Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The primary aim of the study was to investigate ways in which learning and teaching of English First Additional Language writing skills can be taught through Information and Communication Technology. Four teachers from School A were interviewed and Four teachers from School B were observed. Six learners typed letters from School A, and six wrote essays from School B. The results indicated that learners and teachers from School A had more knowledge in incorporating Information and Communication Technology(ICT) into teaching and learning writing skills, and that also improved their performance. School B, due to lack of ICT skills in EFAL writing skill, resulted in learners committing errors and indicating a distress to teachers in their learning and teaching of EFAL writing skills. Nonetheless, the recommendations were clearly stated that teachers should be given sufficient training, especially from School B, regarding the application of ICT through teaching English writing skills. It should be every teacher, learner, and parent’s responsibility to monitor and assist their learners through ICT learning. Lastly, relevant policies should be drafted to make ICT compulsory in learning and teaching language, together with provision of resources to support this new norm of learning and teaching.

This investigation is concerned with the problem of Texas employers' inability to hire adequately trained technical communication personnel because Texas universities and colleges do not offer a bachelor's degree program for that career field. This study contains the results of five separate surveys that investigate the backgrounds and training of present technical communication personnel and the training desired by supervisory personnel. The study also recommends a bachelor's degree program in technical communication with three technological specialties: electronics, mechanical, and chemical/petroleum. Anticipated problems in setting up such a degree program and possible solutions to the problems are discussed in the study. The suggested freshman and sophomore curriculum could be used as a guideline for a junior college associate program.

This dissertation deals with some crucial building blocks of cryptosystems in symmetric cryptography / namely the Boolean functions that produce a single-bit result for each possible value of the m-bit input vector, where m&gt / 1. Objectives in this study are two-fold / the first objective is to develop relations between cryptographic properties of Boolean functions, and the second one is to form new concepts that associate coding theory with cryptology. For the first objective, we concentrate on the cryptographic properties of Boolean functions such as balancedness, correlation immunity, nonlinearity, resiliency and propagation characteristics / many of which are depending on the Walsh spectrum that gives components of the Boolean function along the direction of linear functions. Another efficient tool to study Boolean functions is the subject of covering sequences introduced by Carlet and Tarannikov in 2000. Covering sequences are defined in terms of the derivatives of the Boolean function. Carlet and Tarannikov relate the correlation immunity and balancedness properties of the Boolean function to its covering sequences. We find further relations between the covering sequence and the Walsh spectrum, and present two theorems for the calculation of covering sequences associated with each null frequency of the Walsh spectrum. As for the second objective of this thesis, we have studied linear codes over the rings Z4 and Z8 and their binary images in the Galois field GF(2). We have investigated the best-known examples of nonlinear binary error-correcting codes such as Kerdock, Preperata and Nordstrom-Robinson, which are -linear codes. We have then reviewed Tokareva&rsquo / s studies on Z4-linear codes and extended them to Z8-linear codes. We have defined a new classes of bent functions. Next, we have shown that the newly defined classes of bent, namely Tokareva&rsquo / s k-bent and our t,k-bent functions are affine equivalent to the well-known Maiorana McFarland class of bent functions. As a cryptological application, we have described the method of cubic cryptanalysis, as a generalization of the linear cryptanalysis given by Matsui in 1993. We conjecture that the newly introduced t,k-bent functions are also strong against cubic cryptanalysis, because they are as far as possible to t,k-bent functions.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 31).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2003. / Title from first page of PDF document. Includes bibliographical references (p. 105).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 31).

