In this thesis we present a suitable way of calibrating and debugging an autonomous underwater vehicle (AUV). The issues that occur when working with an AUV are the inconvenient way of having to constantly recompile the software to change the behavior of the AUV and the lack of feedbacksreceived. If the vehicle does not behave as it should the information needed to be able to trace and fix the problems that occur isin general difficult to retrieve. To tackle this problem a literature study was made on logging libraries, communication protocols as well as AUVs in general. This resulted in identifying a set of existing logging libraries and possible communication protocols. From testing and analyzing these results, Zlog was chosen as the logging library and UDP as the communication protocol. Zlog has then been used in the AUV application to log relevant information on the AUV and UDP allows establishing a connection between the AUV and a desktop program created for Windows to send this logging information to. The desktop program also allows filtering of any incoming logs with the use of a parser. This has been an essential part of the solution to be able to identify specific logging data and help presenting this in a convenient way. To be able to change the format of the log file, the parser has been given a grammar which can be adjusted to adapt to a different log file. Additionally, the desktop application has the ability to send commands to the AUVapplication via the UDP connection to change the behavior of the AUV live.

Made available in DSpace on 2014-06-11T19:24:13Z (GMT). No. of bitstreams: 0 Previous issue date: 2006Bitstream added on 2014-06-13T20:31:16Z : No. of bitstreams: 1 leitao_ic_me_arafcl.pdf: 1053065 bytes, checksum: 923f346e32be3f8ca866328cd74c124b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O léxico do português brasileiro contemporâneo é a todo tempo ampliado por unidades lexicais oriundas de outras línguas, principalmente, da língua inglesa, os chamados anglicismos. Assim, é importante verificar se os dicionários de maior circulação nacional Aurélio 3.0 (1999) e Houaiss 1.0 (2001), em versões informatizadas, mantêm alguns critérios de seleção desses novos vocábulos, e em caso afirmativo, se esses critérios são comuns aos dois dicionários. Ao comparar as unidades de ambas as obras lexicográficas, os principais fatos encontrados referem-se: à grafia das unidades; à semelhança da definição, que ora é melhor apresentada por um dicionário, ora por outro e, à falta de identidade da definição. Além disso, verificou-se a grande presença, em ambas as obras, de unidades definidas por remissiva e sinonímia. Selecionadas as unidades provenientes de língua inglesa fez-se necessário, ao compará-las, buscar sua contextualização, a fim de esclarecer diferenças encontradas. Usando o banco de dados do Laboratório de Lexicografia da Faculdade de Ciências e Letras - Campus Araraquara foi possível, em alguns casos, dizer qual a melhor definição, qual a grafia mais usada; no entanto, alguns problemas também foram encontrados como, por exemplo, unidades cujas ocorrências não podem ser explicadas por nenhuma das acepções apresentadas pelos dicionaristas. Diante da análise, pode-se concluir que não há um procedimento lexicográfico uniforme que oriente ou que norteie a inserção de unidades lexicais de língua inglesa nos dicionários Aurélio 3.0 (1999) e Houaiss 1.0 (2001), como também, não há ainda, no Brasil, critérios metodológicos que dêem suporte a esse tipo de inserção lexicográfica. / The contemporary brasilian-portuguese lexicon is always amplified by lexical units that come from other languages, mostly from English, which are called anglicisms. Thus, it is relevant to verify if the electronical version of Aurélio 3.0 (1999) and Houaiss 1.0 (2001), that present large circulation in Brazil, maintain any criterions to elect these units and if these criterions are common to both dictionaries. The main features that emerge by the comparison of both dictionaries are: the difference in the orthography of the lexical units, the similarity in the definition, varying the best definition between the two dictionaries, and the lack of identity in the definition. Moreover, it was certified that the units were often defined by synonymy and remission. Because of the comparison of the English units, in both dictionaries, it was necessary to study the context in which each term occur, in order to elucidate the divergences. Laboratório de Lexicografia da Faculdade de Ciências e Letras - Campus Araraquara database, provided, in some cases, a manner to attest the best definition of an unit and to estipulate its more used orthography. However, some problems could also be found in this work, such as lexical units that could not be explained by any of the entries of the dictionaries referred to. In conclusion, it can be said that there is not an uniform lexicographical procedure that conduct the insertion of English lexical units in the Aurélio 3.0 (1999) and Houaiss 1.0 (2001) dictionaries, as well as there is not yet a theory that supports this kind of lexicographical insertion.

