.pl14"
.lh2
.rm68r
.100,5,2

                        FLASHCRD -- SIGN ON

                It is time to practice your math.
             Type your name and press enter to begin.

The FLASHCRD program will look for your name in the FLASH.CFG file
and let you use the profile values set by the FLASHCFG program.

                   Work hard -- have fun -- learn.

.rm68r
.101,5,2

                         FLASHCRD -- MENU

FLASHCARD lets you practice your arithmetic facts.
 -- The Esc key ends the program.
 -- Menu items 1-7 give you practice.
 -- Menu item 8 lets you change the colors for this time.
 -- Menu item 9 lets you sign on under a different name.
 -- FLASHCRD writes your results to a file called PROGRESS.  Look at
it to see how you have been doing.  You can print the PROGRESS file
or delete it when it gets too long.

                   Work hard -- have fun -- learn.

.rm68r
.300,3,2

                           CONGRATULATIONS !

Because you are using this product, we accept that you want to
improve a student's command of arithmetic facts.  We are also
concerned with learning arithmetic, as well as developing strong
work habits, a longer attention span, and a positive self image.
With this software we have tried very hard to do all these things.

This software replaces the repetitious turning of flash cards.  The
student controls the practice session within limits you define.  We
reward the student immediately for each correct answer and offer a
clue to help when the answer is wrong.  With your guidance and
encouragement the student can use this tool to learn and practice.

It has, however, ONE MAJOR SHORTCOMING.  WE DO NOT GIVE HUGS.  If
you challenge your student with high but achievable expectations and
follow up with encouragement and approval you can turn this process
into an avalanche of learning.  DO NOT EXPECT SOFTWARE TO WORK
MIRACLES.  Your love works miracles--we just practice arithmetic.

The file  FLASH.DOC  offers more recommendations for effective use.

.rm68r
.301,30,10

               FLASHCFG -- FLASH CARD CONFIGURE

This is where you tailor the FLASHCARD profile for each student.
 -- This screen shows the list of students now defined.
 -- Use Arrow keys, PgUp and PgDn to move the highlighter.
 -- Type  A  to add another.  The student which is highlighted
when you press  A  will be copied to give you a starting point.
 -- Type  E  to change the profile of the highlighted student.
 -- Type  D  to delete the highlighted student.
 -- Type  S  to save all changes back to the file.  If you quit
without doing this, changes are abandoned, including deletions.
 -- Press  Esc  to quit.  If you don't use  S  first, then all
changes will be forgotten.

When the student signs on to FLASHCARD, it searches this file to
match his name.  Capitalization is ignored.  Rules and colors you
set up here govern how FLASHCARD looks to the student.

.rm68r
.302,6,10

                        DELETE STUDENT

If you type   Y   the student profile will be deleted from the
list now in the FLASHCFG program.  If you then save your changes,
the student will also be deleted from the file.  Type any other
character than  Y  to avoid deleting the student.

.rm68r
.303,20,7

                   FLASH CARD STUDENT PROFILE

           Use arrow keys to move the highlighter.

Press ENTER to change the highlighted value.  Another window will
pop up.  Press F1 for help then and you will get more help.

Range:  Sets low and high limits for numbers in each problem.
Total:  The number of problems a student gets at once.
Order:  Either give the problems in sorted order, or randomly.
Timer:  Number of seconds allowed per problem.
Sound:  Audio feedback.

   Press F10 to keep your changes or Esc to throw them away.

.rm60
.305,10,10

                  ADD NEW STUDENT PROFILE

Type the name of the student to be added.  This is the name
the student will use to sign on to FLASHCARD.

Press ENTER to continue to the screen where you make the
rules suit this student.

Press Esc to go back to the list of existing students.

REMEMBER:  Your new student rules are not saved to the
FLASH.CFG file until you type  S  on the first screen.

.rm40
.331,35,4

        RANGE 1  --  ADDITION

The two numbers under RANGE 1 are the
lowest and highest values that the
student will see as the first number of
any addition problem.

For example, if you made these numbers

               0 - 3

then the top number of every addition
problem will be 0, 1, 2, or 3.

.rm40
.332,35,4

       RANGE 1  --  SUBTRACTION

The two numbers under RANGE 1 are the
lowest and highest values that the
student will see as the second number of
any subtraction problem.

For example, if you made these numbers

               0 - 3

then the 2nd number of every subtraction
problem will be 0, 1, 2, or 3.

