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of the differences between different<br />
BASIC "dialects". There are detailed<br />
summaries at the end of each chapter,<br />
questions and exercises which do not<br />
require program coding, debugging and<br />
programming exercises, and supple·<br />
mental programs. The programs have a<br />
business-related tone, rather than a strictly<br />
mathematical one. Anyone desiring to<br />
use computer programs with a strictly<br />
mathematical bent will need to obtain<br />
them from another source.<br />
In addition to the text there are three<br />
support manuals, which far out-perform<br />
anything that I have seen recently in any<br />
area, let alone the "hop· on-the· band·<br />
wagon" field of computer texts. The<br />
Instructor's Guide and Answer Manual<br />
includes detailed lesson plans, down to<br />
the suggested time required for each<br />
activity. While the timing is made to fit 54<br />
lecture hours (a standard college semes·<br />
ter) plus programming time outside of<br />
the class, with a little thought it could be<br />
adapted to the85-90 class hours of a high<br />
school semester. Looking at the sugges·<br />
ted time requirements for some of the<br />
programs, you are forewarned and can<br />
warn your students. The early programs<br />
require 1-2 hours from design to entering<br />
and execution; later programs require<br />
13-19 hours, or in the case of the files<br />
program, 15·21 hours! Perhaps such a<br />
problem could be divided if assigned to<br />
high school students. Also included are<br />
answers to all the questions, exercises,<br />
and program debugging exercises as a<br />
part of the chapter outline. In a separate<br />
section of the Answer Manual are sug·<br />
gested solutions to all the programming<br />
exercises.<br />
Completing the set of materials is a<br />
Test Bank with True/ False and Multiple<br />
Choice questions, and a set of Transpa·<br />
rency Masters which reproduce all the<br />
drawings (but not the photographs) in<br />
the text There are 100 T/ F and 50<br />
Multiple Choice questions for each chap·<br />
ter, but since the same material may be<br />
covered in different ways by each kind of<br />
question, the authors suggest that the<br />
instructor use a carefully designed test,<br />
rather than a random question generator.<br />
The use of these ancillary materials will<br />
greatly reduce the load on the instructor,<br />
especially one who is teaching the class<br />
for the first time. I am very favorably<br />
impressed with this entire set of materials.<br />
It would be positively revolutionary and, I<br />
am sure, greeted with joy by all if Shelly<br />
and Cashman could transfer their know·<br />
ledge and philosophy to those who are<br />
responsible for writing the manuals that<br />
come with software products. 9<br />
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October 1983 69
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