Orientador: Clotilde de Almeida Azevedo Murukawa / Banca: Gladis Maria Barcelos de Almeida / Resumo: O léxico do português brasileiro contemporâneo é a todo tempo ampliado por unidades lexicais oriundas de outras línguas, principalmente, da língua inglesa, os chamados anglicismos. Assim, é importante verificar se os dicionários de maior circulação nacional Aurélio 3.0 (1999) e Houaiss 1.0 (2001), em versões informatizadas, mantêm alguns critérios de seleção desses novos vocábulos, e em caso afirmativo, se esses critérios são comuns aos dois dicionários. Ao comparar as unidades de ambas as obras lexicográficas, os principais fatos encontrados referem-se: à grafia das unidades; à semelhança da definição, que ora é melhor apresentada por um dicionário, ora por outro e, à falta de identidade da definição. Além disso, verificou-se a grande presença, em ambas as obras, de unidades definidas por remissiva e sinonímia. Selecionadas as unidades provenientes de língua inglesa fez-se necessário, ao compará-las, buscar sua contextualização, a fim de esclarecer diferenças encontradas. Usando o banco de dados do Laboratório de Lexicografia da Faculdade de Ciências e Letras - Campus Araraquara foi possível, em alguns casos, dizer qual a melhor definição, qual a grafia mais usada; no entanto, alguns problemas também foram encontrados como, por exemplo, unidades cujas ocorrências não podem ser explicadas por nenhuma das acepções apresentadas pelos dicionaristas. Diante da análise, pode-se concluir que não há um procedimento lexicográfico uniforme que oriente ou que norteie a inserção de unidades lexicais de língua inglesa nos dicionários Aurélio 3.0 (1999) e Houaiss 1.0 (2001), como também, não há ainda, no Brasil, critérios metodológicos que dêem suporte a esse tipo de inserção lexicográfica. / Abstract: The contemporary brasilian-portuguese lexicon is always amplified by lexical units that come from other languages, mostly from English, which are called anglicisms. Thus, it is relevant to verify if the electronical version of Aurélio 3.0 (1999) and Houaiss 1.0 (2001), that present large circulation in Brazil, maintain any criterions to elect these units and if these criterions are common to both dictionaries. The main features that emerge by the comparison of both dictionaries are: the difference in the orthography of the lexical units, the similarity in the definition, varying the best definition between the two dictionaries, and the lack of identity in the definition. Moreover, it was certified that the units were often defined by synonymy and remission. Because of the comparison of the English units, in both dictionaries, it was necessary to study the context in which each term occur, in order to elucidate the divergences. Laboratório de Lexicografia da Faculdade de Ciências e Letras - Campus Araraquara database, provided, in some cases, a manner to attest the best definition of an unit and to estipulate its more used orthography. However, some problems could also be found in this work, such as lexical units that could not be explained by any of the entries of the dictionaries referred to. In conclusion, it can be said that there is not an uniform lexicographical procedure that conduct the insertion of English lexical units in the Aurélio 3.0 (1999) and Houaiss 1.0 (2001) dictionaries, as well as there is not yet a theory that supports this kind of lexicographical insertion. / Mestre