A utilização de videoaula aumentou consideravelmente nos últimos anos. O interesse de alunos e professores tem crescido em parte devido às diversas iniciativas que oferecem acesso a videoaulas por meio da Internet. Em especial, muitos professores estão produzindo videoaulas de diversas formas e finalidades, por exemplo, para educação a distância e para apoio ou complemento de aulas presenciais. Neste trabalho foi realizado um estudo sobre as preferências de alunos e professores com relação à videoaula para identificar requisitos de interface para ferramentas de produção. O levantamento proposto como metodologia foi realizado com discentes e docentes de cursos técnicos na modalidade a distância da Escola Técnica Aberta do Brasil (e-Tec Brasil). Os questionários continham questões sobre a utilização de videoaula e as preferências com relação a estilos de videoaula, tempo médio de duração de videoaulas e recursos interativos, questões para identificar o nível de concordância com relação a algumas afirmações sobre videoaula e, somente para docentes, questões com relação à produção de videoaulas. A comparação entre as preferências de discentes e docentes apontou um conflito entre o estilo mais preferido pelos discentes, estilo tutorial, e o estilo mais preferido pelos docentes, estilo voz e apresentação. O estilo imagem, voz e apresentação é o segundo tanto na preferência dos discentes quanto na preferência dos docentes. A maioria dos docentes expressou que não conhece alguma metodologia ou técnica para a produção de videoaula, mas possui predisposição para aprender novas metodologias e técnicas para a produção de videoaula e também para aprender novas ferramentas de produção. Cinco requisitos de interface foram identificados a partir dos resultados da análise dos dados: prover um meio simples de produzir videoaula em diferentes estilos; controlar o tempo de duração da videoaula durante a produção; facilitar a inclusão de recursos interativos; analisar a voz do professor na videoaula para indicar necessidade de mudança de ritmo; incluir uma metodologia ou técnica para apoio à produção de videoaula. / The use of video lecture has increased considerably in recent years. The interest of students and teachers has grown in part because of a number of initiatives that provide access to video lectures through the Internet. In particular, many teachers are producing video lecture in various forms and purposes, for distance education and to support or complement regular classes. In this paper we present a study about the preferences of students and teachers related to video lecture to identify interface requirements for production tools. The survey proposed was performed with students and teachers of distance learning technical courses of the Open Technical School of Brazil (e-Tec Brazil). The questionnaires for students and teachers contained questions about the use of video lecture and preferences regarding style, duration time and interactive resources; the questionnaires also have questions to identify the level of agreement with regard to some statements about video lecture; only for teachers, the questionnaires had some topics related the video lecture production. The comparison between the preferences of students and teachers pointed out a conflict between the most preferred style by students, tutorial style, and the most preferred style by teachers, voice and presentation style. The style containing image, voice and presentation is the second in both the preference of students as the preference of teachers. Most teachers said that they do not know any method or technique for producing video lecture, but they have predisposition to learn new methodologies and techniques for producing video lecture and also to learn new production tools. Five interface requirements were identified from the results of data analysis: providing a simple means of producing video lecture in different styles; controlling the duration time of the video lecture during production; facilitating the inclusion of interactive resources; analyzing the teacher´s voice in the video lecture to indicate the need for change of pace; including a methodology or technique to support video lecture production.

O desenvolvimento de software entre equipes geograficamente distribuídas tem adquirido relevância devido a interesses das organizações, relacionados a custos de projetos, busca de profissionais multidisciplinares e especializados ou visando ampliar a cobertura de seus clientes, atendendo-os de forma mais globalizada. Porém, apesar dos benefícios existentes, há algumas dificuldades oriundas da distribuição de equipes que são inerentes da dispersão temporal e geográfica. Estas dificuldades incluem as diferenças culturais, linguísticas, temporais entre outras, que comprometem a qualidade da comunicação e consequentemente interferem na compreensão mútua entre as equipes que desenvolvem um mesmo projeto de software. O objetivo deste trabalho é apresentar uma melhoria de um processo de desenvolvimento distribuído de software (DDS), baseado em Scrum, capaz de minimizar as interferências e perdas de informações, descentralização de conhecimentos em pessoas específicas e melhorar no fluxo de comunicação e disseminação das informações. Um caso real foi abordado e para o desenvolvimento deste trabalho o método de pesquisa adotado foi a pesquisa-ação. Neste cenário real haviam problemas originados da comunicação ineficiente entre seus atores e exigiu que o desenvolvimento desta pesquisa tivesse várias iterações e retroalimentações até atingir a maturidade. A melhoria da comunicação foi alcançada e é a principal contribuição deste trabalho. / Software development between geographically distributed teams has acquired relevance due to interests of organizations, project-related costs, looking for multidisciplinary and specialized professionals or aiming to expand the coverage of its customers, serving them in a globalized form. However, despite the existing benefits, there are some difficulties originated from the distribution of teams that are inherent in the temporal and geographic dispersion. These difficulties include the cultural, linguistic, temporal among others, which affect the quality of communication and consequently interfere with the mutual comprehension between the teams which develop the same software project. Thus, the aim of this work is to present an improvement in the process of distributed software development (DSD) based on Scrum, capable to minimize interference and information losses, decentralization of knowledge in specific people and improve the communication flow and dissemination of information. A real case was discussed and as for the development of this work the action research was the approach employed in this study. In this scenario, problems originated from inefficient communication between their actors and demanded that the development of this research present several iterations and feedbacks in order to reach its maturity. Improved communication has been achieved and is the main contribution of this work.

