SCHOOL CURRICULUM FOR COMPUTER … OF EDUCATION, WASHINGTON, D.C. REPORT NUMBER 0E-80024 PUB DATE...

R E P O R T R E S U M E S

ED 013 322 VT 002 361ELECTRONIC DATA PROCESSING - --I, A SUGGESTED 2-YEAR POST HIGHSCHOOL CURRICULUM FOR COMPUTER PROGRAMERS AND BUSINESSAPPLICATIONS ANALYSTS.BY- RONEY, MAURICE W. AND OTHERSOFFICE OF EDUCATION, WASHINGTON, D.C.REPORT NUMBER 0E-80024 PUB DATE JAN 66EDRS PRICE MF-$0.25 HC-$2.24 56P.

DESCRIPTORS- *DAYA PROCESSING, ELECTRONIC EQUIPMLNT,COMPUTERS, TECHNICAL EDUCATION, *CURRICULUM, *CURRICULUMGUIDES, *BUSINESS EDUCATION, *PROGRAMERS,

DESIGNED FOR USE IN PLANNING PREPARATORY PROGRAMS, THISCURRICULUM CAN ALSO BE USEFUL IN PLANNING EXTENSION COURSESFOR EMPLOYED PERSONS. MATERIALS WERE ADAPTED FROM A GUIDEPREPtARED BY ORANGE COAST COLLEGE, CALIFORNIA, UNDER ACONTRACTUAL ARRANGEMENT WITH THE U.S. OFFICE OF EDUCATION,AND REVIEWED BY A COMMITTEE COMPOSED OF SPECIALISTS IN DATAPROCESSING, COMPUTER APPLICATIONS, AND TECHNICAL EDUCATION.HOURS REQUIRED, DESCRIPTION OF THE COURSE, OUTLINE OF MAJORDIVISIONS, AND REFERENCES ARE GIVEN FOR THE COURSES -- (1)FIRST YEAR -- DATA PROCESSING MATHEMATICS I, INTRODUCTION TOBUSINESS DATA PROCESSING, ELECTRONIC ACCOUNTING MACHINES,ACCOUNTING I, COMMUNICATIONS SKILLS I, DATA PROCESSINGMATHEMATICS II, DATA PROCESSING APPLICATIONS, COMPUTERPROGRAMING I, ACCOUNTING II, AND COMMUNICATION SKILLS II, AND(2) SECOND YEAR --- COMPUTER PROGRAMING II, PROGRAMINGSYSTEMS, STATISTICS, BUSINESS ORGANIZATION, COST ACCOUNTING,BUSINESS SYSTEMS DESIGN AND DEVELOPMENT, ADVANCED PROGRAMINGSYSTEMS, DATA PROCESSING FIELD PROJECT, AND SOCIAL SCIENCES.THE TEACHER SHOULD HAVE TECHNICAL COMPETENCE, BUSINESSEXPERIENCE, AND PROFESSIONAL TRAINING IN EDUCATIONALPROCESSES. STUDENTS SHOULD HAVE DEMONSTRATED COMPETENCE INHIGH SCHOOL MATHEMATICS. THE APPENDIX INCLUDES ABIBLIOGRAPHY, A LIST OF AUDIOVISUAL AIDS, AND LABORATORYLAYOUTS. THIS DOCUMENT IS AVAILABLE AS GPO NUMBER FS5.240-80024 FOR 40 CENTS FROM SUPERINTENDENT OF DOCUMENTS,U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (PS)

t.

-198Z0 _J

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

TECHNICAL EDUCATION PROGRAM SERIES NO 4

ELECTRONIC DATA PROCESSING-IA Suggested 2-Year Post High School Curriculumfor Computer Programers and Business Applications Analysts

U.S. DEPARTMENT OF

HEALTH, EDUCATION, AND WELFARE Anthony J. Celebrezze, Secretary

Off ice of Education Francis Keppel, Commissioner

REPRINTED JANUARY 1963

REPRINTED OCTOBER 1963

Superintendent of Documents Catalog No. FS 5:290:80024

U.S. GOVERNMENT PRINTING OFFICE

WASHINGTON : 1963

For sale by the Superintendent of Documents, U.S. Government Printing Mike, Washington 25, D.C. - Price 40 cents

S

ti

Foreword

THE PROCESSING OF DATA by electronic equipment has created vast

changes in business and industry. Nowhere are these changes moreapparent than in the occupations associated with the handling of businessinformation. Much of the routine time-consuming work of obtaining, com-

piling, and reporting the information necessary for a business to operate can

now be adapted to machine processing. As a direct consequence, the educa-

tional requirements for many business occupations have changed considerably.

This is especially true of those occupations which require training beyond that

provided by the general high school curriculum.The curriculum outlined in this bulletin is primarily designed for a 2-year

post high school program. It is intended as a guide to be used in planningpreparatory programs, but it can also be useful in planning extension courses for

employed persons. It provides a sequence of inter-related courses, each of

which has been designed especially for this program. The techniques used to

develop the curriculum will be of interest to those who are planning new pro-

grams in this field.This curriculum guide was developed by Maurice W. Roney of the Tech-

nical Education Branch of the Division of Vocational and Technical Education.

Other Branch personnel directly involved in its development included: Frank

J. Coyle, Alexander C. Ducat, Robert M. Knoebel, Clarence E. Peterson, and

Arthur B. Wrigley.Materials for this publication were adapted from a guide prepared by

Orange Coat College, Costa Mesa, Calif., and by Allison Bissell and Lawrence

Quattlebaum of the International Business Machines Corporation. The mate-

rials provided by Orange Coast College were prepared under a contractual

arrangement between the California State Department of Education and the

U.S. Office of Education. The contributions of Messrs. Bissell and Quattle-baum resulted from a project they conducted at the IBM Systems Research

Institute. As a final step in the developmental process, a review committee

composed of specialists in data processing, computer applications, and technical

education made an intensive review of the entire curriculum.In summary, this curriculum guide is the product of the efforts of vocational

educators, junior college administrators, and representatives of business and

industry. As such, it should serve as a guide in developing curriculums that

will meet local as well as national manpower needs in the field of electronic data

processing.WALTER M. ARNOLD,

Assistant Commissionerfor Vocational and Technical Education.

Zn

Acknowledgments

THISachieved recognition in the field of data processing:HIS PUBLICATION was reviewed in detail by the following men who

JAMES M. ADAMS, director of education, National Machine Accounts Association,524 Busse Highway, Park Ridge, Ill.

LELAND P. BALDWIN, regional supervisor, Bureau of Business Education, State De-

partment of Education, Sacramento 14, Calif.

ALLISON BISSELL, district manager, Systems Engineering, IBM Corporation, 731

James St., Syracuse 3, N.Y.SELWYN BRENT, education techniques coordinator, UNIVAC, Division of Sperry-Rand

Corporation, 315 Park Ave. South, New York, 10 N.Y.

JOHN J. DUFOUR, formerly director of business data processing, Orange Coast College,

Costa Mesa, Calif.GEORGE G. HELLER, chairman, Education Committee, Association for Computing

Machinery, and education chairman, Computing Devices Committee, American

Institute of Electrical Engineers, 7220 Wisconsin Ave., Bethesda, Md.

J. A. KEARNS, manager, Education Programs, IBM Corporation, 425 Park Ave.,

New York 22, N.Y.W. E. LEAVITT, State-Federal program manager, IBM Corporation, 2251 Wisconsin

Ave. NW., Washington 7, D.C.W. A. MCINTOSH, department head, Data Processing, Industrial Eduction Center,

Burlington, N.C.LAWRENCE M. QUATTLEBAUM, systems engineering manager, IBM Corporation,

425 Park Ave., New York 22, N.Y.GARY RAWLINGS, director of data processing, Orange Coast College, Costa Mesa,

Calif.NORMAN E. WATSON, vice president, Orange Coast College, Costa Mesa, Calif.

iv

ContentsPage

FOREWORD IIIACKNOWLEDGMENTS_ IVGENERAL PROGRAM REQUIREMENTS 1

CURRICULUM OUTLINE 2THE CURRICULUM: its Content and Organization 3COURSE OUTLINES

First Year, First SemesterM 103 Data Processing Mathematics I 5C 102 Introduction to Business Data Processing 6C 105 Electric Accounting Machines 7A 104 Accounting I 9G 113 Communication Skills I 11

First Year, Second SemesterM 124 Data Processing Mathematics II 13C 122 Data Processing Applications 14C 124 Computer Programing I_ 16A 144 Accounting II 18G 123 Communication Skills II 20

Second Year, First Semester 22C 215 Computer Programing II 22C 213 Programing Systems 23A 243 Statistics 24A 253 Business Organization 26A 263 Cost Accounting 27

Second Year, Second Semester 28C 264 Business Systems Design and Development__ __ 28C 266 Advanced Programing Systems__ 30C 262 Data Processing Field Project 33G 263 Social Science 34

APPENDIXESA. Bibliography 37B. Audiovisual Aids 39C. Library Work Center 43D. Data Processing Field Project 44E. Data Processing Classroom and Laboratory Layouts 45

.....P.^.',',"A"..TrAeSTwev'e""t4M4wort"ll0FNMetrOPSIPPOrIllTs.00W,WIrt:

Electronic Data ProcessingA Suggested 2-Year Post High School Curriculum

For Coimputer Programers and Business Applications Analysts

General Program RequirementsSKILLED HANDLING and control of busi-

ness records and accounts, inventory, sales,income, and expenditures are essential to manage-ment decisions. This curriculum guide outlines asequence of courses designed to give the studentan understanding of the principles of businessoperation, experience with techniques and methodsof handling business data, functional competencein the application of data processing systems, andexperience in computer programing.

Emphasis throughout the curriculum in thisguide is upon business data processing and theuse of machines in the solution of business prob-lems. The courses outlined have been designedto prepare programers and applications analystscapable of being immediately productive in variousentry jobs in business organizations. Graduatesshould be qualified to:

Apply currently available programing techniques to adefined problem with minimum supervision.Program and operate any particular computer with aminimum of orientation.Understand and master special techniques as the needoccurs.Communicate their properly documented programingdecisions to personnel concerned.

Graduates should be able to advance rapidlyfrom entry jobs to positions of greater responsi-bility. The curriculum emphasizes the use of arange and variety of equipment, although most

schools will, of necessity, utilize a single dataprocessing system consisting of a computer andits ancillary equipment. However, the graduate'sproficiency with one complete data processing sys-tem should enable him to adapt to other systemsquite rapidly.

Students entering the program should havedemonstrated competence in high school mathe-matics, especially algebra. In addition, theyshould have shown an aptitude for logical reason-ing. The latter may be more significant in thestudent's progress than credit in advanced mathe-matics courses.

Essential to the success of any curriculum is awell-qualified instructional staff. The qualifica-tions needed in this program include technicalcompetence, business experience, and professionalacumen, together with training and experience inthe practical work of data processing in businessactivities. Professional training in educationalprocesses and teaching methods should be requiredof all teachers.

The curriculum and courses suggested in thisguide constitute only one approach to instructionin a field of employment which is in a state oftransition. The course outlines are short anddescriptive. Modifications and adaptations willusually be necessary to meet the scheduling re-quirements of a particular school.

1

Electronic Data ProcessingCurriculum Outline

Curriculum outline, by semesterHours per week

Page

Class Lab. Study Total

FIRST SEMESTERFIRST YEAR

M 103 Data Processing Mathematics I 3 0 6 9 5C 102 Introduction to Business Data Processing 2 5 8 6C 105 Electric Accounting Machines 3 5 6 14 7A 104 Accounting I 4 0 8 12 9G 113 Communication Skills I 3 0 6 9 11

Total 15 6 1 31 52

SECOND SEMESTER

M 124 Data Processing Mathematics II 4 0 8 12 13C 122 Data Processing Applications 2 1 4 7 14C 124 Computer Programing I 3 4 6 13 16A 144 Accounting II 4 0 8 12 18G 123 Communication Skills II 3 0 6 9 20

Total 16 5 1 32 53

SECOND YEAR

FIRST SEMESTER

C 215 Computer Programing II 3 5 6 14 22C 213 Programing Systems 3 1 6 10 23A 243 Statistics 4 0 8 12 24A 253 Business Organization 2 0 4 6 26A 263 Cost Accounting 3 0 6 9 27

Total 15 6 30 51

SECOND SEMESTER

C 264 Business Systems Design and Development 3 2 6 11 28C 266 Advanced Programing Systems 4 4 8 16 30C 262 Data Processing Field Project 1 3 6 10 33G 263 Social Science. 3 0 6 9 34

Total 11 9 26 46

2

-1A

The Curriculum: Its Content and OrganizationTHE SEQUENCE of the courses in a 2-yeartechnical curriculum is as important as the

content of the courses. In general, the subjectmatter in a technical curriculum is carefullycorrelated in groups of concurrent courses. Thisis in sharp contrast to the more familiar arrange-ment of professional curriculums in which basicand somewhat unrelated courses make up the firstpart of the study program and specialization isdeferred to subsequent terms.

This curriculum is designed to provide the maxi-mum specialization achievable in a 2-year pro-gram. It is consistent with educational practicesthat have been successful in attracting and holdingcapable students who are primarily interested inspecialized occupational fields. The central pur-pose is to develop occupational competency. Toaccomplish this, it has been necessary to integratetheory and practice and to program all courses formaximum effectiveness.

In most successful technical curriculums thefirst semester includes a substantial introductionto the field of specialization. In this curriculum,two courses, C 102 Introduction to Business DataProcessing and C 105 Electric Accounting Ma-chines, introduce the more interesting and prac-tical elements of the study program in the firstsemester. These courses identify t e basic pur-pose to be served by organizing and quipping abusiness for modern high-speed data processing.This introduction has the advantage of motivatingstudents whose primary interest is in the practicalaspects of education. Also, an introduction tothe more sophisticated aspects of his futureoccupation helps the student to appreciate and toput in perspective the less glamorous, but equallyvaluable, courses such as those in accounting,mathematics, and communications.

Computer programing is introduced as early aspossible in the curriculum for the same reasons.The computer is central in the interest of everystudent because it represents the key to success inthe occupational field. Furthermore, an under-standing of the unique functions of the computerin processing data will increase the student's ap-preciation for all of the more routine clerical and

accounting functions of the business operation.The computer is introduced along with some of itsmost important applications in two second se-mester courses: C 124, Computer Programing Iand C 122, Data Processing Applications. Thesecourses are correlative and each effectively rein-forces the other.

This early introduction to the mechanics ofdata processing has an additional advantage. Thestudent becomes familiar with the basic require-ments of a data processing system in the first yearof the program, and is thus able to devote moreattention in the second year to systems analysisand systems design.

Two significant elements of the curriculum aremathematics and communication skills. Coursesin these basic skills contain materials selected formaximum utility in business occupations and arescheduled in the first two semesters.

Mathematics courses include basic logic, thenumber systems, and Boolean algebra. Specialattention is given to the applications of mathe-matics in the solution of practical business prob-lems. Concepts of approximation and allowableerror are introduced to give a basis for problem-solving techniques that may be used in caseswhere absolute values cannot be obtained.

Communications courses emphasize the me-chanics of reading, writing, listening, speaking,and reporting. Instructors should establish stand-ards of clarity, conciseness, and neatness in thebeginning courses. In addition, instructors intechnical courses should set increasingly highstandards for student work in reporting. In thefinal phases of the 2-year program, the standardsof reporting should approach those required bybusiness organizations. At the same time, in-structors should encourage individual style andinitiative by allowing as much freedom as possiblein reporting, consistent with established schoolstandards.

Spiral teaching is another feature of technicaleducation that is incorporated in this curriculum.A concept, once introduced, is never dropped,but is extended and applied in subsequent coursesand is reinforced, where necessary, by a return

3

4 ELECTRONIC

to previous subjects and topics. In the secondyear of the program, the use of the computer inthe business organization is again the majoremphasis. Building on the general and basicconcepts introduced in the first year, the studentprogresses to such topics as advanced and auto-matic coding, work simplification techniques, andfeasibility studies. At the same time, he isintroduced to the use of statistics, includingmethods of description, analysis, and statisticalinference.

In the final term the emphasis shifts to a moreindividualized form of instruction. Students re-ceive more individual and group assignmentswhich require a wider use of resources other thanformal classroom instruction. Studying the pro-cedures used in the analysis and design of systems,programing advanced problems, and carrying amajor field project through to completion consti-tute the major part of the last semester's work.This enables the student to tie together and rein-force parts of previous courses which he mayhave only partially understood at the time hefirst studied them. It also enables him to evaluatehis own potential under the supervision of com-petent instructors and to recognize those areas ofthe technology in which he may need additionalstudy.

Student workloads have been given carefulconsideration in the design of this curriculum.The amount of outside study, as indicated in thecurriculum outline, is approximately 30 hours perweek. Total workloads range from 46 to 53 hoursper weeknot an excessive requirement in a2-year technical program. Not more than fivecourses requiring outside study are scheduled inany semester.

The lists of texts and references shown at theend of each course outline are by no means com-plete. New materials and books for this field ofstudy are appearing with increasing frequency.It is probable, therefore, that many publicationsof value are not included. In any event in-

DATA PROCESSING

structors will need to draw upon a number ofsources for suitable reference materials.

The job of preparing course instructionalmaterials, teaching guides, units of instruction,and making the curriculum fit local needs andconditions is the responsibility of the instructionalstaff utilizing the curriculum. In short, theindividual laboratory or classroom teacher withcompetent and expert advice will decide on theactual units of instruction to be included, the timeto be spent on each topic, textbooks and refer-ences to be used, and the supplementary materialsnecessary to develop the best learning situation.The curriculum can only suggest those areas ofinformation which should be covered, to givestudents the lmowledge and the competency neces-sary to enter and progress in business and indus-try. It is for the instructor to determine theproper application of the concepts outlined in thiscurriculum.

Much valuable instructional material can beobtained from equipment manufacturers, profes-sional societies, and various business and industrialassociations. Complete libraries of tape and cardprograms are available from computer manufac-turers as examples of programs developed foractual business operations. Operation manualsand educational materials of many types are alsoavailable from these sources.

Advisory committees can be very helpful inprogram planning and coordination. Such com-mittees may include representatives from in-dustrial and business enterprises, State unemploy-ment services, organized labor groups, professionalor trade associations, and other local groups con-cerned with industrial services. One of the mostimportant functions of an advisory committee is toprovide a medium of communication. The com-mittee can interpret the needs of the community tothe school and at the same time make the con-tributions of the school known to the community.

An alphabetical list of texts and references, apartial list of teaching aids, and suggestions forlaboratory arrangements appear in the appendixes.

COURSE OUTLINES: FIRST TEAR, FIRST SEMESTER

M 103, Data Processing Mathematics IHours Required

Class, 3; Laboratory, 0Description

The language of business has numerical bases.This course provides the necessary foundationin numerical concepts for thestudy of accountingand machine processes. It is the first of twomathematics courses designed specifically forbusiness data processing.One year of high achool algebra is the requiredbackground for this class.

Major DivisionsI. The Concepts of Notation

II. Basic AlgebraHI. The Number SystemsIV. Representation of a Number With an

Arbitrary BaseV. Fixed and Fli:ating Point Numbers

Vl. Precision and SignificanceVII. Linear Equations

DIVISION I. The Concepts of NotationA. SubscriptsB. Functional notationsC. Use of exponentsD. Tnfinite sumE. The factorial notationF. Arithmetic progressions and series

DIVISION II. Basic AlgebraA. Algebraic expressionsB. Algebraic fractionsC. FactoringD. Polynomials

DrvxmoN III. The Number SystemsA. Base 10 numbering systemB. Rational and irrational numbersC. Powers and rootsD. Logarithms

DIVISION IV. Representation of a Number Withan Arbitrary Base

A. BinaryB. OctalC. Conversion from one base to another

DIVISION V. Fixed and Floating Point NumbersA. Fixed point

1. Scaling2. Advantages

B. Floating point1. Mantissa2. Exponent3. Advantages

DIVISION VI. Precision and SignificanceA. PrecisionB. SignificanceC. Absolute and relative errors

DIVISION VII. Linear EquationsA. Equations with one unknownB. Equations with two and greater unknownsC. Determinants

Texts and ReferencesCOURANT. What Is Mathematics?CROWDER. The Arithmetic of ComputersMOORE. Fundamental Principles of MathematicsRICHARDSON. Fundamentals of MathematicsTITCHMARSH. Mathematics for the General Reader

5

C 102, Introduction to Busing= Data ProcossingHours Required

Class, 2; Laboratory, 1

DescriptionAll data processing systems, regardless of size,type, or basic use, have certain fundamentaloperational principles. This course illustratesthe development of computer systems frommanual methods to the stored program, and isdesigned to provide a foundation for detailedstudy of specific systems.

Major DivisionsI. Evolution of Data Processing

II. The Business Organization and DataProcessing

III. Development of a Data Processing SystemIV. Input-Output MediaV. Internal Processing

VI. Computer CharacteristicsDIVISION I. Evolution of Data Processing

A. Highlights of data processing developmentB. Manual methods through key-driven ma-

chinesC. Brief overview of punched card systemsD. The need for electronic data processing

systemsDIVISION II. The Business Organization and Data

ProcessingA. Function of businessB. The organization chart

1. The company2. The data processing unit

C. The nine key operationD. Forms: flow chartE. Procedures: flow

DIVISION III. Development of a Data ProcessingSystem

A. Components of systems6

1. Stored programs2. Elements of problem-solving3. Central processing unit4. Primary storage5. Arithmetic unit6. Logic: ability7. Documentation

B. Types of systems1. Manual2. Mechanical3. Electrical

DIVISION IV. Input-Output MediaA. Card readerB. Card punchC. Magnetic tape unitD. Paper tape readerE. Paper tape punchF. Magnetic character sensingG. Optical readerH. PrintersI. Random access devices

DIVISION V. Internal ProcessingA. Loading the stored programB. AccessingC. RegistersD. Data flow

DIVISION VI. Computer CharacteristicsA. Analog and digitalB. Serial and parallelC. Buffered and unbufferedD. Sequential and nonsequentialE. Numeric and alphanumericF. Variable and fixed

ReferencesLEEDS and WEINBERG. Computer Programing Funda-

mentals

MCCRACKEN, WEISS, and LEE. Programing BusinessComputers

C 105, Electric Accounting Machines

Hours RequiredClass, 3; Laboratory, 5

DescriptionThis is a survey of electric accounting machines,illustrating the need for machines in accountingand record keeping, and the concept, power,and flexibility of the unit record. The impor-tance and the scope of unit record equipmentas an independent system will be developedthroughout the course. Laboratory exerciseswill be executed involving planning and wiringa range of unit record equipment. Practicalexercises offered will be typical of those per-formed in the existing electric accountingmachine installations.

Major DivisionsI. The Unit Record

II. Machine FunctionsIII. Elements of a MachineIV. The Card Punch and VerifierV. Interpreter

VI. SorterVII. Reproducing Punch

VIII. CollatorIX. Tabulators: Accounting MachinesX. Calculators

DIVISION I. The Unit RecordA. Card formatB. Card codeC. Control punchesD. Card fieldE. Flexibility in processing

DIVISION II. Machine FunctionsA. RecordingB. ClassifyingC. CalculatingD. Report preparation

DIVISION III. Elements of a MachineA. Card feedingB. Card readingC. Printing unitsD. The control panel

DIVISION IV. The Card Punch and VerifierA. Functions

tilii,4,404".,',

B. FeaturesC. Alphabetic and numeric punchingD. DuplicatingE. The control cardF. Verification

DIVISION V. InterpreterA. FunctionsB. FeaturesC. The column splitD. InterpretingE. The selectorF. Interpreting with selection

DIVISION VI. SorterA. FeaturesB. Operating proceduresC. Numerical and alphabetic sortingD. Block sorting

DIVISION VII. Reproducing PunchA. FeaturesB. FunctionsC. Operating proceduresD. ReproducingE. Gang punchingF. Verifying

DIVISION VIII. CollatorA. FeaturesB. FunctionsC. Operating proceduresD. Sequence checkingE. SelectionF. Merging

DIVISION IX. TabulatorsAccounting MachinesA. FunctionsB. FeaturesC. Control Panel

1. Detail printing2. Program control3. Addition and subtraction4. Group printing and group indication5. Selective printing6. Summary punching

DIVISION X. Calculators

A. FunctionsB. Features

7

8

1

C. Control Panel1. Add2. Subtract3. Multiply

ELECTRONIC DATA PROCESSING

411111111411111011111111111111111MOMIP0111161.

4. DivideReferencesAll manufacturers' technical manuals covering machines.MCGILL. Punched Cards: Data Processing for Profit

Improvement.

4;.krav

:n1Prrt".

Albille..

.""""...,,

Students at work in a typical electronic data processing laboratory.Seated at the left is a student at the console of the computer.

Students at right and center rear are operating punched card equipment.

A 104, Accounting IHours Required


This course emphasizes the principles, tech-niques, and tools of accounting. It provides thenecessary background understanding of the me-chanics of accounting-collecting, summarizing,analyzing, and reporting information about thebusiness. As the mechanics of accountingbecome well formulated, it is practical tointroduce the use of data processing machinesin performing the accounting functions withinan organization. Case studies are used toeffectively impart these concepts.

Major DivisionsI. Basic Accounting Concepts

II. The Accrual Concept and the IncomeStatement

III. Bookkeeping: The Mechanics of Account-ing

IV. Accounts Receivable and Fixed AssetsV. Capital Stock, Surplus, Bonds

VI. Review of Accounting ConceptsMiriam I. Basic Accounting Concepts

A. The language of accountingB. Underlying principles

1. Expressing facts in dollars2. The business entity3. Value equals cost4. Assets equal equities (dual-aspect prin-

ciple)5. The accrual principle

C. Fundamental conventions: doctrines of-1. Consistency2. Conservation3. Materiality

D. The balance sheet1. Current assets2. Fixed assets3. Other assets4. Liabilities5. Current liabilities6. Other liabilities

E. Balance sheet changesF. An alternative view of the balance sheet

G. Case studiesDIVISION II. The Accrual Concept and the Income

StatementA. The accrual concept

1. The accounting period2. Measurement of expense3. Measurement of revenue4. A remainder: the dual-aspect concept5. A remainder: materiality6. Tax accounting vs. business accounting

B. The income statement1. Cost of goods sold2. Wages and salaries3. Continuous transactions

C. Retained earnings reconciliation statementD. Case studies

DivisioN Ill. Bookkeeping: The Mechanics ofAccounting

A. IntroductionB. Bookkeeping tools

1. The account2. Debit and credit3. The ledger4. The journal5. Special journals

C. The adjusting and closing process1. Adjusting entries2. Closing entries3. Ruling and balancing accounts4. The trial balance5. The worksheet

D. Locating errors revealed by the trial balanceDIVISION IV. Accounts Receivable and Fixed

AssetsA. Accounts receivable

1. Accounting recognition of bad debts2. Bad debt write-off3. Collection of a bad debt written off4. Summary

B. Fixed assets and depreciation1. Acquisition of fixed assets2. Betterments vs. maintenance3. Depreciation4. Write-off of fixed assets5. Sale or exchange of fixed assets

9

ELECTRONIC DATA PROCESSING

C. Intangible assetsD. Case studies illustrating the accounting

mechanics as performed on data processingequipment.

DIVISION V. Capital Stock, Surplus, and BondsA. Capital Stock

1. Recording the issue2. Balance sheet presentation3. Treasury stock

B. Surplus1. Significance2. Stock dividends3. Surplus reserves4. Other types of reserves

C. Bonds1. Recording the issue2. Balance sheet presentation3. Bond interest, premium, and discount4. Issue costs

5. Retirement of bonds6. Refunding a bond issue

DIVISION VI. Review of Accounting ConceptsA. The balance sheetB. The income statementC. Limitations on accounting dataD. Diversity in detailE. SummaryF. Case studies illustrating the basic accounting

functions as performed on computingmachines

Texts and ReferencesANTHONY. Management Accounting: Text and CasesFINNEY. Principles of Accounting: IntroductoryHOLMES, MAYNARD, EDWARDS, and MEIER. Elementary

Accounting. Intermediate Accounting

MALCHMAN and SLAVIN. Foundations of Accounting forManagerial Control.

RANKIN. What's Behind a Financial Statement

se*

Student operating a key sort machine.

AA JA

0 113, Communication Skills IHours Required


It is recognized that communication is anessential part of all phases of business andindustry. Effective communication abilities arerequired for those who advance to responsiblepositions in business organizations. In thiscourse, the student's strength and weaknessesare analyzed through the use of diagnostic testsand exercises in writing, speaking, reading, andlistening. Both technical and social skills areemphasized throughout the entire course.

Major DivisionsI. Sentence Structure

II. Using Resource MaterialsIII. Written ExpressionIV. Talking and ListeningV. Improving Reading Efficiency

VI. Graphic Communication

DIVISION I. Sentence StructureA. Review of basic parts of speechB. What makes complete sentencesC. Use and placement of modifiers, phrases, and

clausesD. Sentence concisenessE. Exercises in sentence structure

DIVISION II. Using Resource MaterialsA. Orientation in use of school library

1. Location of reference materials2. Mechanics for effective use3. Dewey Decimal System

B. Dictionaries1. Types of dictionaries2. How to use dictionaries3. Diacritical markings and accent marks

C. Other reference --,urces1. Technical manuals and pamphlets2. Bibliographies3. Periodicals

D. Exercises in the use of resource materials1. Cumulative indexes2. Atlases3. Encyclopedias4. Other

DivisioN III. Written ExpressionA. Paragraphs

1. Development2. Topic sentences3. Unity and coherence

B. Types of expression1. Inductive and deductive reasoning2. Figures of speech3. Analogies4. Syllogisms5. Cause and effect6. Other

C. Written exercises in paragraphsD. Descriptive reporting

1. Organization and planning2. Emphasis on sequence, continuity, and

delimitation of pertinent data or infor-mation.

E. Techniques of expositionF. Letter writing

1. Business letters2. Personal letters

G. Mechanics1. Capitalization2. Punctuation3. Spelling

a. Word division: syllabificationb. Prefixes and suffixesc. Word analysis and meaning: context

clues, content analysis, phonetics, etc.H. Exercises in mechanics of written speech

DrvisioN IV. Talking and ListeningA. Organization of topics or subjectB. Directness in speakingC. Gesticulation and use of objects to illustrateD. Conversation courtesiesE. Listening faultsF. Taking notesG. Understanding words through context cluesH. Exercises in talking and listening

DIVISION V. Improving Reading EfficiencyA. Reading habits

1. Correct reading posture2. Light sources and intensity3. Developing proper eye span and move-

ment11

...11110111/.

12 ELECTRONIC DATA PROCESSING

4. Scanning5. Topic sentence reading

B. Footnotes, index, bibliography, cross-refer-ence, etc.

C. Techniques of summary1. Outline2. Digest of brief3. Critique

D. Exercises in reading improvement1. Reading for speed2. Reading for comprehension

DIVISION VI. Graphic CommunicationA. Bar charts and histogramsB. Linear graphs

1.1110

C. Effective pictorial presentations

Texts and ReferencesBAIRD and KNOWER. Essentials of General Speech

General Speech: An IntroductionBORDEAUX. How To Talk More EffectivelyCROUCH and ZETLER. Guide to Technical Writing

GUAM, GRAVES, and HOFFMAN. Report Writing

THOMPSON. Fundamentals of Communication: An Inte-grated Approach

WARRINER and GRIFFITH. English Grammar and Compo-sition: A Complete Handbook

WITTY. How To Improve Your Reading

YOUNG and SYMONIK. Practical English: Introduction toComposition

eZ

Instructor and student check a wired control panel for an accounting machine. The control panel gives the machine flexibility,because by changing control panels a new set of instructions for processing data is given to the machine

411111111111111111MMUIENISI-.....---

COURSE OUTLINES: FIRST YEAR, SECOND SEMESTER

M 124, Data Processing Mathematics IIHours Required


Data Processing Mathematics II is a continua-tion of M 103, Data Processing Mathemazics(see p. 5). Numbers systems, forms, andmethods basic to data processing are continuedand extended.

Major DivisionsI. Concept of an Iterative Process

II. Solution of SimultaneouS Linear EquationsIII. LogicIV. Boolean AlgebraV. Applications of Numerical Solutions to

Physical ProblemsVI. Classification of Errors in the Numerical

Solutions of a ProblemDIVISION I. Concept of an Iterative Process

A. AlgorithmB. Applications of iterative processC. Advantages

DIVISION IL Solution of Simultaneous LinearEquations

A. Definition and notationB. Elimination schemeC. Iterative method

111111111111110Pers~,_

DIVISION III. LogicA. Introduction to logicB. Deductive logicC. Inductive logicD. Logical basisE. Logical basis for mathematics

DIVISION IV. Boolean AlgebraA. ConnectivesB. Truth tablesC. Machine implementation of arithmetic oper-

ations.D. Simplification of Boolean algebra expressionsE. Information retrieval techniques

DIVISION V. Applications of Numerical Solutionsto Physical Problems.

DIVISION VI. Classification of Errors in theNumerical Solutions of a ProblemA. Error in mathematical approximationB. Error in the measurement of parametersC. Truncation errorsD. Round-off errorsE. Ill- conditioned equations

Texts and ReferencesHORN. Applied Boolean AlgebraRICHARDSON. Fundamentals of MathematicsWADE and TAYLOR. Fundamental Mathematics

13

..1,

C 122, Data Processing Applications


DescriptionThis course is designed to acquaint the secondsemester student with business data processingapplications. Practical case studies illustratethe use of data processing equipment in varioustypes and sizes of representative companies.The student gains an understanding of the ad-vantages to be realized by the use of machinedata processing systems.

Major DivisionsI. Accounts Receivable

II. Accounts PayableIII. PayrollIV. Inventory Control

DIVISION I. Accounts ReceivableA. Theory and concepts of the accounts re-

ceivable application1. Objectives and importance of accounts

receivable2. Relationship of receivables to the distri-

bution family3. Making entries4. Controls

B. Basic approaches to accounts receivable:introduction1. Open item approach2. Balance forward approach

C. Open item approach1. Cash payments

a. Full paymentsb. Partial paymentsc. Paid file

2. Trial balance and statementsa. Aged trial balanceb. Aged statementsc. Out-of-balance reconstructiond. Audits and controls

3. Open item system using electromechani-cal data processing machines

4. Open item system using basic computingmachines

D. Balance forward approach1. Cash payments

14

a. Full paymentsb. Partial paymentsc. Cash receipts register

2. Trial balance and statementsa. Aged trial balanceb. Aged statementsc. Automatic payment reentry

3. Balance forward system using electricaccounting machines

4. Balance forward system using basiccomputing machines

E. Summary1. Comparison of open item and balance

forward approaches2. Advantages of mechanized accounts re-

ceivable methodsF. Case studies

DivisioN II. Accounts PayableA. Theory and concepts of the accounts

payable application1. Functions of the accounts payable de-

partment2. Effect on general ledger

B. Establishing liability1. Purchases requisition2. Purchasing department functions3. Purchase order preparation

C. Validating liability1. Internal expenses2. Outside charges3. Receiving reports4. Debit memos

D. Posting liabilities1. Ledgers2. Discounts

a. Tradeb. Cashc. Anticipation

E. Writing checksF. Applying distributions

1. Allocating expenses2. Analyzing records

G. Accounting controlsH. Accounts payable system using electric

accounting machines

COURSE

I. Accounts payable system using basic com-puting machines

J. Advantages of mechanized accounts payablemethods

K. Case studyDIVISION III. Payroll

A. Theory and concepts of the payroll applica-tion1. Interrelationship with other application

areas2. Effect on the balance sheet3. Effect on the income statement

B. Payroll source data1. Attendance documents2. Production documents

a. Job cardsb. Time sheetsc. Daily time tickets

3. Tax and miscellaneous deduction docu-ments

4. Computative data5. Classification data6. Identification data

C. ControlsD. Types of payroll

1. Hourly2. Salary3. Incentive

E. Payroll calculation1. Piecework2. Job guarantee3. Day guarantee

F. Overtime1. Reporting2. Computing3. Variations

G. Gross-to-net1. Tax computation

a. Federal income taxesb. FICAc. State income taxesd. Tax proof

2. Deduction computationa. Fixedb. One-time

H. Payroll registerI. Checks and earnings statementsJ. Check reconciliation

K. Tax reportsL. Payroll cost analysis and distribution

1. For accounting purposes

OUTLINES 15

2. For management control3. For cost analysis

M. Procedure study requirements1. Volume considerations2. Reports3. Schedule requirements4. Payroll computations5. Management requirements

N. Mechanized approaches1. Payroll systems using electric accounting

machines2. Payroll systems using basic computing

machines0. Summary

1. Procedural advantages of a mechanizedpayroll

2. Management advanmges of a mechanizedpayroll

P. Case studiesDivision IV. Inventory Control

A. Theory and concepts of the inventory con-trol function

1. Inventory control vs. material accounting2. Typical business inventories3, Management objectives of inventory

controlB. The basic inventory formula

1. Factors involved2. Modifications depending upon require-

ments of the business3. "Minimum" and "reorder point" systems

C. Establishing controls1. Coding methods2. Accuracy

a. Machine controlsb. Accounting controls

D. Procedural approaches1. The balance forward plan2. The unit tub file plan3. The stock allocation plan4. The automatic reorder plan

E. Physical inventoryF. Inventory control systems using electric

accounting machinesG. Inventory control systems using basic com-

puting machinesH. Case studies

Texts and ReferencesManufacturers' manualsLEviN Office Work and AutomationLEWIS Accounting Reports for Management

amearmaSNAIIIII

C 124, Computer Programing I


DescriptionThe student will study the functions andcapabilities of a specific data) processing machineand will become familiar with some of the toolsand raw materiel necessary for becoming aprogramer. He will perform programing drills,exercises, and case studies which will serve tobridge the gap from the theoretical to the realworld of data processing. The 4-hour-per-week laboratory session will further reinforcebasic principles by providing practical ap-plications.

Major DivisionsI. Computer Applications

II. Organization of the Data ProcessingSystem

III. Man-Machine CommunicationsIV. Instructions: Card SystemV. Methods of Program Debugging

VI. Housekeeping TechniquesVII. Loops and Indexing

VIII. SubroutinesDIVISION I. Computer Applications

A. Effect of computer size1. Large scale2. Medium scale3. Small scale

B. Specific application requirements1. Commercial2. Scientific3. Mixed

C. An integrated data processing systemDIVISION II. Organization of the Data Processing

SystemA. Components

1. Functions2. Features3. Speed

B. Instruction formatC. Storage organization

1. Coding systems2. Addressing scheme10

D. Instruction and data flow1. Registers2. Instruction phase3. Execution phase

DIVISION III. Man-Machine CommunicationsA. Console control

1. Man to machine2. Machine to man

B. Sense switch controlC. Inquiry stationsD. Machine to man printouts

1. Messages2. Memory printouts

DIVISION IV. Instructions: Card SystemA. Format control codesB. Card system input-output instructionsC. Data movement instructionsD. ArithmeticE. BranchingF. Logic instructionsG. Miscellaneous codes

DIVISION V. Methods of Program DebuggingA. Debugging a program before run timeB. Debugging a program at run timeC. Programing for ease of checkout

DIVISION VI. Housekeeping TechniquesDIVISION VII. Loops and Indexing

A. Steps in programing a loopB. Index registersC. Various types of loops

DIVISION VIII. SubroutinesA. The use of subroutinesB. Subroutines and calling sequenceC. The soft ware as a computer

Texts and ReferencesAll manufacturers' technical manuals covering specific

systemsAlt. Advances in ComputersBELL. A Management Guide to Electronic ComputersCANNING. Electronic Data Processing for Business and

IndustryCHAPIN. An Introduction to Automatic ComputersGOTLEIB and HUME. High-Speed Data Processing

COURSE OUTLINES 17

GREGORY and VANHORN. Automatic Data Processing Sys- LEEDS and WEINBERG. Computer Programing Funda-tems mentals

JEENEL. Programing for Digital Computers MCCRACKEN. Digital Computer ProgramingKey to Successful Electronic Data Processing. Journal

of A.C.M., January 1959.KOZMETSKY and KIZCHER. Electronic Computers Manage-

ment Control

I".

r.:1.

Programing Business Computers

POSTLEY. Computers and People

WRIIBEL. A Primer of Programing for Digital Computers

. 4404.44444444

.44

4,

try J

J.

Instructor and class discuss flow chart steps in a typical data processing application.

A 144, Accounting 11


DescriptionThis course emphasizes management uses ofaccounting information. The emphasis is onaccounting as a source of data for managementcontrol rather than on bookkeeping skills.Accounting services are shown as they con-tribute to the recognition and solution of amanagement problem. The concept of per-forming accounting services on data processingmachines is emphasized throughout the coursethrough the use of case studies.