In the last years the idea has resurfaced that traits can be measured in a reliable and valid and this can be useful inthe prediction of human behavior. The five-factor model appears to represent a conceptual and empirical advances in the field of personality theory. Necessary orthogonal factors (Goldberg, 1992, p. 26) to show the relationships between the descriptors of the features in English is five, and its nature can be summarized through the broad concepts of Surgency, Agreeableness, Responsibility, Emotional Stability versus neuroticism and openness to experience (John, 1990, p96) Furthermore, despite the criticisms that have been given to the model, represents a breakthrough in the field of personality assessment. This approach means a contribution to the study of personality, without being the integrative model of personality. / En los últimos años ha reaparecido la idea de que los rasgos pueden ser medidos de manera confiable y válida y esto puede ser útil enla predicción de la conducta humana. El modelo de los cinco factores parece representar un avance conceptual y empírico en el campo de la teoría de la personalidad. Los factores ortogonales necesarios (Goldberg, 1992, p. 26) para mostrar las interrelaciones entre los descriptores de los rasgos en idioma inglés es cinco, y su naturaleza puede resumirse a través de los conceptos amplios de Surgency, Agradabilidad, Responsabilidad, Estabilidad emocional versus neuroticismo y Apertura a la experiencia (John, 1990, p96 ) Asímismo, a pesar de las críticas que se han dado al modelo, representa un avance en el campo de la evaluación de la personalidad. Este enfoque significa un aporte a los estudios de la personalidad, sin ser el modelo integrativo de la persobalidad.

This thesis deals with comparing different types of files, especially source codes. It describes the problem of comparing source code and different ways of solving this problem, from simple line comparison, to AST comparison. Chosen method was comparison based on lexical analysis. This is also described in the work with instruments of its automation. The goal of this thesis is to design and implement modular application, which compares different types of files. The implemented module compares source code in programming languages C/C++, Java a Python. This module is easily extendable for comparisons with other languages.

As organisations and managers start to realise the strategic value of knowledge within their organisation, several attempts have been made to implement Knowledge Management (KM) within these organisations. The standard approach, which leads to the failure of KM initiatives, is to view KM as a type of technological implementation while failing to realise that the organisation needs to facilitate a KM-friendly environment. Organisations that have successfully implemented KM within their boundaries, structure and scope have developed unique and organisation-specific KM implementations, making it difficult for the success factors associated with these implementations to be transferred to other organisations. As a result, researchers and authors have attempted to develop an ontological or taxonomical mechanism that would assist in the sharing of knowledge within and across organisational boundaries. Due to the organisational specialisation of these mechanisms, these attempts have for the most part been unsuccessful. This study presents foundational work that can be used within an organisation to develop KM initiatives. By focusing on the language used by KM researchers and KM practitioners working with and practising KM within organisations, the author identified multiple terms and concepts that represent the fundamental building blocks of KM. If these building blocks are applied appropriately between different organisations, they can assist in the development of a KM initiative. The identified fundamental building blocks offer a starting point for the development of a KM initiative. As the study focuses on organisational KM needs, these building blocks may be used to implement a KM initiative that would satisfy an organisation‘s KM needs. The goal of this study is therefore to identify the fundamental building blocks of KM that, when applied constructively, would assist the KM practitioner in satisfying an organisation‘s KM needs. In order to achieve this goal, the research focused on the following objectives (as reflected in the research question, subquestions and chapter division):  To identify why there is a need for KM within organisations, and how it has been addressed in research, KM initiatives and organisations.  To clearly delineate the concepts of Knowledge, Management and KM that can be applied in relationship with the process of organisational management.  To identify organisational KM needs as linked to a generic organisation that is associated with a system interacting with its environment (gaining or losing knowledge due to the system‘s nature).  To identify KM‘s fundamental building blocks associated with the language used by KM researchers and practitioners.  To represent the identified fundamental KM building blocks that can be applied to a generic organisation to satisfy organisational KM needs. As a result of the discussion, review and study conducted for this thesis, the author found specific dimensions pertaining to the fundamental building blocks of KM that satisfy organisational needs.  It was established that there is a clear need for organisational KM in an effort to retain and manage knowledge resources to the benefit of the organisation. This highlighted the need for organisational KM, outlining possible solutions plus concerns found in previous research. It was found that although there is a need for organisational KM, this need has been poorly addressed thus far. Based on the discussion and findings in this thesis, it was found that there is a clear distinction between the concepts of Knowledge, Management and KM and it was found that KM provides support for the day-to-day management processes to which it is aligned. This highlighted the nature of Knowledge, Management and KM by redefining the construct of KM based on core considerations related to the concepts of Knowledge and Management and the critical interaction between the two.  It was found that due to the systemic nature of an organisation, knowledge dissipates into the organisational environment. KM is essential to minimise this effect. Furthermore, organisational KM needs can be satisfied by applying the fundamental building blocks of KM during the implementation of an organisational KM initiative.  After analysing the lexicon used by KM practitioners, the building blocks of KM were clearly highlighted by comparing patterns presented within the results analysed for this study.  The final objective highlights and represents the fundamental building blocks of KM that satisfy organisational KM needs as clearly identified from the language used by KM practitioners. By extending this study to the language used by KM practitioners as formulated within communities of practice in describing KM, the results of this study link directly to not only what KM theoretically appears to be, but also to how KM is viewed by people who work within the KM and knowledge environment on a day-to-day basis. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Informatics / unrestricted