.rm40
.333,35,4

      RANGE 1  --  MULTIPLICATION

The two numbers under RANGE 1 are the
lowest and highest values that the
student will see as the first number of
any multiplication problem.

For example, if you made these numbers

               0 - 3

then the top number of every multipli-
cation problem will be 0, 1, 2, or 3.

.rm40
.334,35,4

        RANGE 1  --  DIVISION

The two numbers under RANGE 1 are the
lowest and highest values that the
student will see as the second number of
any division problem.

For example, if you made these numbers

               1 - 3

then the 2nd number of every division
problem will be 1, 2, or 3.

This number can't ever be 0.

.rm40
.341,35,4

        RANGE 2  --  ADDITION

The two numbers under RANGE 2 are the
lowest and highest values that the
student will see as the second number of
any addition problem.

For example, if you made these numbers

               0 - 3

then the 2nd number of every addition
problem will be 0, 1, 2, or 3.

.rm40
.342,35,4

      RANGE 2  --  SUBTRACTION

The two numbers under RANGE 2 are the
lowest and highest values that the
student will get as the answer for any
subtraction problem.

For example, if you made these numbers

               0 - 3

then the answer of every subtraction
problem will be 0, 1, 2, or 3.

.rm40
.343,35,4

     RANGE 2  --  MULTIPLICATION

The two numbers under RANGE 2 are the
lowest and highest values that the
student will see as the second number of
any multiplication problem.

For example, if you made these numbers

               0 - 3

then the 2nd number of every multiplica-
tion problem will be 0, 1, 2, or 3.

.rm40
.344,35,4

       RANGE 2  --  DIVISION

The two numbers under RANGE 2 are the
lowest and highest values that the
student will get as the answer for any
division problem.

For example, if you made these numbers

               0 - 3

then the answer of every division
problem will be 0, 1, 2, or 3.

.rm30r
.313,2,5

           TOTAL

This number sets the total
number of problems a student
will see at once.  The student
should get a healthy practice
and cement the memories, but
it should not take so long as
to be punishment.

          HOWEVER...
A short attention span is a
challenge, not a reason to
assign fewer problems.

You will be surprised at how
quickly the student learns.

.rm45r
.314,2,5

             PROBLEM ORDER
Problems can be in sorted order.  Speed drill
practice is only useful in random order, but
sorted order is good for first time learning.

Learning multiplication, my son worked 2 sets
of problems each day.  I used the first set 
to introduce a new number and set it up to
show problems in sorted order.  See the notes
in FLASH.DCO for more information.

.rm40r
.315,2,5

             PROBLEM TIMER

Number of seconds allowed per problem.

If you set the timer to a value of  0
there will be no time limit for each
problem.  Other values set a countdown
timer for each problem.  If the problem
is not answered in the allotted time, it
is counted wrong.

The goal is not to add pressure, but to
limit daydreaming and promote trial-and-
error over finger-counting. This is how
you build memory.

If 10-15 seconds imposes undue stress,
then the student needs to do more
problems per day to build skill and
confidence.  Shorter time intervals can
be used to promote challenge, particu-
larly with the sound set to ANNOY.

.rm50r
.316,2,5

                  SOUND EFFECTS

SILENT turns sound off entirely.

REWARD  whistles a little at each right answer.

CENSURE adds a brief rebuking sound for errors.

ANNOY gives the countdown timer bar an obnoxious
sound when the student has more than ten percent
errors.  If the student likes to daydream at the
keyboard, this usually cures it.  For those who
thrive on challenge, this is actually a
motivator--beat the clock or keep it turned off
with right answers.

Most students should respond well to CENSURE.  The
error noises are more chiding than negative.

All settings except SILENT also permit extra sound
effects like CHARGE, WOLF WHISTLE, etc.

.rm50r
.401,22,5

                  COLOR MENU

If you entered this program from a FLASHCARD
session, the changes you make will only last until
you leave FLASHCARD.  If you are running FLASHCFG,
then you may save these changes with other user
profile information.

This list of items represents all the color
choices used in the FLASHCARD program.  Use the
arrows to highlight one, and press Enter to make
changes.

     F10 will keep your changes and exit.

    Esc will forget your changes and exit.

HINT:  Let students experiment on colors inside
FLASHCARD before you change them with FLASHCFG.

.rm70r
.402,6,15

                     COLOR MENU -- COLOR BARS

You see all possible color combinations for EGA.

Use the arrow keys to select colors which will please the eye, but not
distract or strain vision.

Press ENTER to pop out of the color bar menu with the new color.

Press Esc to pop out of the color bar menu and restore the old color.

