The MIT-Scheme program development environment includes a general-purpose text editor, Edwin, that has an extension language, Edwin Scheme. Edwin is very similar to another general-purpose text editor, GNU Emacs, which also has an extension language, Emacs Lisp. The popularity of GNU Emacs has lead to a large library of tools written in Emacs Lisp. The goal of this thesis is to implement a useful subset of Emacs Lisp in Edwin Scheme. This subset was chosen to be sufficient for simple operation of the GNUS news reading program.

With the development of the Internet and the globalization, corporate web site has played an important role for multinational enterprise. The corporate not only need to focus on the globalization of their web site, but also need to devote the localization of the web site to fit the local needs. This study adopted the qualitative research methods, and has interviewed with employees of a domestic leading computer manufacturer-E Company. The purpose of the study is to explore the pros and cons of the multinational team by using cross-cultural studies in the theoretical analysis. Base on the experiential case, this study discussed how the cross-cultural issues influence the cooperation of the multi-national team and to find out the best solution for managerial issues. The research conclusion summarized as below. 1. Low cultural difference result in better web site performance. If the communicate is positive, the web site consistency can be recognized. 2. When the cultural difference is low, instead of the rich medium of communication, the key factor is the context of communication. 3. The performance of web site consistency and localization are affected by the national cultural differences. The differences in cross-cultural communication will also affect the cost of web site. 4. The cross-cultural differences have the negative impact of web site performance, however, the richer communication medium, and the trust can help to reduce the negative impact of this issue. 5. If two parties cooperate under the cross-cultural differences, the lack of cultural awareness, language, cognition and awareness of space and time could easily lead to ineffective communication or misunderstanding, the project is also leading to poor results.

Test plans are used to guide, organize and document the testing activities during hardware design process. Manual test planning and configuration is known to be labor intensive, time consuming and error prone. It is desirable to develop efficient approaches to model testing and to develop test tools to automate test-planning activities. With the emergence of new hardware design paradigms, there is a need to develop more specialized description languages. However, adopting a new language for hardware-based designs involves adapting the existing design and verification tool suite for the new language. This is a very time consuming and capital intensive process. To ease the adoption of new description languages, it is desirable to develop multi-language support methodologies for design and test tools. This thesis addresses a subset of these problems. It presents a goal-tree based test methodology which is very effective for functional testing of hardware models in multiple application domains. Then it describes an approach for achieving a high degree of language independence using ideas of data abstraction. It also presents an automated test-planning tool called the "Goal Tree System (GTS)", which provides an implementation of goal tree methodology and multi-language support ideas. We demonstrate the use of this tool by testing models developed in VHDL and SystemC. We also present the design aspects of the Goal Tree System, which enable it to work across multiple platforms and with multiple simulators. / Master of Science

Made available in DSpace on 2016-08-10T11:07:33Z (GMT). No. of bitstreams: 1 Marliane Dias Silva.pdf: 18526894 bytes, checksum: f46a43463c8596247604524f502e2902 (MD5) Previous issue date: 2011-03-28 / This work has as its object of study, the poems/songs multi-media Arnold Antunes, especially in its work hybrid NAME in which their art presents itself as project well 9 celebrated calls poetics post-modern. Intend, focus on their most significant aspects, those who approach the languages and require, for its analysis, the competition of several theories, put this to be the trait fundamental this form of text, because Arnaldo Antunes makes disclose, in the work in the agenda, the most authentic face of contemporary. In this way, far-that-be here an approach that mixing historical issues, aesthetic, social and philosophical, in order to outline a brief profile of the art of Antunes, as a model of significant contemporary art, the poet of multi-language and interdiscuss, the text of which falls between those who take place on a plurality of media, seats and expressions significantly intercommunicates. Talking in Post Modernity or Contemporary in refers to a rationale diachronic suggests a spacing of changes from one season to another or even the interruption of modernity, involving the emergence of a new all historical, with its own principles organizers and badges in all sectors of social life, including the gear, as in other times. Thus, the construction of identity in the era of post-modernity is related to a set of factors involving the social, historical and is expressed mainly in artistic. Such problems come, raising issues such as collective subjectivity, the brunt of the generations which consolidate the new forms of life in which we can note the fluidity of events and the discontinuity of things. Capture the meaning of these dimensions of man the new world, follow many languages that complement the urgency of the new times will be crucial for the analysis of the work NAME of Arnaldo Antunes. / Este trabalho tem como objeto de estudo, as poesias/canções multimidiáticas de Arnaldo Antunes, sobretudo na sua obra híbrida NOME na qual sua arte se apresenta como projeto bem realizado das chamadas poéticas pós-modernas. Pretende-se aqui, debruçar sobre os seus aspectos mais significativos, aqueles que aproximam as linguagens e requerem, para sua análise, a concorrência das mais diversas teorias, posto ser esse o traço fundamental dessa forma de texto, pois Arnaldo Antunes faz revelar, na obra em pauta, a face mais autêntica do contemporâneo. Dessa forma, far-se-á aqui uma abordagem que mistura questões históricas, estéticas, sociais e filosóficas, no intuito de traçar um breve perfil da arte de Antunes, como exemplar significativo da arte contemporânea, o poeta da multilinguagem e do interdiscurso, cujo texto se inscreve entre aqueles que se realizam numa pluralidade de meios, lugares e expressões significativamente intercomunicantes. Falar em Pós Modernidade ou Contemporaneidade nos remete a um raciocínio diacrônico que sugere um compasso de mudanças de uma época para outra ou mesmo a interrupção da modernidade, envolvendo a emergência de uma nova totalidade histórica, com seus princípios organizadores próprios e distintivos em todos os setores da vida social, incluindo as artes, como se verifica em outros tempos. Assim, a construção da identidade na era da pós-modernidade está atrelada a um conjunto de fatores que envolvem o meio social, histórico e se manifesta principalmente no artístico. Tais problemas vêm à tona, suscitando questões como a subjetividade coletiva, o embate das gerações que consolidam as novas formas de vida, nas quais pode-se notar a fluidez dos acontecimentos e a descontinuidade das coisas. Capturar o significado dessas dimensões do homem do novo mundo, seguir os passos de tantas linguagens que se complementam na urgência dos novos tempos será fundamental para a análise da obra NOME de Arnaldo Antunes.