There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology. In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses. In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students’ academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems. In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students’ emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept ‘structure-function’ were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept.

Indiana University-Purdue University Indianapolis (IUPUI) / Schizophrenia is a serious mental illness that significantly lessens health-related quality of life (HRQoL). A better understanding of HRQoL is needed to inform holistic and patient-centered treatments for schizophrenia. The purpose of this dissertation is to conduct an in-depth exploration of HRQoL in people with schizophrenia. The dissertation includes three components. The first component is an integrative literature review aimed at identifying factors associated with physical quality of life (QoL) in people with schizophrenia. The review reveals that symptoms of schizophrenia, depression, obesity or body mass index, and physical activity are associated with physical QoL in this population. The second and third components are based on illness narratives of 20 people with schizophrenia who had participated in a larger study of individuals diagnosed with serious mental illness. The second component of the dissertation is a qualitative descriptive study conducted to describe common HRQoL concerns in people with schizophrenia. The results indicate that these concerns were related to social relationships, psychiatric symptoms, psychiatric care, and employment. The third component of the dissertation is a parallel convergent mixed-methods study conducted to explore whether computerized lexical analysis (CLA) of illness narratives of people with schizophrenia can reveal their HRQoL concerns. CLA is an automatized process that counts words in text data and sorts them into pre-defined word categories. The results provide preliminary support for the potential use of CLA to efficiently assess HRQoL in people with schizophrenia as the CLA identified some of the HRQoL concerns that had been identified in the prior qualitative descriptive study. The results of the three studies reveal the complexity of the phenomenon of HRQoL in people with schizophrenia and can inform the development of strategies to identify and promote HRQoL in this population.