Major DivisionsI. Management's Use of Accounting Infor-

mationII. Overall Reporting and Analysis: The

Funds FlowIII. Overall Reporting and Analysis: Ratios

and PercentagesIV. Challenges to Conventional Accounting

ConceptsV. Control: General Considerations

VI. Control: Analysis of Cost AccountingVariances

VII. Period Planning or BudgetingVIII. Project Planning: Relevant Costs

DIVISION I. Management's Use of AccountingInformationA. Purposes of accounting information

1. Planning2. Control

B. General considerations1. Different figures for different purposes2. Accounting figures are approximations3. Working with incomplete data4. Figures only partial evidence

DIVISION II. Overall Reporting and Analysis: TheFunds FlowA. Funds flow statementB. Statement refinements

1. Changes in owner's equity2. Changes in fixed assets3. Variations in presentation18

,t

DIVISION III. Overall Reporting and Analysis:Ratios and Percentages

A. Ratios1. Tests of liquidity2. Tests of profitability3. Market tests

B. Comparison of ratios1. Difficulties in making comparisons2. Possible bases for comparison

C. Percentages1. Choice of a base2. Averaging percentages

DIVISION IV. Challenges to Conventional Ac-counting ConceptsA. Price level conceptsB. Overall adjustmentsC. Inventory valuationsD. Fixed assets and depreciationE. Direct costing

DIVISION V. Control: General ConsiderationsA. CommunicationB. Motivation

1. Responsibility centers2. Charging costs to responsibility centers3. Internal auditing and control4. Management attitude

C. Appraisal of performance1. Standards2. Necessity for supervisor's concurrence3. Management by exception4. Problem of appraisal5. Control and the controller

DIVISION VI. Control: Analysis of Cost Account-ing VariancesA. Director labor and direct material

1. Some causes of labor variances2. Material cost variances3. Areas of uncertainty

B. Overhead1. Measures of volume2. Patterns of cost variation3. Cost line formula4. Budgeted costs5. Standard costs

COURSE OUTLINES

6. Absorbed costs7. Overhead variances8. Differences in selling costs

DivisioN VII. Period Planning or BudgetingA. The budget

1. Type of budgets2. The budget process

B. The break-even chart1. Construction of a break-even chart2. Interpretation of a break-even chart

DIVISION VIII. Project Planning: Relevant CostsA. Basic premise: profit maximizationB. General approachC. Problem definition and alternative solutionsD. Quantitative factors

' t4

19

E. Future costsF. Differential costsG. Mechanics of the calculationH. The margin of errorI. Evaluating and weighing the unmeasured

factors

Texts and ReferencesANTHONY. Management Accounting: Text and CasesFINNEY. Principles of Accounting: IntroductionHOLMES, MAYNARD, EDWARDS, and MEIER, Elementary

Accounting

Intermediate AccountingMALCIIMAN and SLAVIN. Foundations of Accounting for

Managerial ControlRANKIN. What's Behind a Financial Statement

I

7

A

1S

t.

Student removing cards from the stacker of a collator. As part of a punched card system this machine matches and combinestwo sets cf punched cards into one set of a given sequence. This function makes possible automatic filing of new cards intoan existing file of cards.

0 123, Communication Skills IIHours Required


The nature and dynamics of communicationare continued in this course. The fundamentalconcepts treated here have important implica-tions for organizations of all types-business,industrial, Government, military, social, public,and civic. This course is devoted to thepractical uses of the communication processwithin the business organization and, in particu-lar, within the data processing department.

Major DivisionsI. Dynamics of Communication

II. Qualities of CommunicationIII. Functions of CommunicationIV. Methods of CommunicationV. The Report Form

DIVISION I. Dynamics of CommunicationA. Nature of people

1. Beliefs and motivation2. Alone3. Interaction4. In groups5. In organizations

B. Nature of communication1. What it is2. The events, elements, sequence of com-

munication3. Communication control4. Occasions of communication

DIVISION II. Qualities of CommunicationA. Communicating effectivelyB. Communicating efficientlyC. Communicating clearly

DIVISION III. Functions of CommunicationA. Information

1. Scope of information communication2. Uses of information3. Exchange of information

B. Evaluation1. Basis of evaluation20

2. Content of evaluation3. Manner of evaluation

C. Instructive1. Instructions and procedures2. Training3. Direction, implementation, and commu-

nicationD. Influence and persuasion

1. The nature of influence2. Leadership and influence3 Influence, decision, and expectation4. Process and techniquw, of persuasion5. Ethics of persuasion and influence6. Communication and influence

E. Other functions of communicationDIVISION IV. Methods of Communication

A. Tools and techniques1. Thinking and communication2. Observing, reading, and listening3. Skill in receiving4. Communication tools5. Functional English6. Interest and attention

B. Preparation, presentation, and adaptationC. Forms and media of communication

DIVISION V. The Report FormA. Characteristics of the reportB. Report functionsC. Informal reports

1. Short-form reportsa. Memorandum reportsb. Business letter reportsc. Outline reports

D. The formal report1. Arrangement

a. Cover and title pageb. Table of contentsc. Summary of abstractsd. Body of the reporte. Bibliography and appendixf. Graphs and drawings

2. Preparationa. Collecting, selecting, and arranging

materialb. Writing and revising the report

IPIMEMIMINS.444**,

E. Special types of papers1. The abstract2. Process explanations3. The case history4. The book review

COURSE OUTLINES

.g

i111111"4

21

Texts and ReferencesMERRIHUE. Managing by CommunicationTHAYER. Administrative CommunicationSee also texts and references listed for course G 113,

Communication Skills I (p. 11)

t ti

k4".1:4"'1"

I

A student operates a Flexowriter. This machine is key-driven and produces printed reports and punched paper tape.

COURSE OUTLINES: SECOND YEAR, FIRST SEMESTER

C 215, Computer Programing IIHours Required


This is a continuation of the C-124 ComputerPrograming I course (See p. 16). The principlespresented in the second semester course of thefirst year will be employed repeatedly in courseII. Programing the tape data processing sys-tem will be taught as well as the fundamentalsof random access programing.

Major DivisionsI. Subroutines

II. Programing a Tape SystemIII. Macro-ProgramingIV. Job TimingV. Programing a Random Access Device

VI. Program TestingDIVISION I. Subroutine

A. Library conceptB. Open subroutineC. Closed subroutine

DIVISION II. Programing a Tape SystemA. Magentic tape characteristics

1. Coding2. Checking3. Function4. Speed

B. Magnetic tape file organization1. Logical record2. Tape record3. Grouped records4. Segmented records5. Tape reel6. Tape file

C. InstructionsD. End-of-reel, file, job routinesE. Timing individual tape operationsF. The medium-scale tape system in support

of a large-scale data processing system1. Pre-edit2. Peripheral operations

a. Card to tape

1110......allboamaw.

b. Tape to cardc. Tape to printer

3. File maintenanceDIVISION III. Macro-Programing

A. Macro-instruction concept1. Advantages2. Application

B. Medium-level programing systemC. Use of library macrosD. Creation of macros

DIVISION IV. Job TimingA. Gross timing: timing the job

1. Computing document throughout for thecard system

2. Timing a tape-oriented jobB. Timing the individual program steps

DIVISION V. Programing a Random Access DeviceA. Random access characteristics

1. Coding2. Checking3. Function4. Speed5. Application

B. Random access file organizationC. InstructionsD. File loading routinesE. File dumping proceduresF. Timing random access operationsG. Inquiry station

DIVISION VI. Program TestingA. Program listingsB. Test dataC, Operating instructionsD. ChecklistsE. Precalculated answersF. Desk checkingG. Debugging techniquesH. Test team organization

ReferencesAll manufacturers' technical manualsSee Texts and References, listed for course C 124, Corm

. puter Programing I (p. 16)22

C 213, Programing Systems


DescriptionThis introduction to programing systems willfamiliarize the student with the purpose andfunction of the variqus types of systems.

Major DivisionsI. Basic Concepts

II. Assembly Programs and CompilersIII. Macro GeneratorsIV. Report GeneratorsV. Utility Programs

VI. Data Scheduling SystemsVII. Sort-Merge

VIII. MonitorsIX. High-Level Languages

DIvzszoN I. Basic ConceptsA. The languageB. The processorC. Advantagesdisadvantages

DIvzszoN II. Assembly Programs and CompilersA. ConceptB. Brief introduction to a specific programing

systemC. Need for high-level systemsD. Application areas

DIvzszoN III. Macro GeneratorsA. Need, functions, and usesB. Examples

DIVISION IV. Report GeneratorsA. ConceptB. Examples in the medium-scale computer

areaC. Examples in the large-scale computer areaD. Scope of report generators

DIvzszoN V. Utility ProgramsA. Generalized routine conceptB. "Load and Go" conceptC. Examples

DIVISION VI. Data Scheduling SystemsA. Tape area

1. Scheduling function2. Blocking-deblocking function3. Error correction function4. End of operation functions5. Tape labeling functions6. Checkpoint and restart functions

B. Disc file areaDIVISION VII. Sort-Merge

A. Internal sortB. Merge

DIvzsioN VIII. MonitorsA. ConceptB. Application areasC. Example

DIVISION IX. High-Level LanguagesA. COBOL

1. Procedure statements2. Data specification

B. FORTRAN

Texts and ReferencesManufacturers' manuals covering each system outlinedAutomatic Programing: Fact or Fancy. Management

and Business Automation, February 1959Automatic ProgramingWhat Does It Offer, How Does

It Work? Office Management, August 1959

Automatic Programing Systems. Communication of ACM,May 1959

Why Automatic Programing? Computing News, June 15,1959

23

A 243, Statistics


DescriptionThe objectives of this course are to acquaint thestudent with the theory of statistics and itsapplication in business today. The studentwill gain an understanding of the kinds ofregularity that exist among random fluctua-tions. He will obtain experience in associatingand using mathematical models to interpretphysical phenomena and predicting, with rea-sonable certainty, the outcomes of experimentsrelated to practical business problems. Therewill be practical experiences in the statisticalsolution of business problems through the use ofcomputers. Methods of organizing and pre-senting data with intelligent interpretations areemphasized throughout the course.

Major Divisions

IX.X.

XI.

The Field of StatisticsElementary Number Usage TechniquesProbabilityPrinciples of SamplingSampling Methods in AuditingBivariate Data and Regression AnalysisCorrelation and the Analysis of VarianceStatistical Quality Control in Productionand ManagementStatistical Analysis of Time Series DataIndex NumbersForecasting and Market Research

DIVISION I. The Field of StatisticsA. What is statistics?B. Applications of statisticsC. Growth of statistics in business data proc-

essingDIVISION II. Elementary Number Usage Tech-

niquesA. Organizing univariate dataB. Averages

1. The arithmetic mean2. The median3. The mode24

4. Graphic representation of averages5. Use of averages

C. Measures of variation1. The range2. Variance and the standard deviation

D. RoundingE. Significant digits

1. Rules2. Use of rules

F. CasesDIVISION III. Probability

A. Discrete and continuous probability dis-tributions

B. Binomial and poisson distributionsC. Normal distributionsD. "t" distributionsE. Random variablesF. Probability tables

DIVISION IV. Principles of SamplingA. Random selection in scientific samplii.,gB. The central limit theoremC. The standard error of the meanD. The statement of reliabilityE. Statistical inference

DIVISION V. Sampling Methods in AuditingA. Control of clerical errorsB. Sampling of physical propertyC. Application to accounting recordsD. Sampling plans in an audit testE. How much to sampleF. Discovery sampling

DIVISION VI. Bivariate Data and RegressionAnalysisA. The stutter diagram and stereogramB. The lire regression or estimationC. The least square method in linear predictionD. Confidence intervals in regression analysisE. Regression analysis in economics and busi-

ness problemsDIVISION VII. Correlation and the Analysis of

VarianceA. Measuring the degree of correlationB. Coefficients of correlation

COURSE OUTLINES

C. Correlation tablesD. Multiple relationsE. Analysis of variance: the one-way classifi-

cationDIVISION VIII. Statistical Quality Control in

Production and ManagementA. Statistical surveillance of repetitive processesB. Manufacturing process controlC. Control charts for variablesD. Control charts for attributesE. Sampling plansF. Risks in quality control

DIVISION IX. Statistical Analysis of Time SeriesDataA. Components of time seriesB. Additive and multiplicative time series

modelsC. Moving averagesD. Time series analysis and forecasting

4

25

DIVISION X. Index NumbersA. Statistical methods in index number con-

structionB. Measurement of price and quantity chargesC. Consumer price indexD. Industrial production indexE. Statistical tests for index numbers

DIVISION XI. Forecasting and Market ResearchA. Forecasting techniquesB. Econometric methodsC. Input-output analysisD. Market and distribution researchE. Survey of consumer buying plans

Texts and ReferencesCROXTON and COWDEN. Applied General StatisticsGRIFFEN. Statistics Methods and ApplicationsMODE. Elements of StatisticsMOSTELLER, ROURKE, and THOMAS. Probability and

Statistics

WALLIS and ROBERTS. Statistics: A New Approach

,Z Olt MO AN

Students observe an accounting machine in operation. This machine prints alphabetical and numerical data from punchedcards and totals data by proper classifications.

A 253, Business Organization


DescriptionThe purpose of this course is to familiarize thestudent with the concepts and structure ofAmerican business. The data processing pro-gramer, although specificially concerned withone phase of a business at a time, must have theperspective of the whole structure and under-stand the importance of the interrelationshipsof the parts of the entire organization.

Major DivisionsI. Types of Business

II. Beginning of a CorporationIII. Organization LevelsIV. Departments in a BusinessV. Financing the Business

DIVISION I. Types of BusinessA. Definition of businessB. Single proprietorshipC. PartnershipD. CompanyE. Corporation

DIVISION II. The Beginning of a CorporationA. Partnership to companyB. Company to corporationC. Mergers

28

DIVISION III. Organization LevelsA. Administration

1. Stockholders2. Board

B. ManagementC. OperatingD. Line conceptE. Staff concept

DIVISION IV. Departments in a BusinessA. Sales or marketing organizationB. PurchasingC. ProductionD. ResearchE. AccountingF. Personnel

DIVISION V. Financing the BusinessA. StocksB. BondsC. Reinvested earnings

Text and ReferencesAMRINE, and others. Manufacturing Organization and

ManagementBETHEL, ATWATER, SMITH, and STACKMAN. Industrial

Organization and ManagementDURAND. Business: Its Organization, Management, and

ResponsibilitiesKELLEY and LAWYER. How to Organize and Operate a

Small BusinessSHILT and WILSON. Business Principles and ManagementTONNE and McGILL. Business Principles, Organization,

and Management

A 263, Cost AccountingHours Required


An understanding of the basic concept of thecost accounting function within a manufactur-ing organization is the objective of this course.Material costs, labor costs, manufacturingoverhead, and marketing costs that enter thecost accounting system are treated in detail.The use of the computer as a tool for performingthe cost accounting function through the ,,,ollec-tion, processing, and interpretation of thesedata for providing management with pertinentfacts about its business is stressed through casestudies selected to illustrate the objectivesof the cost accounting system, its relationshipto the overall accounting system, and its usesto management.