<p>The purpose of this essay is to examine how out-pedagogy, drama and art can be used as means of promoting language development of bi-and multi-language learners, and to show what benefits these three methods offer to children of year three of an elementary school in Stockholm City. This is a small survey of work-style and the results are based on observations and interviews with five teachers which included three class teachers, one resource teacher and one other language teacher and it was carried out two full days of observations in both classroom and outdoor environment. In this work, I note how out-pedagogy, drama and art can help bi- and multilingual children develop language. My study shows, in accordance with the respondents interviewed, as well as research in general that out-pedagogy, drama and art is language development practices. They argue that out-pedagogy and the aesthetic elements promote language development of bi- and multilingual children in different ways and complements the traditional approach. Through my observation and interview with the teachers, I came to know that they were implementing integrated teaching (though they do not realise, they follow it). Gibbons in his book "Stärk språket stärk lärandet" emphasizes the importance of working on an integrated approach and in particular the meeting the demands of multilingual children. (Gibbons, 2009). There is no doubt that these three methods are language-development practices in the meeting with more language bars. But some of the interviewees expressed negative opinion about drama and art. However I could not find any research indicating negative opinion about out-pedagogy. My results shows that out-pedagogy and its aesthetic elements integrated language and linked several of the child's senses, emotions and thinking in a natural and enjoyable way and promoted language development of bi- and multilingual children.</p>

The purpose of this essay is to examine how out-pedagogy, drama and art can be used as means of promoting language development of bi-and multi-language learners, and to show what benefits these three methods offer to children of year three of an elementary school in Stockholm City. This is a small survey of work-style and the results are based on observations and interviews with five teachers which included three class teachers, one resource teacher and one other language teacher and it was carried out two full days of observations in both classroom and outdoor environment. In this work, I note how out-pedagogy, drama and art can help bi- and multilingual children develop language. My study shows, in accordance with the respondents interviewed, as well as research in general that out-pedagogy, drama and art is language development practices. They argue that out-pedagogy and the aesthetic elements promote language development of bi- and multilingual children in different ways and complements the traditional approach. Through my observation and interview with the teachers, I came to know that they were implementing integrated teaching (though they do not realise, they follow it). Gibbons in his book "Stärk språket stärk lärandet" emphasizes the importance of working on an integrated approach and in particular the meeting the demands of multilingual children. (Gibbons, 2009). There is no doubt that these three methods are language-development practices in the meeting with more language bars. But some of the interviewees expressed negative opinion about drama and art. However I could not find any research indicating negative opinion about out-pedagogy. My results shows that out-pedagogy and its aesthetic elements integrated language and linked several of the child's senses, emotions and thinking in a natural and enjoyable way and promoted language development of bi- and multilingual children.

Magistriniu darbu „Daugiakalbystės galimybių realizavimo MOODLE aplinkoje modeliavimas“ buvo siekiama sukurti daugiakalbystės realizavimo modelius virtualiai mokymosi aplinkai (toliau – VMA) Moodle. Daugiakalbystė yra vienas iš svarbiausių prioritetų, renkantis virtualią mokymosi aplinką tarptautiniam bendradarbiavimui. Šiame darbe yra nagrinėjamos virtualios mokymosi aplinkos Moodle 2.3 daugiakalbystės realizavimo galimybės. Daugiakalbystės realizavimas nėra apibrėžtas Moodle aplinkos dokumentacijoje, todėl bus aptariami svarbiausi jo realizavimo modeliai. Aptariami Moodle 2.3 aplinkos kalbų pritaikymo būdai, vartotojų galimybės kiekvienu realizavimo atveju. Sukurti du daugiakalbystės realizavimo būdai. Pirmasis nereikalauja programavimo žinių, modeliu gali naudoti ir paprasti vartotojai. Antrajam daugiakalbystės įgyvendinimo būdui buvo sukurtas atskiras modulis skirtas Moodle 2.3 versijai. / The goal of Master thesis „The modeling of the multilingualism capabilities in Moodle“ is to create a multilingual realization models for virtual learning environment (hereinafter - VLE) Moodle. Multilingualism is a top priority when choosing a virtual learning environment in order to implement international cooperation. Possibilities of multilingualism realization in virtual learning environment Moodle 2.3 are analyzed in this thesis. The realization of multilingualism is not defined in Moodle documentation thus the most important models of its realization will discussed. The application techniques of languages in Moodle 2.3 environment will be discussed, as well as consumer outlets in each case. Two methods of realization of multilingualism have been designed. The first one does not require knowledge of programming and the model can be used by ordinary users. The second method of implementing multilingualism has been developed in a separate module for Moodle 2.3 version.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第19339号 / 情博第591号 / 新制||情||103(附属図書館) / 32341 / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 石田 亨, 教授 田中 克己, 教授 矢守 克也 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM