Hi, I haven't taken much notice of these mailings because I thought the
little input I would be making would be a
a waste of time. However, perhaps my fourpennorth is worth five after
all. I had a 386 and took the gubbins out from the inside, put a pentium
in and hey presto for about 250 quid I got a computer on a par with ones
costing over 1,000quid. - its just a thought. We used to run a
graveyard for computers here, I will try and find out whether we still do
etc and come back to the group. I agree that you don't necessarily need
top of the range equipment to study with, my friend still uses my old
Amstrad 1640 with a 9 pin dot matrix on her master's course.
regards
Maggie
On Mon, 12 May 1997, Andrea Elliott wrote:
>
> I think the students need to take responsibility for the equipment made
> possible to supply by their DSA. They need to understand that it is a tool
> provided to help them complete their course on a level pegging with their
> able-bodied couterparts. An upgrade so that Quake will run faster is just
> not on!
>
> Sorry that sounded a bit harsh. But some students do not need to upgrade to
> Windows 95 from 3.11 in order to run suitable WP software. If the hardware
> and software meets their needs well then they shouldn't mess.
>
> But what do we do if software becomes availablle that could aid the student
> further? It is quiet possible that a hardware upgrade will be required as
> well. Has anybody thought of a central computer grave yard?
> If a student justifiably requires an upgrade part way through their course
> perhaps the computer could be logged on a central register and deployed
> somewhere else. I am sure that the 'dead' computer could meet someone elses
> needs and it might save money in the long run.
>
> Just a few thoughts
>
> Andrea Elliott
> Huddersfield University
> ----------
> From: dis-forum
> To: [log in to unmask]
> Subject: =?iso-8859-1?Q?Hardware_=2D_The_Future=2C_the_present_and_the_?=
> =?iso-8859-1?Q?past?=
> Date: 11 May 1997 16:22
>
> Hardware - The Future, the present and the past
>
> I thought I might join the discussions at this point with a few PERSONAL =
> observations - not to be confused at all with Hi-Grade policy.
>
> Some of what I say is in the form of Devil's Advocate, some maybe a =
> little cynical (that's me), but hopefully I will raise some points for =
> discussion and consideration.
>
> First of all Information Technology and it's associated hardware WILL =
> move on.
>
> An obvious statement but one we must not loose sight of. =20
>
> Looking at what has happened to date and how it has affected today is a =
> valid exercise and somewhere to start.
>
> My machine, and remember I work for a company working, developing and =
> producing on the front edge of technology, runs FAT 32, Windows 95b, =
> Office 97 with that wonderful 'Assistant', in-line spelling and grammar, =
> and a beta version of the latest Explorer desktop development, in 1024 x =
> 768 Res. It is fully multimedia and I use it to understand and provide =
> student support for most programmes that assessors recommend. In fact =
> the only programmes I cannot run at the moment are the Voice programmes =
> like Kertweil and Simply Speaking.
>
> My 3Yr old machine's spec is 486DX 66 64mb RAM with a 3Yr old Monitor, =
> no PCI slots, Visa type motherboard etc.
>
> The point?
>
> 95% of the machines I build for students could be the same spec. Cost ? =
> Last year we had several opportunities to buy up 'old stock' of 486DX66 =
> 8MbRAM machines with up to date motherboards including PCI slots for =
> under str300, add a monitor for say stl145 and then upgrade the RAM to =
> 16 (for speed) for say stl 55 - machine costs stl500. Yes I did get one =
> of these machines and it is now my children's study machine and Yes it =
> does run all the up to date software except the voice software. The =
> only extra it has is the 16 Mb RAM.
>
> OR
>
> If my machine was supplied to a student 3Yrs ago it would still be a =
> valid machine.
>
> The real point?
>
> Advances in hardware are very exciting and open up the door of =
> opportunity in many areas, however how much 'new' hardware is required =
> to adequately compensate for an individuals disability when software =
> does most, if not all, the work? - Please discuss in not less =
> than.......
>
> Other points
>
> My machine when new cost stl 1100 ! Today for that money you would get a =
> supper dupper machine capable of leaving my machine in the dust. =
> Equally if you stay 6 to 9 months behind current technology the =
> technology cost comes down to meet the price of current machines. =20
>
> New software stays backward compatible (relating to hardware) for some =
> time, otherwise there is no breakeven market, and remains stable in =
> pricing if not dropping to establish market share.
>
> If you start from the point - What do I want the equipment to do? - then =
> ask what is the minimum spec I need to achieve this, the results can be =
> surprising! and could involve Works on 311 using a 386! (try to buy =
> that!)
>
> Practicality - my nightmare. During the early days of Win'95, while =
> DOS622Win311 was still being supplied I had endless calls from students =
> telling me the machine had broken down when they upgraded to Win'95. =
> Nothing wrong with the machine of course. Regular call telling me that =
> the machine doesn't work with such and such piece of equipment. True! ( =
> in the past I have been told that the Pentium a student bought wouldn't =
> fit in the 486 machine we supplied!)
>
> In the hands of the student the machine is perceived as the ultimate in =
> technology being able to do everything the marketing people say is =
> necessary to run their supper dupper add-ons. In this environment a 486 =
> would be positively dangerous (to my health). BUT IS THIS A POINT THAT =
> NEEDS TO BE CONSIDERED?
>
> Congratulation on persevering to this point I hope you can add to the =
> discussions so that all points of view can come to light when decisions =
> are taken
>
> Peter Childs
> Hi-Grade Computers
> Southampton
> [log in to unmask]
>
>
>
> =00
>
>
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