native speakers anywhere in the world. In music, students can listen to sound files, view recorded performances and access musical notation from anywhere."I must say students are beaming about this;' says depart- ment Chair John Nadas. In his own work, Nadas has used his CCI computer to access "thousands ofdocuments from the Vatican archive by musicians who served the pope in the late Middle Ages."With digitization, he says, "I can make those pages jump out and [become] legible again. The excitement, of course, is that the music can be tran- scribed, edited and performed for the first ime, I think, in four or five hundred years." Sue Goodman is another professor who has found computers particularly effective in teaching material that involves drawing raphs and otherwise analyzing mathe- matical data. In her precalculus course, students spend a lot of time using their computers to graph trig functions, polar coordinates, conic sections and the like. "Typically, when a student plots a graph it's a very slow, laborious process that gives them little conceptual insight into what is going on," Goodman says. "And for a lot of mathematical modeling, you want to know the basic shape of things, the broad trend. In mathematical modeling for economics, for example, you want to know when you hit the low spot. You may need to plot a hundred points to do the complete graph and find the low spot, but you don't really care about all those hundred points. And it's precisely those hundred points they get lost in. ... It simply illustrates the qualitative changes much better than I ever could on a blackboard in front of the class." Other instructors have found innovative uses of the computers in the humanities. In English, Todd Stabley ' 97 (MA), a teaching assistant in Professor Howard Harper's film class, developed an archive of digitized film clips that students use in writing assignments. "By being able to in1l11ediately access pre- cise film sequences, playing back both sound and linage, we can quote from films in as full a sense as we can quote from books," Stabley explains. In anthropology, teaching assistant Gary David Camp ' 80 uses real- time discussion boards to encourage written
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Are Harder to Achieve Than Others
You may already be aware that eight of the 20 The goals of The Educational
members of the USA Women's World Cup '~ 9 Soccer Foundation include building world-
Team - the world champions - graduated from the·- - - - - class athleticfocilities while
Universiry of North Carolina. That is 40% of the team! providing a world-class education to
What you may not know is that every one of those women de d many ,erving men an women received a scholarship from The Educational Foundation
for their education at UNC. student-athletes we now support,
These women not only contributed to Carolina's with scholarship costs totaling over
championship Women's Soccer Team over several years, but $5.5 million annually.
also focused national attention on the overall outstanding
athletic programs at UNC. They have all become
exceptional role models for girls around the country, and
given a big boost to women's collegiate sports in particular.
Their individual efforts notwithstanding, none of this
could have been achieved without the direct support of The
At the same time, the efforts of The Educational
Foundation are futile without the generous support of
alumni and other friends of Carolina Athletics. The
Foundation currenrly supports 400 student-athletes in 25
varsity sports. In recent years, nearly half of these
scholarships have been for women. Your donations are
critical to the ongoing success of Carolina's student-athletes,
in particular, those in such sports as field hockey, women's
soccer and women's basketball, all national champions.
Please consider how you can help
us meet those goals. Contact
The Educational Foundation
and pledge your support to
continue the tradition of
outstanding Carolina Athletics.
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