O desenvolvimento de software entre equipes geograficamente distribuídas tem adquirido relevância devido a interesses das organizações, relacionados a custos de projetos, busca de profissionais multidisciplinares e especializados ou visando ampliar a cobertura de seus clientes, atendendo-os de forma mais globalizada. Porém, apesar dos benefícios existentes, há algumas dificuldades oriundas da distribuição de equipes que são inerentes da dispersão temporal e geográfica. Estas dificuldades incluem as diferenças culturais, linguísticas, temporais entre outras, que comprometem a qualidade da comunicação e consequentemente interferem na compreensão mútua entre as equipes que desenvolvem um mesmo projeto de software. O objetivo deste trabalho é apresentar uma melhoria de um processo de desenvolvimento distribuído de software (DDS), baseado em Scrum, capaz de minimizar as interferências e perdas de informações, descentralização de conhecimentos em pessoas específicas e melhorar no fluxo de comunicação e disseminação das informações. Um caso real foi abordado e para o desenvolvimento deste trabalho o método de pesquisa adotado foi a pesquisa-ação. Neste cenário real haviam problemas originados da comunicação ineficiente entre seus atores e exigiu que o desenvolvimento desta pesquisa tivesse várias iterações e retroalimentações até atingir a maturidade. A melhoria da comunicação foi alcançada e é a principal contribuição deste trabalho. / Software development between geographically distributed teams has acquired relevance due to interests of organizations, project-related costs, looking for multidisciplinary and specialized professionals or aiming to expand the coverage of its customers, serving them in a globalized form. However, despite the existing benefits, there are some difficulties originated from the distribution of teams that are inherent in the temporal and geographic dispersion. These difficulties include the cultural, linguistic, temporal among others, which affect the quality of communication and consequently interfere with the mutual comprehension between the teams which develop the same software project. Thus, the aim of this work is to present an improvement in the process of distributed software development (DSD) based on Scrum, capable to minimize interference and information losses, decentralization of knowledge in specific people and improve the communication flow and dissemination of information. A real case was discussed and as for the development of this work the action research was the approach employed in this study. In this scenario, problems originated from inefficient communication between their actors and demanded that the development of this research present several iterations and feedbacks in order to reach its maturity. Improved communication has been achieved and is the main contribution of this work.

Orientador: Jose Armando Valente / Acompanha 2 CD-ROM / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-14T09:56:57Z (GMT). No. of bitstreams: 1 Vazquez_BeatrizSanz_M.pdf: 2664810 bytes, checksum: ffca4f1ec78f120cf26eefdd9a931802 (MD5) Previous issue date: 2009 / Resumo: A passagem das memórias humanas à memória virtual coletiva configura a construção de um caminho que é possível trilhar a partir das histórias de vida, utilizadas, aqui, enquanto metodologia de pesquisa e de formação, compartilhadas em ambiente virtual de aprendizagem (AVA). Esta dissertação aborda esse processo, que se inicia com a história de vida desta pesquisadora, formando teias que, inevitavelmente, levam à rede estabelecida com estudantes dos cursos de Pedagogia e Normal Superior, ao longo do primeiro semestre de 2004. Essas memórias digitais interagiram no AVA TelEduc e iniciaram a formação dos nós da teia. Teorias referentes à memória embasam a dissertação, que apresenta uma análise qualitativa, a partir da utilização do software CHIC (Classificação Hierárquica Implicativa Coesiva), das relações estabelecidas nessa memória virtual coletiva, a qual congrega relatos de história de vida, comentários dos alunos e das docentes responsáveis pela disciplina e pelo AVA, impressões sobre contação de histórias e imagens representativas de aprendizagens significativas das teias que cada aluno formou. A construção da identidade dos alunos em formação por meio de suas memórias foi demonstrada a partir da análise das árvores geradas pelo software. Destaca-se, nas árvores, o grupo social familiar e sua inserção em outros contextos sociais, agregando-se a categorias de análise, estabelecidas pelas interações no AVA, tais como identificação emocional, aprendizagem significativa, características individuais, trabalho docente, palavras de encorajamento e brincadeiras de infância. Essas relações suscitaram identificações, significados, rememorações, construções de novas memórias, refazendo uma espiral de aprendizagem na construção da identidade dos alunos por meio das memórias virtuais, apresentando as inter-relações dessas memórias e sua importância na construção de uma história de vida passada, presente e futura. / Abstract: The passage from human memories to the collective virtual memory represents the construction of a path that can be tread through life stories, which are shared in virtual learning environment (VLE) that are used here as a methodology for research and training. This dissertation discusses this process, which begins with the story of the life of this researcher, forming webs that inevitably led to a network that was established with students from the University Education and Teacher courses throughout the first semester of 2004. These digital memories interacted in the TelEduc VLE and gave rise to the formation of knots in the web. Theories concerning memory are the basis of the dissertation, which represents a qualitative analysis, via the use of the CHIC (Cohesive Implicative Hierarchical Classification) software, of the relationships established in this collective virtual memory, which gathers reports of life stories, comments from students and from the faculty in charge of the courses and the VLE, impressions concerning the telling of stories, and representative images of meaningful learning experiences from the webs that each student formed. The construction of the identity of the students being formed in their memories was demonstrated using an analysis of the trees created by the software. In the trees, the family social group and its placement in other social contexts are highlighted, with analytical categories established by the interactions in the VLE being added, such as emotional identification, meaningful learning, individual characteristics, faculty work, words of encouragement and childhood games. These relationships lead to identifications, meanings, remembrances, and constructions of new memories, rebuilding a spiral of learning in the construction of the students' identity through the virtual memories, presenting the interrelations of these memories and their importance in the construction of the story of a life in the past, present and future. / Mestrado / Mestre em Multimeios