Major DivisionsI. Essentials of Cost Accounting

II. The Income Statement of ManufacturingCompanies

III. Cost Accounting StructuresIV. Case Studies: Design of Computer Cost

Accounting SystemsDIVISION I. Essentials of Cost Accounting

A. Problems of cost determination1. Allocated elements

a. Assets and timeb. Function or responsibilityc. Price level changes

B. Uses of cost information1. Reporting company status and progress2. Planning3. Control4. The balance sheet and income statement

C. Cost accounting and financial accounting1. Cost accounting as a part of the complete

accounting structure2. Rules, tools, and techniques

------------

D. Elements of cost1. Selling or distribution2. General and administrative3. Financial or nonoperating4. Product cost for inventory valuation5. Period costs

DIVISION it. The Income Statement of Manufac-turing Companies.A. Accounting for the cost of goods sold

1. Raw materials2. Direct labor3. Manufacturing overhead: product costs

and period costs4. Goods, or work, in process5. Finished goods

B. Variations in practice1. Condensed closing process2. Expanded closing process

C. Significance of the processD. Cases

DIVISION III. Cost Accounting StructuresA. Account flow chartB. Basic structureC. Job costing and process costingD. Standard costsE. Variations in practiceF. Summary

DIVISION IV. Case Studies: Design of ComputerCost Accounting Systems.A. Custom design manufacturingB. Standard design manufacturingC. Parts and subassembliesD. Job costingE. Process costingF. Standard costing

Texts and ReferencesANTHONY. Management Accounting: Text and CasesNEITNER. Cost Accounting: Principles and PracticeSHERWOOD and CHACE. Principles of Cost AccountingSPECTHRIE. Basic Cost Accounting

Industrial Accounting: A Brief Course

27

COURSE OUTLINES: SECOND YEAR, SECOND SEMESTER

C 264, Business Systems Design and DevelopmentHours Required


The effective use of data processing equipmentand management sciences in meeting theinformation needs of business requires thatmuch skill and knowledge be applied to thedevelopment and design of data processingsystems. The course is designed to guidethe student through the three stages in theevolution of a system: Analysis of presentinformation flow, system specifications andequipment selections, and implementation ofthe system.The scope of a system development study will,vary from a modest payroll procedure to thetotal information system of a large and complexbusiness.

Major DivisionsI. The Approach

II. Requirements of the SystemIII. Developing the SolutionIV. Data ControlsV. System Controls

VI. System EvaluationVII. Finalizing the System

VIII. System ImplementationDIVISION I. The Approach

A. Application researchB. Problem definitionC. Scope of the studyD. ObjectivesE. Desired resultsF. Target dates and study phase responsibilityG. Education of serviced departmentsH. Management's role

DIVISION II. Requirements of the SystemA. Fact-gathering techniques

1. Interview2. Tabulation

B. Recording the facts26

C. Reporting requirements1. Types of reports2. Report analysis3. Documentation4. Operating reports or documents

D. Source data requirements1. Report generating data2. Data documentation3. Format design and coding definitions

E. Analyzing the factsDIVISION III. Developing the Solution

A. General systems flow charting1. Standards2. Symbols

B. Decision tables1. Common elements2. Limited vs. extended entry3. Accuracy checks

C. DocumentationD. PresentationE. Review

DIVISION IV. Data ControlsA. ObjectivesB. Data analysis

1. Completeness2. Design suitability3. Mechanized transcription

C. Adjustments, corrections, and their controlD. Data control methodsE. Automatic and semiautomatic data entry

methods and equipmentDIVISION V. System Controls

A. The needB. Standard techniques: machine-orientedC. Unique techniques: application-orientedD. Audit trails

DIVISION VI. System EvaluationA. Quality of resultsB. Overall time cycleC. Inherent advantages

COURSE

D. Cost factorsE. The evaluation teamF. Evaluation reportG. Management approval and support

DIVISION VII. Finalizing the SystemA. Incorporating necessary changesB. Procedure writing

1. Nature and extent2. Importance of clarity and conciseness

C. Interdepartmental policy resolutions1. Coordination2. Approval

D. Training madualsE. Detailed problem definitions

1. Narrative2. Flow charts3. Record and report layouts4. Processing controls5. System controls6. Audit trails

DIVISION VIII. System ImplementationA. Responsibility

1. Staff2. Line

B. Planning and coordination1. Plan of action2. Sequence of events timetable

OUTLINES29

3. Scheduling4. Follow-up

C. Training plansD. Progress reportingE. Assigning responsibility and follow-upF. Actual cut-over or conversion

1. Timing2. Breaking-in period3. Parallel operations

G. Rules and helpful hints for conducting asystems study

H. Postinstallation evaluation1. Objectives2. Actual vs. anticipated costs3. Quality of resulting information4. Time schedules verification5. Modifications and refinements to the

system6. Discontinue all replaced routines7. Subsequent reviews of the system

Texts and ReferencesGRABBE) RAMO, and WOOLDRIDGE. Handbook of Auto-

mation, Computation, and ControlGREGORY and VANHORN. Automatic Data Processing

SystemsLAZZARD. Systems and ProceduresMCCRACKEN, WEISS, and LEE. Programing Business

Computers

C 266, Advanced Programing Systems


DescriptionThe objective of the course is to provide thestudent with sufficient knowledge of programingsystems concepts so that he may easily masterany specific system with a minimum of instruc-tion. Furthermore, he will be qualified toanalyze, evaluate, and make minor modificationsto such systems. Individual phases of certainselected systems are treated in detail in orderthat the student may learn advanced program-ing and logic decision techniques as applied insophisticated systems. The course is so de-signed that the student may gain an insightinto the various functions of advanced pro-graming systems and the manner in which theyperform their tasks without learning the actualprograming language of the various systems.

Major DivisionsI. Translators, Compiler, and Assemblers

II. Higher Level Language ProcessorsIII. Macro-GeneratorsIV. Report GeneratorsV. Input-Output Control Systems

VI. Sorts-MergesVII. Monitors and Supervisory Systems

VIII. SimulatorsDIVISION I. Translators, Compiler, and Assem-

blersA. Review of basic programing systemsB. Evolution of languages and processors

1. Processors2. Source programs3. Languages4. Widely accepted languages and processors5. Mnemonics6. Automatic storage allocation7. Input-output problems

C. Cascade or modular approach to the devel-opment of programing systems

D. Assembly programs1. One-for-one translator2. Assign storage locations to symbols30

3. Actual machine operation codes for sym-bolic codes

4. Knowledge of environment5. Relative addressing6. Constants and literals7. Subroutines8. Program debugging aids9. Pseudo-operations

10. Sequence of operations: internal tablesE. Compilers

1. One-to-many translator2. Source language statements3. Advantages and disadvantages4. Structure of compilers5. Analyzing statements6. Macro-generation7. Compiler tables8. Assembly programs within compilers

DIVISION II. Higher Level Language ProcessorsA. Two-phase translation process

1. High-level to intermediate level transla-tion

2. Intermediate-level to machine languagetranslation

B. COBOL processors1. Similarity among processors for different

machines2. Differences among processors for different

machines3. Vocabulary: source language4. Grammatical rules5. A practical exercise

C. Other high-level languages1. Inclusion of low-level language vocabu-

laries2. Interchangeability of specific languages

among processors: FORTRAN3. Translation without execution4. Translation and execution combined

DIVISION III. GeneratorsA. Macro-generators as an integral part of

compilersB. Logical structure of a macro statement.

What is to be done, not howC. Logical functions and data description

11111111.111110110.4.411119rnrom.m........_-__

COURSE

D. Types of macros1. Substitution2. Free analysis

E. The macro-generation phase of a compilerF. Advantages of macrosG. The macro-generator library tapeH. Lower leveling among macro-generatorsI. Adding macro-generators to a compiler

libraryDIVISION IV. Report Generators

A. The report generator in the structure ofcompiler

B. Report generator formatC. Types of report generatorsD. Advantages and disadvantagesE. Report generator phase of compilersF. Using the report generatorG. Practical exercise

DIVISION V. Input-Output Control SystemsA. Need for IOCSB. Historical developmentC. AdvantagesD. Input-output control systems features

1. Scheduling asynchronous functions2. Blocked records manipulation3. Input-output error correction procedures4. End-of-reel, end-of-file procedures5. Input-output data control procedures

E. System control techniques in IOCS1. Block check-sum2. Hash totals3. Block counts4. Sequence checking

F. Tape labeling: internal reel identification1. Header labels2. Trailer labels3. Automatic checking and preparation

G. Checkpoint and restartH. Hardware independence using IOCSI. Random access memory IOCSJ. Standard steps of IOCS

1. Input-output area definitions2. Overlapped or shared input-output areas3. Opening files4. Reading and writing of input-output

data records5. Closing files at end of reel or end of job

DIVISION VI. Sorts-Merges

A. The need for sorting and merging systemsB. Sorting and merging as an integral part of

a manufacturer's support program

OUTLINES 81

C. History and development of sort programsD. The assignment portionE. Phases of a sort program

1. Phase Ia. Sequences or stringsb. Blocking factorsc. "Order" of the merged. Completion of the phase

2. Phase IIa. Merging the sequences or stringsb. Types of mergesc. Effects of varying numbers of tape

drives3. Phase III

a. Final merge passb. Making modifications in phase IIIc. Summarizing, deleting, alternations

etc., during phase IIIF. Internal sorting techniquesG. Timing considerationsH. Generalized vs. specific sortsI. A practical exercise

DIVISION VII. Monitors and Supervisory Sys-temsA. Introduction

1. Purpose of monitors and supervisorysystems

2. Typical systems3. Elements of a monitored system4. Principles of storage sharing and program

control transferB. Compilers, assemblers, translators

1. Assembly of symbolic source programs2. Compiler error listings3. Program modifications4. Symbol and pseudo-operation error list-

ings5. Program listings, remarks, comments

C. Debugging systems1. General features2. Information macro-instructions3. Model macro-instructions4. Conditional macro-instructions

D. Input-output system1. Editing2. Control cards3. Format statements4. Error analysis and messages5. Output editing6. Macro-instructions

E. Transmission macros


F. Buffering, routines1. Special purpose routines2. General purpose routines3. Dispatching routines

G. Job decks1. Symbolic program decks2. Computer oriented language program

decks3. Control cards

H. Processing of job decks controlled bymonitor1. Sequence of operations2. Error handling under monitor control

I. Requirements for a tape systemJ. Requirements for a random access system

DIVISION VIII. SimulatorsA. Introduction

1. Purpose of simulation2. Simulation as a management tool3. Practical simulation applications

B. Local structure, system studyC. General simulation output informationD. Statistical variationsE. Priority level evaluation and peak load

effectsF. Elements of a simulation programG. Symbolic notations and purposesH. Operating characteristicsI. Summary

ReferencesGRABBE, RAMO, and WOOLDRIDGE. Handbook of Auto-

mation, Computation, and Control, vols. 1 and 2.Manufacturers' technical publications covering each

system in this course

ti

Student removes punched cards from a card sorter. This machine processes cards in a numerical or alphabetical sequenceaccording to classification.

C 262, Data Processing Field ProjectHours required


Individual assignments in a carefully selectedlocal data processing installation will be obtainedduring the fourth semester. The evaluation ofthe student's performance during this periodwill be a cooperative effort engaged in by localinstallation management and the vocationaleducation staff. The primary purpose of thissession is to give the student an overview ofpractical data processing. For additional dis-cussion of the field project, see Appendix D.

Major DivisionsI. Machine Operation

II. Program PreparationIII. Program Documentation and MaintenanceIV. Error Detection and Restart ProceduresV. Installation Management

VI. Student ReportDIVISION I. Machine Operation

The student will be given an opportunity toperform data processing production runs undersupervision of the machine operator in a localinstallation. The sheer volume of data willquickly place in a proper perspective theacademic principles gained in the first threesemesters.

DIVISION II. Program PreparationThe student will observe the data processingproblem solution procedures employed by anoperating plograming and methods group.The student will be given concrete examples ofthe steps taken in problem definition, problemanalysis, solution development, and solutionapplication. This will serve as an indicationof the scope of the student's forthcomingvocation. The student should be given a sub-routine or a portion of a main routine to

program during this period of assignment to aninstallation. The exercise must be carefullyselected to insure that the task will not be toolengthy.

DIVISION III. Program Documentation and Main-tenance

The student will use established procedures fordocumenting problem solutions. Standardsemployed in accomplishing documentation willbe reviewed. The importance of program main-tenance and the problems associated therewithshould be covered in detail with the student.

DIVISION IV. Error Detection and Restart Pro-cedures

The student will be given the opportunity toreview a data protection system with controland error detection. He should become awareof the need for restart procedures necessitatedby error detection or failure to meet a systemscheck.

DIVISION V. Installation ManagementThe student should spend time with a dataprocessing department manager reviewing theobjects and functions of a technical manager.During this session, the student will observe theexternal devices used in controlling: data proc-essing machine loading, scheduling, work flow,batching, and personnel planning.

DIVISION VI. Student ReportThe student will be required to prepare a formalreport based on his experience in a local dataprocessing installation. The purposes of thereport are: (1) to serve as an example of reportwriting; and (2) to solidify the role of dataprocessing by requiring the student to amal-gamate his observations and experiences.

ReferenceGaum. Report Writing

33

C 263, Social ScienceHours required

Class, 3; Laboratory, 0

DescriptionThe course is oriented to the proposition thateach technician in a democracy has a responsi-bility to make a productive contributiontoward the perfection and perpetuation of theAmerican way of life; and that, to do so, hemust know and understand his 71sponsibilitiesand obligations to himself, his family, his com-munity, his State and Nation, and the world.The salient elements of the four basic socialsciences (psychology, sociology, economics, andgovernment) are reviewed to help the studentachieve a good working understanding of histotal environment and the forces which inter-act to form the social setting in which he worksand lives. Time allotments to the variouselements within major divisions will dependupon the background of the class.

