Part 1: Lab – Ethical Research and Best Practices
This first source will help me in my research because it provides me with the relationship between the United States military and the University of Illinois. The source also establishes the history of the United States Army school.
The second source goes through the different replies given by 16,500 former University of Illinois students that were a part of the armed forces. The questionnaire focuses on the students’ plans after their return from the war and their recommendations.
The final source discusses the history of the military department at the University of Illinois at Urbana-Champaign. The source also talks about the history of the ROTC and other branches of the military that are at the University of Illinois.
1c.) Interview Questions
- What is a day like as an ROTC student balancing other responsibilities such as school?
- Why did you decide to join the ROTC?
- Were you contacted by recruiters in high school? If so who?
- What are your future plans after the University of Illinois at Urbana-Champaign?
- Are you a part of any military-related organizations or RSOs? If so, which one?
- Do you struggle in school or relationships because of your commitment as an ROTC student?
- How often do you go to the Armory? Any classes in the building?
- Do you have any scholarships because of your commitment to ROTC?
1d.) Identify Interviewees & Survey Distribution Leads
- Ezequiel Barraza – Treasurer – Army ROTC Cadet Council
- Peter Villanova – Public Relations Director – Naval Reserve Officers Training Corps
- Jacob Smith – Primary Contact – The National Society of Pershing Rifles
- Kavya Vedurmudi – Secretary – Arnold Air Society
Part 2: Reading Response
One of the five different applications was the design of PLATO IV. PLATO IV was able to run thousands of terminals that were located away from the central computer and had a transmission rate of 1,200 bits/second (Bitzer 555). This gave students more access to information miles away from the central computer. Another application the PLATO system had was its interactive mode. A quick response time of 1/10 of a second is due to the storing of data in the extended core memory of the system (Bitzer 555). This makes the processes efficient and faster. The third design involves its ability to communicate with students that have disabilities. The PLATO system would ask the handicapped student questions and accurately determine if their answers are correct (Weber 17). The fourth design helped blind students use the PLATO system. The PLATO system had a software that changed the video output to an audio output by converting audio analog words into bits (Weber 18). For the final design, the abacus was incorporated into the PLATO System. The student would be given a problem, if they got it correct, they would move on to a more advanced question, if not, they will get a more simplified version (Weber 20). This provided the blind students with strategies that used the basic four arithmetic operations.
One of the biggest differences between the PLATO system and modern online platforms such as Khan Academy and Youtube is accessibility. The PLATO system required a computer that used the system and had a limit distance from the main computer. Online platforms have the promises of accessing the information from any place in the world as long as there is a good internet connection. Another difference between the online platforms and the PLATO system are their libraries of information. Khan Academy has numerous lectures ranging from math to history.