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.NH Educational Assumptions and Design. .PP First, the way to teach people how to do something is to have them do it. Scripts should not contain long pieces of explanation; they should instead freque

.NH The Script Interpreter. .PP The .I learn .R program itself merely interprets scripts. It provides facilities for the script writer to capture student responses and their effects, and simplifies t

.NH Experience with Students. .PP .I Learn .R has been installed on many different .UX systems. Most of the usage is on the first two scripts, so these are more thoroughly debugged and polished. As a

.NH Conclusions .PP The following observations can be made about secretaries, typists, and other non-programmers who have used .I learn : .IP (a) A novice must have assistance with the mechanics of co

.NH Scripts. .PP As mentioned above, the present scripts try at most to follow a three-track theory. Thus little of the potential complexity of the possible directed graph is employed, since care mus

.RP .TM "79-1274-xx 79-1273-yy" 39199 39199-11 ....ND June 18, 1976 ....TM "76-1274-6 76-1273-5" 39199 39199-11 .TL LEARN \(em Computer-Aided Instruction on UNIX .br (Second Edition) .AU "MH 2C-518" 6

.SH 3.6 I/O calls .PP The system calls to do I/O are designed to eliminate the differences between the various devices and styles of access. There is no distinction between ``random'' and ``sequential

.de P1 .DS .. .de P2 .DE .. .de UL .lg 0 .if n .ul \%\&\\$3\f3\\$1\fR\&\\$2 .lg .. .de UC \&\\$3\s-1\\$1\\s0\&\\$2 .. .de IT .lg 0 .if n .ul \%\&\\$3\f2\\$1\fR\&\\$2 .lg .. .de SP .sp \\$1 ..

.SH VII. TRAPS .PP The \*sPDP\*n-11 hardware detects a number of program faults, such as references to non-existent memory, unimplemented instructions, and odd addresses used where an even address is

.ds n \s+2 .hw above-mentioned .ds s \s-2 .ds m \v'-.3'.\v'.3' .TL The UNIX Time-Sharing System\f1\s10\v'-.2n'*\v'.2n'\s0\fP .AU D. M. Ritchie and K. Thompson .AB .FS * Copyright 1974, Association for