE, 2019. http://dx.doi.org/10.1109/autotestcon43700.2019.8961068.

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Kontosic, Branka, Alen Kontosic, and Sanja Biloslav. "Exploring the use of computers in classroom teaching." In 2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2015. http://dx.doi.org/10.1109/mipro.2015.7160405.

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Reports on the topic "Use of computers"

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Rosen, Howard N., and Darrell S. Martin. How to use hand-held computers to evaluate wood drying. St. Paul, MN: U.S. Department of Agriculture, Forest Service, North Central Forest Experiment Station, 1985. http://dx.doi.org/10.2737/nc-rp-263.

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Roberson, Judy A., Gregory K. Homan, Akshay Mahajan, Bruce Nordman, Carrie A. Webber, Richard E. Brown, Marla McWhinney, and Jonathan G. Koomey. Energy Use and Power Levels in New Monitors and Personal Computers. Office of Scientific and Technical Information (OSTI), July 2002. http://dx.doi.org/10.2172/799557.

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White, J. (Advanced materials, robotics, and advanced computers for use in nuclear power plants). Office of Scientific and Technical Information (OSTI), November 1989. http://dx.doi.org/10.2172/5366585.

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Stewart, Eric W. The Use of Computers in Advancing Group Technology (The National Shipbuilding Research Program). Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada454322.

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Stocks, G. M. (The use of parallel computers and multiple scattering Green function methods in condensed matter physics). Office of Scientific and Technical Information (OSTI), November 1990. http://dx.doi.org/10.2172/6352675.

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Williams, K. A., and C. R. Hudson, II. ORMONTE: An uncertainty analysis code for use with user-developed systems models on mainframe or personal computers: A user's guide. Office of Scientific and Technical Information (OSTI), May 1989. http://dx.doi.org/10.2172/6140298.

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Singhal, R. K. Evaluation for the acquisition and use of computers in resource evaluation and mine planning of surface mines in oilsands and coal. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1986. http://dx.doi.org/10.4095/304888.

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Taiber, Joachim. Unsettled Topics Concerning the Impact of Quantum Technologies on Automotive Cybersecurity. SAE International, December 2020. http://dx.doi.org/10.4271/epr2020026.

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Quantum computing is considered the “next big thing” when it comes to solving computational problems impossible to tackle using conventional computers. However, a major concern is that quantum computers could be used to crack current cryptographic schemes designed to withstand traditional cyberattacks. This threat also impacts future automated vehicles as they become embedded in a vehicle-to-everything (V2X) ecosystem. In this scenario, encrypted data is transmitted between a complex network of cloud-based data servers, vehicle-based data servers, and vehicle sensors and controllers. While the vehicle hardware ages, the software enabling V2X interactions will be updated multiple times. It is essential to make the V2X ecosystem quantum-safe through use of “post-quantum cryptography” as well other applicable quantum technologies. This SAE EDGE™ Research Report considers the following three areas to be unsettled questions in the V2X ecosystem: How soon will quantum computing pose a threat to connected and automated vehicle technologies? What steps and measures are needed to make a V2X ecosystem “quantum-safe?” What standardization is needed to ensure that quantum technologies do not pose an unacceptable risk from an automotive cybersecurity perspective?
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Leson, Joel L. Inspector General Small Computer Use. Fort Belvoir, VA: Defense Technical Information Center, August 2000. http://dx.doi.org/10.21236/ada402281.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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