Major DivisionsI. General Psychology

II. SociologyIII. EconomicsIV. American Government

DIVISION I. General PsychologyA. Basic human drives and motivesB. Heredity and environmentC. Psychology of decision-makingD. Group dynamics

1. Conditions affecting group morale2. Forming opinions

E. Human relationsF. Principles of learning

DIVISION II. SociologyA. Our culture: its improvement and perpetua-

tionB. Relationship of individuals to social

institutions1. Home2. Public and private educational insti-

tutions3. The community4. Church

5. Organized social groups: fraternal, labor,business, and professional

6. Government7. Other

C. Forces of social disorganization, such as mi-gration, crime, mobility, and subversivegroups.

DIVISION III. EconomicsA. Social, political, and economic forces re-

sponsible for the growth and developmentof industry and technology1. Pastoral stage2. Handicraft stage3. Machine stage4. Atomic stage5. Planned economy or laissez faire

B. Economic expressions1. Land, resources (human and natural),

capital, management, and labor2. Economic goods3. Economic wealth4. Utility5. Other

C. Comparative economic systems1. Capitalism: free enterprise2. Socialism3. Communism4. Other

D. Labor problems and legislation1. Union policies and practices

a. Wages, hoursb. Closed shopc. Union shopd. Senioritye. Worker relationshipsf. Worker benefits: sickness, accident,

other2. Industrial strife

a. Strikesb. Boycott, lockout, slowdown, sabotage,

picketingc. Mediation

3. Labor legislationa. Taft-Hartley lawb. Labor-Management Reporting and

Disclosure Act of 1959

COURSE

c. NLRBd. Wage-hour boarde. Safety legislationf. Minimum-wage lawg. Fair Employment Practices Acts

E. Business law and management1. Types of organizations and legal aspects

a. Single ownershipb. Partnershipc. Corporationd. Trusts and holding companiese. Security and commodity exchangesf. Public utilitiesg. Marketing co-opsh. Chattels and real estatei. Savings and loan associations

2. Our capitalistic system: private enter-prisea. Trust lawsb. Monopolies, franchises, fair tradec. Banks and banking

(1) Bank insurance(2) Discounting and loans

d. National income: sourcese. Gross national productf. Personal incomeg. Public debt: limitsh. Private debt: limitsi. Government grading and quality con-

trols3. Finance, investment, and taxation

a. Investments and securitiesb. Stocks and bondsc. Monetary system

(1) Legal tender: coins, notes(2) Federal Reserve System(3) Fiat money

d. Credit buying: effects of interest ratee. Taxation

(1) Income taxes(2) Personal and real property taxes:

assessment, evaluation, equaliza-tion, etc.Corporation taxesCapitation taxesInheritance taxesTheories of shifting and incidencein taxation

(7) Sales tax(8) Other

f. Insurance

(3)(4)

(5)(6)

OUTLINES 35

DIVISION IV. American GovernmentA. Constitutional bases for Federal, State, and

local governmental relationships1. Federationconfederation2. Compact of States theory

B. Political parties and pressure groups1. Nominating conventions and election

campaigns2. Party discipline3. Lobbies and vested interest groups4. Other

C. Organization and function of legislativebranch1. Minority and majority floor leaders2. Whip3. Committee organizations4. Other

D. Organization and function of executivebranch1. Cabinet2. Executive staff and assistants

E. The court system1. Federal courts

a. Districtb. Appellatec. Supremed. Special

2. State courts3. Civil suits or actions4. Criminal actions

F. Responsibilities of citizens in a democracy1. Understanding propaganda2. Becoming informed on public affairs3. Voting4. Running for office, etc.5. Public welfare

G. International relations and world problems1. United Nations2. Treaties3. Mutual security pacts or agreements4. Alliances5. Current events6. Technical assistance, such as mutual aids

in economics, agriculture, and education.Texts and ReferencesALILUNAS. Youth Faces American CitizenshipAmis. Economics

BERNHARDT. Practical PsychologyBIERSTEDT. The Social Order


BLODGETT and KEMMERER. Cornparati,ie Economic De-,velopment

BONE. American Politics and the Party SystemBORGARDUS and LEWIS. Social Life and PersonalityBRUER. All About MeDODD. Applied Economics: Elementary Principles of

Economics Applied to Everyday ProblemsFOSTER. Psychology for Life Adjustment

GAVIN, GRAY, and GROVES. Our Changing Social Order1-IAAs and WHITING. Dynamics of International Relations

JOHNSON. Essentials of PsychologyMCCARTHY. Rights of the American WorkerMAGRUDER. American GovernmentMORGAN. Introduction to PsychologyMUELLER. Money and BankingMUSGRAVE. The Theory of Public FinanceSCHNEIDER. Industrial SociologySELEKMAN. Labor Relations and Human RelationsSTEINER. Government's Role in Economic LifeYOUNG. Understanding Labor Problems

)11

1

Student operating an alphanumeric printing card punch. This machine provides the basic method of converting service datainto punched cards.

Appendix A

BIBLIOGRAPHY

ALILUNAS, LEO J. Youth Faces American Citizenship.Chicago: Lippincott Publishing Co., 2d ed., 1960.592 p.

ALT, F. L. Advances in Computers. New York: Aca-demic Press, vol. 1, 1960. 316 p.

AMIs, JOHN. Economics. Chicago: American TechnicalSociety.

AMRINE, HAROLD T., and others. Manufacturing Organi-zation and Management. Englewood Cliffs, N.J.:Prentice-Hall Inc., 1957. 454 p.

ANTHONY, ROBERT N. Management Accounting, Textand Cases. Homewood, Ill.: Richard D. Irwin, Inc.,1959.

ASSOCIATION FOR COMPUTING MANUFACTURERS. Auto-matic Programing Systems. Journal of A.C.M., May1959.

--- Why Automatic Programing? Computer News,June 15, 1959.

LADEN, H. N. Automatic Programing, Fact or Fancy.Management and Business Automation, February 1959.

Automatic Programing-What Does It Offer? How DoesIt Work? Office Management, August 1959.

BAIRD, A. CRAIG and KNOWER, FRANKLIN H. Essentialsof General Speech. New York: McGraw-Hill Book Co.,Inc., 2d ed., 1960. 242 p.

General Speech: An Introduction. New York :McGraw-Hill Book Co., Inc., 2d ed., 1957. 395 p.

BELL, W. D. A Management Guide to Electronic Com-puters. New York: McGraw-Hill Book Co., Inc., 1957.391 p.

BERNHARDT, KARL S. Practical Psychology. New York :McGraw-Hill Book Co., Inc., 1953. 337 p.

BETHEL, LAWRENCE L., and others. Industrial Organiza-tion and Management. New York: McGraw-Hill BookCo., Inc., 1959. 514 p.

BIERSTEDT, R. The Social Order. New York: McGraw-Hill Book Co., Inc., 1957. 577 p.

BLODGETT, RALPH H., and KEMMERER, DONALD L. Com-parative Economic Development. New York: McGraw-Hill Book Co., Inc., 1956. 537 p.

BONE, HUGH A. American Politics and the Party System.New York: McGraw-Hill Book Co., Inc., 2d ed., 1955.670 p.

BORDEAUX, JEAN. How To Talk More Effectively.Chicago: American Technical Society, 2d ed., 235 p.

BORGARD US, EMORY S., and LEWIS, ROBERT H. SocialLife aria Personality. New York: Silver Burdett Pub-lishing Co.

BRUER, J. M. All About Me. Chicago: American Tech-nical Society, 1941. 72 p.

CANNING, R. Electronic Data Processing for Businessand Industry. New York: John Wiley & Sons, Inc.,1956. 322 p.

CHAPIN NED. An Introduction io Automatic Computers.Princeton, N.J.: D. VanNostrand, Inc., 1957. 525 p.

COURANT, R. What is Mathematics? New York: OxfordUniversity Press, 1941. 521 p.

CROUCH, WILLIAM G., and ZETLER, ROBERT L. Guide toTechnical Writing. New York: Ronald Press, 2d ed.,1954. 441 p.

CROWDER, N. A. The Arithmetic of Computers. NewYork: Doubleday & Co., Inc., 1960.

CROXTON, F. E., and COWDEN, D. J. Applied GeneralStatistics. Englewood Cliffs, N.J.: Prentice-Hall, Inc.,2d ed., 1955. 843 p.

DODD, JAMES H. Applied Economics: Elementary Prin-ciples of Economics Applied to Everyday Problems.Cincinnati, Ohio: South-Western Publishing Co., 1956.566 p.

DURAND, ROBERT. Business: Its Organization, Manage-ment, and Responsibilities. Englewood Cliffs, N.J.:Prentice-Hall, Inc., 1958. 556 p.

FINNEY, H. A. Principles of Accounting; Introductory.New York: Prentice-Hall, Inc., 5th ed., 1957. 757 p.

FOSTER, CHARLES R. Psychology for Life Today.Chicago: American Technical Society, 2d ed., 1961.425 p.

GAUM, CARL G., and others. Report Writing. EnglewoodCliffs, N.J.; Prentice-Hall, Inc., 3d ed., 1950. 384 p.

GAVIN, RUTH, and others. Our Changing Social Order.Boston: D. C. Heath Publishing Co., 4th ed., 1953.

616 p.GOTLEUB, C. C., and HUME, J. N. P. High-Speed Data

Processing. New York: McGraw-Hill Book Co., Inc.,1958. 338 p.

GRABBE, EUGENE M., and others, (editors). Handbook ofAutomation, Computation, and Control. New York:John Wiley & Sons Inc., vols. 1 and 2, 1959. 1,093 p.

GREGORY, ROBERT H., and VANHORN., RICHARD L. Auto-matic Data Processing Systems. San Francisco: Wads-worth Publishing Co., Inc., 1960. 705 p.

GRIFFIN, J. I. Statistics: Methods and Applications.New York: Holt, Rinehart, & Winston, Inc., 1962.533 p.

HAAS, ERNEST B., and WHITING, ALLEN S. Dynamics ofInternational Relations. New York: McGraw-HillBook Co., Inc., 1956. 557 p.

HOHN F. Applied Boolean Algebra. New York: TheMacmillan Co., 1960. 139 p.

37

38 APPENDIXES

Ho mom, A. W., and others. Elementary Accounting.Homewood, Ill: Richard D. Irwin, Inc., rev. ed., 1956.756 p.

Intermediate Accounting. Homewood, RichardD. Irwin, Inc., 3d ed., 1958. 834 p.

JEENEL, J. Programing for Digital Computers. NewYork: McGraw-Hill Book Co., Inc., 1959. 125 p.

JOHNSON, D. McE. Essentials of Psychology. NewYork: McGraw-Hill Book Co., Inc., 1948. 491 p.

KELLY, PEARCE C., and LAWYER, KENNETH. How ToOrganize and Operate a Small Business. New York:Prentice-Hall, Inc., 3d ed., 1961. 618 p.

KOZMETSKY, G., and KIRCHER, P. Electronic Computers& Management Control. New York: McGraw-HillBook Co., Inc., 1956. 296 p.

LAZZARD, VICTOR. Systems and Procedures. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1959. 464 p.

LEEDS, H. D., and WEINBERG, G. M. Computer Pro-graming Fundamentals. New York: McGraw-HillBook Co., Inc., 1961. 368 p.

LEVIN, HOWARD S. Office Work and Automation. NewYork: John Wiley & Sons, Inc., 1956. 203 p.

LEWIS, R. B. Accounting Reports for Management.Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1957.

MCCARTHY, JOHN A. Rights of the American Worker.Chicago: American Technical Society, 1952.

M c CRACKEN, D. D. Digital Computer PI lgraming.New York: John Wiley & Sons, Inc., 1957. 253 p.

and others. Programing Business Computers.New York: John Wiley & Sons, Inc., 1959. 510 p.

MCGILL, DONALD A. C. Punched Cards: Data Processingfor Profit Improvement. New York: McGraw-HillBook Co., Inc., 1962. 232 p.

MAGRUDER, FRANK A. American Government. NewYork: Allyn & Bacon Publishing Co., 1962. 756 p.

MALCHMAN, LAWRENCE H., and SLAVIN, ALBERT.

Foundations of Accounting for Managerial Control.Philadelphia: Chilton Co., 1961. 811 p.

MERRIHUE, W. V. Managing by Communication. NewYork: McGraw-Hill Book Co., Inc., 1960. 306 p.

MODE, E. B. Elements of Statistics. Englewood Cliffs,N.J.: Prentice-Hall, Inc., 3d ed., 1961. 377 p.

MooRE, J. T. Fundamental Principles of Mathematics.New York: Rinehart Publishing Co., 1960. 630 p.

MORGAN, CLIFFORD T. Introduction to Psychology.New York: McGraw-Hill Book Co., Inc., 2d ed., 1961.727 p.

MOSTELLER, F., and others. Probability and StatisticsReading, Mass.: Addison-Wesley Publishing Co., Inc.,1961. 395 p.

MUELLER, F. W., JR. Money and Banking. New York:McGraw-Hill Book Co., Inc., 1951. 797 p.

MUSGRAVE, RICHARD A. The Theory of Public Finance.New York: McGraw-Hill Book Co., Inc., 1959. 615 p.

NEUNER, J. J. W. Cost Accounting: Principles andPractice. Homewood, Ill.: Richard D. Irwin, Inc., 5thed. 1957. 944 p.

POSTLEY J. A. Computers and People. New York:McGraw-Hill Book Co., Inc., 1960. 246 p.

RANKIN, R. G. What's Behind a Financial Statement.New York: Doubleday ez Co., Inc., 1949. 160 p.

RICHARDSON, M. Fundamentals of Mathematics. NewYork: The Macmillan Co., rev. ed., 1958. 507 p.

SCHNEIDER, EUGENE V. Industrial Sociology. NewYork: McGraw-Hill Book Co., Inc., 1957. 535 p.

SELEKMAN, BENJAMIN M. Labor Relations and HumanRelations. New York: McGraw-Hill Book Co., Inc.,1947. 255 p.

