In the job market
Thwr».. F«bruory 18 »982 (S«< 2) SA NO Y (Or«.} ROST—8
im p o r ta n t
Today's educators need
to add a ”C” to the tradi
tional three R's they teach
to children in elementary
and secondary schools,
says David Moursund, pro
fessor of computer and in
formation science at the
University of Oregon
The “ C ” stands for
“ computer lite ra c y ,” a
term Moursund uses to ex
p la in
th e
fu n c tio n a l
knowledge of computers
that children will need in
order to compete in the
future job market
By 1985, a high percen
tage of all jobs will involve
the use of computers in
some way, placing those
who don't know how to use
them at a definite disad
vantage. according to one
estimate But the educa
tional system has not kept
up with this trend
The problem, he said, is
that not enough teachers
a re co m p u ter lite r a te
themselves, and there are
not enough co m p u ter-
r e la te d
in s tru c tio n a l
materials
In an effort to overcome
this problem. Moursund
has committed himself for
the last 15 years to teaching
teachers to bring com
puters into the classrooms
He organizes special
seminars at the university
to introduce teachers to
computers and explain how
the machines will change
the way they teach He also
formed the International
Council fo Computers in
Education, and edits its
journal. The Computing
Teacher
Instructional use of com
puters in elementary and
secondary schools is more
than 20 years old, but
educators have yet to tap
c o m p u te rs * p o te n tia l,
Moursund said
Because cost and space
were prohibitive for the
first 15 of those years, com
puter access was much
more limited than it is now
With the advent of micro
computers in the mid-70s,
fo llo w e d
by
s h a rp
decreases in their purchase
price, computer training
can be commonplace
But we have to catch up
with the technology by
making people more aware
of the situation and by
training more teachers,”
he said
The ability to use com
puters could become as im
potant as the ability to read
and write when looking at
future employment, Mor
sund said Business and in
d u s try
le a d e rs
h ave
already proven that pro
d u c tiv ity
in c re a s e s
dramatically with the use
of computers
Virtually everyone will
need to know how to
retrieve information from
a computer, according to
Moursund He cites word
processors and calculators
with memories as exampls
of computers already in
wide use today.
“There is a revolution go
ing on in industry And we
need to prepare our young
people for it," he said.
Moursund thinks it's
time for the full-scale use
of c o m p u te rs in the
classroom Children should
begin to learn how to use
computers when they begin
to learn any other subject,
he says And with the
re so u rce s
th a t
m ost
schools have a lre a d y ,
children could start to
learn how to use computers
in junior high schools now,
he believes.
Resistance to his ideas
does not surprise Mour
sund He attributes most of
this resistance to fear
“The revolution we are
about to see in education is
indeed scary to many
adults." he said, “but to
children who grow up using
computers, there is no
fea r”
“Our educational system
is completely dependent, in
essence, on how teachers
and parens view the world.
If teachers won't adjust to
using computers, to his
change in the world, it's go
ing to be very, very hard
for the kids to adjust to it,”
Moursund said
Plant bare root fruit trees promptly
The key to success in
planting bare root fruit
trees in the home land
scape is to get them home
from the nursery or garden
store and planted quickly.
“Since the roots of these
trees are bare when they 're
purchased, they can dry
out quickly in the open
a ir.” sys Ray McNeilan,
Oregon State University
extension home gardening
agent. “ That makes it ex
tremely important to pro
tect the roots until the tree
is planted, and to plant the
tree promptly.”
McNeilan recommends
keeping the roots covered
at all times with moist
material before planting
The roots may also be
submerged in a pail of
water but not for more than
12 hours
Before digging the hole
where the tree will be
planted, remove potential
weed competition by scrap
ing the ground bare in a
five goot radius of the hole.
Dig the hole with a shovel
or auger If an auger is us
ed, the •udes of the hole
should be roughened to
allow better root growth.
The hole should e large
enough to accommodate
the roots without undue
root pruning or crowding.
Position the tree in the
hole at about the same epth
that the tree grew in the
nursery. There should be a
soil line on the runk you can
use as a guide
“ With dwarf trees be
sure the graft union is two
to three inches above the
permanent soil line or the
benefits of the dwarfing
rootstock will be lost,”
McNeilan says.
Pack the clean topsoil
firmly around the roots.
Take care not to damage
the roots, but make sure no
air pockets remain When
the hole is three - quarters
filled, pour in water to set
tle the soil around the
roots.
Kill the remainder of the
hole after the water soaks
in. Don’t put any manure,
organic matter or commer
cial fertilizer in the hole as
it cam damage the young
roots.
Build a slight rim m
around the hole to hold
moisture and add a mulch
of straw if desired Then
w a te r
w ith
a w ea k
transplant solution of com
m e r c ia l f e r t il i z e r or
manure tea.
Avoid water—logging the
tree, but don’t let it dry out
completely. Water every
10 to 20 days, or as needed.
produce, grocery, non-food!
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