La présente recherche, qui s’inscrit à la croisée de la linguistique, de la didactique deslangues et du traitement automatique des langues, se focalise sur la problématique d’un côtédu classement des supports textuels utilisés dans le cadre de l’apprentissage du françaislangue étrangère (FLE) et de l’autre côté de l’analyse des divers critères nécessaires à ceclassement.Notre analyse se base principalement sur le critère lexical, déterminant dans leprocessus de la lecture. Ainsi, nous nous sommes interrogé, à partir d’un échantillon desupports textuels, préalablement sélectionnés dans les manuels de FLE, si une telleclassification est viable. De ce fait, on a procédé à l’analyse de ces textes du point de vue deleur correspondance avec les niveaux établis par le Cadre européen commun de référence(CECR) (niveaux A1 à B2) et cela à l’aide des inventaires développés dans les Référentielspour le français.La première partie développe une réflexion sur l’interdisciplinarité, les supportstextuels, les typologies des textes et les référentiels, en essayant de voir à quel pointl’approche par le lexique se justifie afin de devenir le critère principal d’une telleclassification.La seconde partie nous amène à l’analyse de la correspondance des supports textuelsavec les niveaux du CECR à partir du critère lexical, à l’aide d’outils informatiques, et celadans la perspective d’étudier quelles sont les possibilités de pouvoir élaborer un corpusdynamique des supports textuels utilisable dans le cadre du FLE. / This research paper, situated at the crossroads of linguistics, language teaching andautomated language processing tools, focuses firstly on the classification of the textualmaterials used in the teaching of French as a Foreign Language (FFL), and secondly on theanalysis of the various criteria required for such a classification.Our analysis centres chiefly on the lexical criterion, the determining factor in thereading process. Starting from a pre-selected sample of textual materials drawn from FFLmaterials, we therefore set out to determine whether a classification along these lines wasviable. To this end, we analysed these texts from the point of view of their correspondencewith the levels drawn up by the Common European Framework of References (CEFR), levelsA1 to B2, using the inventories developed in the Reference Frameworks for French.In the first part, we consider the questions of interdisciplinarity, textual materials, texttypologies and reference frameworks, by seeking to determine to what extent the lexicalapproach may justifiably be adopted as the chief criterion of this classification.In the second part, we use information technologies to analyse the correspondencebetween the textual materials and the CEFR levels based on the lexical criterion, with a viewto examining the scope for developing a dynamic corpus of textual materials for use in FFL.

L’hameçonnage est une escroquerie moderne qui cible les utilisateurs de communications électroniques et vise à les convaincre de réaliser des actions pour le bénéfice d’un individu nommé hameçonneur. Les attaques d’hameçonnage s’appuient essentiellement sur de l’ingénierie sociale et la plupart de ces attaques utilisent des liens représentés par des noms de domaine et des URLs. Nous proposons donc dans cette thèse de nouvelles solutions, reposant sur une analyse lexicale et sémantique de la composition des noms de domaine et des URLs, pour combattre l’hameçonnage. Ces deux types de pointeurs sont créés et offusqués par les hameçonneurs pour piéger leurs victimes. Ainsi, nous démontrons que les noms de domaine et les URLs utilisés dans des attaques d’hameçonnage présentent des similitudes dans leur composition lexicale et sémantique, et que celles-ci sont différentes des caractéristiques présentées par les noms de domaine et les URL légitimes. Nous utilisons ces caractéristiques pour construire des modèles représentant la composition des URLs et des noms de domaine d’hameçonnage en utilisant des techniques d’apprentissage automatique et des méthodes de traitement du langage naturel. Les modèles construits sont utilisés pour des applications telles que l’identification de noms de domaine et des URLs d’hameçonnage, la notation des URLs et la prédiction des noms de domaine utilisés dans les attaques d’hameçonnage. Les techniques proposées sont évaluées sur des données réelles et elles montrent leur efficacité en répondant aux exigences de vitesse, d’universalité et de fiabilité / Phishing is a kind of modern swindles that targets electronic communications users and aims to persuade them to perform actions for a another’s benefit. Phishing attacks rely mostly on social engineering and that most phishing vectors leverage directing links represented by domain names and URLs, we introduce new solutions to cope with phishing. These solutions rely on the lexical and semantic analysis of the composition of domain names and URLs. Both of these resource pointers are created and obfuscated by phishers to trap their victims. Hence, we demonstrate in this document that phishing domain names and URLs present similarities in their lexical and semantic composition that are different form legitimate domain names and URLs composition. We use this characteristic to build models representing the composition of phishing URLs and domain names using machine learning techniques and natural language processing models. The built models are used for several applications such as the identification of phishing domain names and phishing URLs, the rating of phishing URLs and the prediction of domain names used in phishing attacks. All the introduced techniques are assessed on ground truth data and show their efficiency by meeting speed, coverage and reliability requirements. This document shows that the use of lexical and semantic analysis can be applied to domain names and URLs and that this application is relevant to detect phishing attacks