SHERWOOD, JOHN F., and CHACE, FRANKLIN F. Principlesof Cost Accounting, Cincinnati, Ohio: South-WesternPublishing Co., 1955. 295 p.

SHILT, BERNARD A., and WILSON, W. HARMON. BusinessPrinciples and Management. Cincinnati, Ohio: South-

Western Publishing Co., 1961. 696 p.SPECTHRIE, SAMUEL W. Basic Cost Accounting. Engle-

wood Cliffs, N.J.: Prentice-Hall, Inc., 1950. 299 p.Industrial Accounting: A Brief Course. Engle-

wood Cliffs, N.J.: Prentice-Hall, Inc., 1959. 583 p.STEINER, GEORGE A. Government's Role in Economic

Life. New York: McGraw-Hill Book Co., Inc., 1953.44 P.

THAYER, L. 0. Administrative Communication. Home-wood, Ill.: Richard D. Irwin, Inc., 1961. 344 p.

THOMPSON, WAYNE N. Fundamentals of Communication:An integrated Approach. New York: McGraw-HillBook Co., Inc., 1957. 582 p.

TITCHMARSH, E. C. Mathematics for the General Reader.Garden City, N.Y.: Doubleday Publishing Co:, 1959.197 p.

TONNE, HERBERT A., and others. Business Principles,Organization, and Management. New York: McGraw-Hill Book Co., Inc., 1958. 504 p.

WADE, T. L., and TAYLOR, H. E. Fundamental Mathe-matics. New York: McGraw-Hill Book Co., Inc., 1961428 p.

WALLIS, W. A., and ROBERTS, H. V. Statistics: A NewApproach. Glencoe, Ill.: The Free Press, 1956. 646 p.

WARRINER, JOHN E., and GRIFFITH, FRANCIS. EnglishGrammar and Composition: A Complete Handbook.New York: Harcourt, Brace and Co., 1958. 692 p.

WITTY, PAUL. How to Improve Your Reading. Chicago:Science Research Associates, Inc. 1956. 380 p.

WRUBEL, M. H. A Primer of Programing for DigitalComputers. New York: McGraw-Hill Book Co., Inc.1959. 230 p.

YOUNG, CHARLES E., and SYMONIK, EMIL F. PracticalEnglish: Introduction to Composition. New York:McGraw-Hill Book Co., Inc., 1958. 159 p.

YOUNG, DALLAS M. Understanding Labor Problems.New York: McGraw-Hill Book Co., Inc., 1959. 477 p.

Appendix BAUDIOVISUAL AIDS

KEY : A INTRODUCTION TO DATA PROCESSINGB ELECTRIC ACCOUNTING MACHINESC DATA PROCESSING MATHEMATICSD COMPUTER PROGRAMINGE BUSINESS SYSTEM DESIGNS AND

DEVELOPMENTFilm Strips and Sound Tapes

CourseAMERICAN MANAGEMENT ASSOCIATION, 1515

Broadway, New York 36, N.Y.:Data and Decision: four parts, color, sound__ A, D, EOperations Research: three parts, color,

soundBURROUGHS CORPORATION, 6071 2d Ave., Detroit

32, Mich. (or nearest branch office):The Beauty of It (savings and loan applica-

tions): 35 mm., color, sound, 30 mins__ _ A, B, ECOBOL (produced by Westinghouse): 35

mm., color sound, 20 mins A, DControl Input for ADP: 35 mm, color,

sound, 27 mins A, B, ECure for Dataphobia (mechanization for

doctors and clinics): 35 mm., color,sound, 18 mins A, B, E

Data for Diagnosis (hospital accounting):35 mm., color, sound, 22 mins A, B, E

Design for Throughput (B200): 35 mm.,color, sound, 17 mins A, E

On the Road to Decision (auto dealer account-ing): 35 mm., color, sound, 20 mins A, B, E

The Open Road (auto dealer accounting): 35mm., color, sound, 20 mins A, B, E

Serving Through Better Systems (CPA ac-countiug systems): 35 mm., color, sound,17 mins A, B, E

They Pay Their Way (banking applications):35 mm., color, so-and, 20 mins A, B, E

This Business of Education (school account-ing): 35 mm., color, sound, 18 mins A, B, E

To Bridge the Gap (control and conversion):35 mm., color, sound, 18 mins A, B, E

Your Investment in Inventory (inventory ac-counting): 35 mm., color, sound, 20 mins_ A, B, E

CRESAP, MCCORMICK & PAGET, 342 MadisonAve., New York 17, N.Y.:

An Introduction to Electronic Data Processing:slidefilm, hrs A, D

ERNST & ERNST, 120 Broadway, New York 5,N.Y.:

Course

Electronic Computing Equipment: slidefilm,2 to 3 hrs A, C

IBM CORPORATION, Film & TV News Activities,590 Madison Avenue, New York 22, N.Y.:

1001 Data Transmission System: 33 mm.,color, sound tape

1401 Data Processing System: 35 mm., color,sound tape

1418 Optical Character Reader: 35 mm.,color

1620 Data Processing System: 35 mm., color,sound

Consolidated Functions in Ordinary Life In-surance: 35 mm., color, sound

Data Processing for Banks: 35 mm., color,sound

Data Processing for Savings and Loan Associa-tions: 35 mm., color, sound

Data Processing for the Wholesale Drug In-dustry: 35 mm., color, sound

Distribution Accounting: 35 mm., color,sound

The Educated Computer: 35 mm., color,sound

Education in Action: 35 mm., color, soundFire and Casualty Agency Accounting: 35

mm., color, soundFurther Steps in Mechanization: 35 mm.,

color, soundHospital Accounting: 35 mm., color, sound.. _

IBM 1410 Data Processing Systems: 35 mm.,color, sound

IBM 7074 Data Processing Systems: 35 mm.,color, sound

IBM Datacenters: 35 mm., color, sound_ _

Installation of Unit Record Equipment: 35mm., color, sound

Job Shop Simulation

The Magic WindowPrinciples of PunchedCard Accounting: 35 mm., color, sound..

A, E

A, D

A, D

A, 1)

A, D

A, E

A, E

A, E

A, C, E

D, EA, E

A, D

A, EA, D

A, D

A, DE

A, B

A, D

A, B39

*1.--`1111.114.. #11.141,,,m,

1

.40

Management Science: 85 mm., color, sound_Manufacturing Control: 85 mm., color, sound..New Power for Numerical Control: 85 mm.,

color, sound A, DPrinciples of Electronic Data Processing: 85

mm., color, sound A, DPublic Utility Engineering: 85 mm., color,

sound A, CRent or Buy: 85 mm., color, sound A, ERetail Accounts Receivable: 85 mm., color,

sound A, ESales Forecasting: 85 mm., color, sound-- A, EService to Local Government: 85 mm., color,

sound A, EService to Schools: 85 mm., color, sound_ - A, ETime for Management of Men, Material,

Money A, DTime To GrowInstallation of Systems

Equipment: 85 mm., color, sound A, EREMINGTON RAND CORPORATION, Audio Visual

Aids Department, 815 Park Ave., South,New York 10, N.Y.:

The 1004, VA U 3551: 85 mm., sound, color,12 rains., 1962 A, B, E

Operations Research, AMA VA U 2880, 8parts, 85 mm., color, sound, 52 mins

In basic business limp's?, this set of filmstrips examinesthe aims, analytical tools, results, and limitations of thismanagement technique.

Part I. Operations ResearchWhat It Is: 17

APPBNDIXIS

Cisme

D, BAf B

mins.Traces the development of OR from its inception during

World War II to its present uses in business and industry,to provide management with a better, more objective basisfor making decisions.

Part II. Operations Research How It Works:22 mins.

Shows in a step-brstap illustration how OR is applied totwo specific problems representative of the broad rangeof problems OR can handle.

Part III. Scope and Limitations: 18 mine.Demonstrates how the OR team defines the problem,

selects the appropriate measure of effectiveness, and collectsthe essential data required for the more complex problems.

Public Utilities Accounting, VA U 2256: 85mm., color, sound, 14 mins., 1960 A, B,

Using the Public Utility 1954 Report on Customer Ac-counting Practices and Policies as a basis, briefly surveysthe evolution of data processing in utilities from 1946 to1968; cites the problem; realized and how in 1968 UnivacCardPunching Printer revolutionized utility customerbilling operations; highlights the many applications andprocessing advantages offered to utilities by combining theCard-Punching Printer with the UNIVAC Solid-StateComputer. Stresses solid-state flexibility and capability.

This Business of Numbers, VA U 1201 Rev.I: 35 mm., color, sound, 20 mins., 1960_ A, C

From the caveman to the modem scientist, arithmetic istraced with amusing cartoons from its beginnings tomodem data processing systems.

awnUNA and as Univac, VA U 2018: 85 ram.,

color, sound, 16 mins., 1960 A, B, O-A bask intemorteition of data processing trotit Puzabed

cords, through the Rabbis, Auslytkiel En gin., to today'scomputers, showing bow a computer snob as 'UNA hand*a routine inventory problem, thereby hoeing *Waalworkers for 1410411 ereattve and productive tasks. Citesbroad use of computers including weather forecasting,space research, ansitisering, and medicine.

Motion Picturs flintsBURROUGHS CORPORATSON, 60712d Ave., Detroit,

Mich. (or nearest branch office).Electronic Bank Bookkeeping on the Job: 16

mm., color, sound, 12 mina A, B,F-1000 Computor: 16 mm., color, sound, 18

mins A, BThe First Alert (ALRI): 16 mm., color, sound,

15 rains Ahighway to Inuissity (ATLAS Guidance Com-

puter): 16 ram., color, sound, 18 mins GeneralMark of Computers= 16 mm., color, sound,

20 mins GeneralMore Than Miraculous (MICR Input): 16

mm., color, sound, 28 mini A, BPilot for Atlas (ATLAS Ground Guidance

Computer): 16 mm., color, sound, 5 mins AThe Power To Serve: 16 mm., color, sound 27

mins GeneralProgram for Progress: 16 mm., color, sound,

27 mins AEASTMAN KODAIK COMPANY, Department 8-TR,

343 State St., Rochester, N.YYou're on the Team: 16 mm., color, sound, 20

mins.Gsanonm. ProsorsioN, 1680 Wisoonsin Avenue

NW., Washington 7, D.C.; or CommercialComputer Division, 101 Weet Alameda Ave.,Burbank, Calif.; or Commercial ComputerDivision, 6511 Oakton St., Morton Grove, Ill.:

P.I.N.T.: 16 mm., black and white, sound,50 mins

Instructional film on programing.

R.P.C. 4000: 10 mm., color, sound, 20 mins.... A, DDescription of the "4000" Computer.

IBM CORPORATION, Film and TV News Activi-ties, 590 Madison Avenue, New York 22, N.Y.:

Automatic Computers: 16 mm., black andwhite, 80 mins A, D

The Bank: 16 mm., sound, color, 19 mins A, DThe Cards That Count: 16 mm., sound, color,

15 mins A, BCity at NightMathematics Exhibit: 16 mm.,

sound, black and white, 45 minsCosts That Make Sense: 16 mm., sound,

color, 15 mins A, DThe Disks That Are Cylinder: 16 mm.,

sound, color, 11 mina A, D

APPINDrXIS

The IBM 1404 Printer: 16 mm., sound,color, 8 mins.. A, D

The IBM 1488 Alphametric Optical Reader:16 mm., sound, color, 11 mins A, D

IBM Research Presents a Progress Report onLanguage TrantlatiOn Equipment: 16 ram.,sound, black and white, 4 mins. E

Information Retrieved: 16 mm., sound, color,18 mins

Insurance Information Bulletin #1: 16 mm ,sound, color, 12 mins A, D

Introduction to iseedback: 16 mm., sound,color, 12 mins.

Man Into Space: 16 mm. or 85 ram., color,8 mins

Mathematical Peep Shows: 16 mm., sound,color, 18 mins.

A Moon Is Born: 16 ram., sound, oalor, 4mins

The Nat Step: 16 ram., sound, color, 15mins.. A, D

No Margin for Error: 16 mm., sound, blackand white, 5 mins A, E

The Question Tree: 16 mm., sound, color, 18mins_

The Report Generator: 16 mm., sound, color,9 mins

MERIT PRODUCTION INC. OP CALIFORNIA, 441South Beverley Drive, Beverley Hills, Calif.:

Breakthrough: 16 mm., color, 85 mins D,

MoGnAw-HILL Boox CompAtrr, Text-Film De-piatment, 830 West 42d St., New York 36,N.Y.:

See It NowAutomation: 16 mm., black andwhite, 90 mins A, D

NATIONAL OFFICIO MANAGEURNT ASSOCIATION,Willow Grove, Pa.:

Integrated Data Processing: 16 mm., sound_ A, ERADIO CORPORATION OF AMERICA, EDP Division,

Government Marketing Office, 1725 K St. NW.,Washington 6, D.C.:

Demonstration of RCA 801 EDP System: 16mm., color, sound, 15 mins A, D

Space Age Administration: 16 mm., color,sound, 20 mins A, D

REMINGTON RAND UNIVAC, Audio-Visual AidsDepartment, 815 Park Ave. South, New York10, N.Y.:

Census '80, VA U 2012: 16 mm., black andwhite, sound, 13 mins., 1960 A, E

An explanation of why and how U.S. Census data is col-

41

CowsSeated, comp) d, and evslusted using FOADIO (Film Op-tical Sensing Device foe Input to Computers) and theUNIVAC 1106 $oiontillo Oomputee.

Decisions, Decisions, &avian., VA U 2345:16 mm., sound, black and white, 12mins., 1060 A, B

A description of similationa, or "game.," using theUNIVAC( I at Franklin Institute, FiniadelPhlek, F*. TheAlm, made daring an **test "play," summarises the oblec-lives, guts, and results, tangible as well as ieneeletleetrealised by the partiolpents.

The Eastern Mr Linea 490 Real -7Yme System:16 mm., black and white, sound, 4 rains.,1962 A, B

Brief preeentation of Eiielere Air Lines 400 Reel-TimeReservation System in operation at the Charlotte, N.C.,central site.

Months Into Minutes, VA II 1442: 16 MM.)sound, color, 10 mins., 1958 A, B

An introduction to the units and operation of theUNIVAC 110$ iledentifla Computer, bight/slating oil,utility, and National Defense applications.

No Time for Cookie Jars, VA U 1402: 16mm,, sound, color, 20 mins., 1957 A, B

Prefaced with a brief cartoon history of toll road Re-counting, this film presents up-to-date machines and meth-ods Sr collection of tolls for both carrier and interchangetoll fastens. Featured mellitus are the Synohro-Matta,the Alphabetical Tabulator, UNIVAC 1110, and UNIVACFile Computer.

Numerical ControlSolid-State, VA U 8177:16 mm., sound, color, 10 mine., 1961 A,

A demonstratke of automatically controlled machinetools used in the manufacture of metal parts for the aircraftIndustry. Shows how the UNIVAC Solid-State Com-puter prepares control media for machine tools making itpossible to fabricate highly complex parts faster and moreeconomically than could be done with conventional toolingmethods.

Sights and Sounds of Progress, VA U 3181:16 mm., sound, color, 23 mins., 1961 A, D, E

A summary of advancements during Mil in engineering,research, facilities, and new products of the Sperry RandCorporation.

Then and Now, VA U 3236: 16 mm., color,sound, 12 mins., 1961 A, E

An account of the development of BMA°, the firstelectronic computer, by J. Prosper Eckert and John W.Mauchly, co-inventors of the system. Following theiraccount of ENIAC, they discuss their current interestsand activities.

Truck Route to Better Records, VA U 1670:16 mm., black and white, sound, 17 mins.,1960 A, B, E

The "Z nine" realizes its records do not offer adequateinformation for sound management decisions. The in-vestigation of other trucking firm methods and pro-cedures reveals punched card. installations ranging fromthe basic to those using the UNIVAC 60 and Solid-StateComputers.Advantages in areas such as payroll, interline data, main-

tenance, sales commissions, billing accounts receivable,and ICC reports are pointed out. Simplicity, speed.and accuracy are stressed as vital points in an effectiveaccounting system.

42

What Do You Want? VA U 1788: 16 max.,sound, color, 20 mins., 1980

VINO the development of SWUM° computers fromBMA° to t7NrvA0 Ruspbasises bow UNIVAC,bulked by the rooftrees of Sperry Rand, pioneered and will=thin* to be a loader in the development and productionof computing systems. J. P. Riekert, co inventor of theAnt digital computer, gives a gibitgoe at the computers ofthe future, exploring such areas as speed, storage, andappileetke.

Overhead Prolector Foils

APPRNDIXES

040.4 Count#521 541 Control Panel Chalkboard

A, E #529 542 Control Panel Chalkboard#552 Control Panel Chalkboard#557 Control Panel Chalkboard#650 Planning Chart Chalkboard. D#650 Console Chart chalkboard#5081 Card Chalkboard A, B#602A Planning Chart Chalkboard.... B#604 Planning Chart Chalkboard#101 Control Panel Chalkboard#85 87 Card Feed Schematic Chalkboard__ B#514 519 Card Feed Schematic Chalkboard B#528 Control Panel Chalkboard#528 Pluming Chart Chalkboard#705 Programing Chart Chalkboard#705 Auto Coder Programing Chart Chalk- D

board.#602A Control Panel Chalkboard#604 Control Panel Chalkboard#650 Soap Programing Chart Chalkboard D#407 Control Panel Chalkboard#805 Control Panel Chalkboard#380 Control. Panel Chalkboard#370 Control Panel Chalkboard#328 Control Panel Chalkboard#305 Programing Chart Chalkboard#610 Control Panel Chalkboard#610 Programing Chart Chalkboard

NOTE: The Data Processing Management Association,524 Busse Highway, Park Ridge, Ill., publishes a "Catalogof Audio-Visual Aids for Data Processing Systems andAutomation." This publication may be obtained fromthe Association.

IBM CORPORATION FILM AND TV NewsAOTIVITINS, 590 Madison Avenue, New York22, N.Y.:

Tape-Controlled Carriages, #022, 9284 foils

77 Collator-7 foils305 Ramao-21 foils402-408 A000unting Machine-15 foils407 Amounting Maohine-10 foils . B519 Document-Originating Machine - -S foils_ B528 Aocumulating Reproduoer-9 foils602A Calculating Punoh-7 foils604 Electronic Calculating Punch -7 foils__ BOrganizational Concept of Business-5 foils AData Preparation and Classification-89

foils A, BCalculating Machines, #602A, 604-24 foils_ BAccounting Machines, #402 -3, 407-29 foils.. BOther Machines, #46-47, 63, 65-66, 101, 528,

824, 884-55 foilsSpecial Devioes-18 foilsMounts for Overhead-Projector Foils (empty

mounts for use in mounting foils) General,B

Container for Visuals (box to store foils,filmstrip cans, and slide containers) General,

BBBBBBBD

#77 Control Panel Chalkboard#85 87 Control Panel Chalkboard#402-403 Control Panel Chalkboard#407 Control Panel'Chalkboard#514 Control Panel Chalkboard_#519 Control Panel Chalkboard#533 Control Panel Chalkboard

Demonstration EquipmentPHIL00 CORPORATION, TECHREP DIVISION, C

and Ontario Sts., Philadelphia 34, Pa.:Binary Numbers Trainer #368-37032 A, CComputer Systems Lecture Demonstration A, D, E

Unit #463-4667.Display Rack #368-33335 for #463-4667 General

Demonstration Unit.Power Supply #368-33335 for #463-4667 General

Demonstration Unit.

Appendix C

LIBRARY WORK CENTER

A LIBRARY WORK CENTER is a necessary part ofdata processing facilities. It should be located close tothe data processing equipment, preferably as a section ofthe laboratory or in an adjoining room. Because of thespecialised nature of the reference materials and the needfor continuous accessibility, the data processing libraryshould not be a part of the main school library.

The work center should have display racks, shelves, andtables. It should be supplied with texts, manufacturers'manuals, and periodicals pertinent to data processing. Itshould also contain indexes, catalogs of program libraries,and samples of programs in card and tape form. Provision

should be made for expansion as new audiovisual equip-ment and new equipment for programed learning becomeavailable.

Students will use the center for studying manufacturers'instructions; for studying equipment not available at theschool; for preparing assignments and reports not coveredin Glasswork; and as a reference source for the solution ofproblems. Most important of all, the library will serve toacquaint the student with sources of reference materialand impress upon him the need for this material in keepingup to date in this fast-changing field.

43

Appendix D

DATA PROCESSING FIELD PROJECT

ONE OF THE CHARACTERISTICS of a goodtechnical curriculum is the provision that, as taestudent progresses, he will be placed more andmore upon his own resources. Ideally, upongraduation he should have reached a full under-standing of the conditions and requirements forproduction in the world of work.

The purpose of C 262 Data Processing FieldProject (see p. 33) is to give the student an oppor-tunity to initiate and carry out a project takenfrom outside the school. The procedure outlinedfor the field project is one method of carrying outthis purpose. However, the method and numberof hours will vary from school to school, dependingupon the availability of outside resources.

Whatever method is used, the objective shouldbe to place responsibility upon the student tosolve a significant problem with minimum ofteacher assistance; to have the problem, if possible,involve procedures and equipment not found in theschool; and to have the student become acquaintedwith the work of employed data processing per-sonnel. The results of the project should be docu-mented and reported in an acceptable form,preferably in both oral and written reports. Allprocedures should approximate those to be en-countered under actual working conditions. Inits final form the problem solution should bejudged on its feasibility; nothing but a workingsolution should be accepted.

The suggested outline is only one approach topromoting such an experience. There are manyother ways. In some school situations it may bedesirable, wherever possible, to use a cooperativeprogram in which the students work part time onthe job. Such a schedule requires considerablecoordinating work on the part of the teacher; it

44

calls for special programing of students, par-ticularly where large numbers of students areinvolved, and it may interfere to some extentwith the operation of regularly scheduled class-work. All these factors must be considered inplanning this kind of outside project work.

Another method, although probably the leastdesirable from the work experience point of view,is the assignment of term research problems bythe teacher to groups of students. Between thetwo extremes of a problem worked entirely inschool and one worked entirely outside at a localinstallation, there are many possible choices.Students may spend some time at a local installa-tion selecting a problem, return to the school towork out a solution, and then submit the answer.Students may choose a more or less commonproblem, visit and study various installations,and prepare a report with suggested solutions.Or representatives of industry may be broughtinto the classroom to supply data for problemsto be solved by the students. All of these methodshave been used and all have merit.

The object of the field project, regardless of theprocedure used, should be to involve the studentin a real problem emanating from an actual dataprocessing situation. The climate should be suchthat the student will require a minimum of assist-ance from the teacher. He should teel that whathe is doing is his livelihood and that his careerdepends on his performance. If this theme canbe carried out, not only will the work level ofperformance be improved, but the opportunityfor employment will be enlarged. It will providea real and comprehensive performance test of thestudent.

APPENDIXES

. n ft4ri 'Ye's.. 1 '' o... ev.. :: .

. ,.' ';:....... ...---.-= c_=, =ik.--=

.f

1

-,,,tat,A1

ri

a ,./

j..61.L.AL., At.t.

I f'41111.111di I am rwia r51..... :.:.... :I 2M6194

olioso..._,, ..11IL -,-., ...A. .i..' Oil ... ......."0 ..

.yeil..r7amirtyX ,....-4 or-rw 2, e

.... --am ..-=1 mow mi.41.4 'Off ...O. .... 00.0, .41. O.

.91 00. 4.041 .. .00114 0041 0011 .00 011.0. ... .00 04. ..

0.--1. .,,,, . 4

11111Min igloos o.

..1... 1. . .

vm Immil ryas in Mg' .. " --Ir-

Jr. r It

I

I

.-1 .. a . -

45

0111111153111;:

E110 0 0

...0,0

111111111ralillirenVIC:L1

"1-

=" . .

1 I J.---+---1--+-----+4 MACHINES LAB. "-±- t-- ; --t-- --1 -, , t1 0 TABULA'. ING MACHINE __I1 1

! i 1 j. i . ,I

, ! .

i1 ; 1 1 © REPRODUCING PUNCH E

: 1 ..-1. i i I0 SORTER i! ,1 -1.. 4 -I. 41. _,. ..t. .....-I.. ..,..

I °CALCULATING PUNCH --F-J-..4-- ! i -/- ; i I 1, ,.. .i. r

11 ! i I

....1.._...1...7.........___............._7_,.._..1._, _i_........1 ...4....__.I

3-- I ® INTERPRETERI i I i @KEYPUNCH

I 1 -1- : @ TABLE FOR WIRING. -4 4. 1----i -i --,- ;-

SCALE 1 - 1'

1-1-

-s-r

...di

dbil.

:i I

17=

1 "g

iral

.1 1

0..!

ilika

ttlir

nit:: If

::...

iti1;

Iiii

::I:

....1

iP1

i-1

----

1:--

L_.

_

:110

p.m

_ __

rvir

ri..1

:et

,

Ns

rug

t:74

1r -

71'rA

ir/R

AIM

EM

MI

1 it-

1il!

IPci

iL:4

14 I

E:W

irri

ris_

iy.,.

.'..

IVB

=11

:::11

:-:-

.J1

4-i

--!

-4

i11, a10.11

1---

F 4-

:+

__:

r

4-I

- -1

-;

.

i

--I

_rM

AC

HIN

ES

LA

B.

01.

I,

TA

BU

LA

TIN

G M

AC

HIN

E !

'

CI

RE

PRO

DU

CIN

G P

UN

CH

,

0 SO

RT

ER

CO

LL

AT

ER

® C

AL

CU

LA

TIN

G P

UN

CH

® I

NT

ER

PRE

TE

R0

KE

YPU

NC

HC

I T

AB

LE

FO

R W

IRIN

G.

SCA

LE

1"

1'

gz.

COMPUTER LABORATORY LAYOUT

.V

W R

. a m

e.tk

oraw

ne

: /00

etf

or.

_LW

_K

lux

.=

_A

PA

isCoAeomcwhves Ritowiamar,

74:0

00 1

37..u

.ki

gatto

pofrovissmewrtrAji Zia:- Mawr : 5_0

.1.7

: cot

irat

.t.r

)144

saw

-i4

WoiorrA, Agj- fortsic.orev.

.1

DA

TA

PR

OC

ES

SIN

GLA

BO

RA

TO

RY

LA

YO

UT

0 411 H

.M.1

1

K

C

.111

111

INIM

MIM

MIL

A. W

IRIN

G P

OS

ITIO

N5.

VE

RIF

IER

.C

. CO

LLA

TO

RD

SO

RT

ER

E. R

EP

RO

DU

CIN

G P

UN

CH

NO

TE

:

1111

1231

IAL

vlaw

raw

F. C

AR

D P

UN

CH

G. S

TO

RA

GE

GA

NN

ET

H. C

AR

O F

ILE

SI.

AC

CO

UN

TIN

G P

IAC

INN

EJ.

CO

MP

UT

ER

K. C

ON

FS

RIS

CE

TA

ME

L.-

CA

RD

RE

AD

AN

D P

UN

CH

UN

ITP

1- s

ruD

EN

T D

ES

KS

N. C

AR

D F

ILE

Sa

MA

ST

ER

._ S

TO

RA

GE

LO

CK

ER

AIR

cO

ND

ITIO

WM

G IS

RE

QU

IRE

D F

am T

HE

t.A

BoR

AT

oRT

APPENDIXES49

* U.S. GOVERNMENT PRINTING OFFICE : 1110-0-711-424

SCHOOL CURRICULUM FOR COMPUTER … OF EDUCATION, WASHINGTON, D.C. REPORT NUMBER 0E-80024 PUB DATE...

Documents

Transcript of SCHOOL CURRICULUM FOR COMPUTER … OF EDUCATION, WASHINGTON, D.C. REPORT NUMBER 0E-80024 PUB DATE...