This report discusses the design of read/write assist circuits which are used in a SRAM cell’s design to overcome the cell’s variations. It also explains the variability problems in a SRAM bit-cell and many approaches to address them. The basic operations, SNM concept, and write margin of an SRAM are described theoretically as well as measured in simulation. The write assisted circuit, the Negative Bit-line Voltage Bias scheme, is discussed and implemented at transistor level using a six-transistor (6T) SRAM cell. With the write assisted circuit, the implemented memory array successfully performs a write operation at 0.6V and -25°C, the condition in which the same operation would fail without the write assisted circuit. During the simulation, this write assisted circuit helps to achieve the negative bias voltage of -70mV on the SRAM’s bit-lines. The cost overhead includes chip area, power consumption, and current leakage when this Negative Bit-line Voltage scheme is implemented. / text

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Made available in DSpace on 2016-08-03T16:16:11Z (GMT). No. of bitstreams: 1 Maria Matilde Antonelli.pdf: 3019163 bytes, checksum: b1fa56e5a12288562365f215644e6ba2 (MD5) Previous issue date: 2009-03-19 / This work aims to investigate the knowledge present in the pedagogical practice of six teachers who during their professional career presented a successful practice in teaching how to read and write, always acting in the peripheral region of one city of Big São Paulo. In this study I used semi-structured interviews, participant observation and report of their life history with the intention to answer the following questions: What is there of significance in the well succeeded practice of these teachers? Which knowledge is mobilized with students in the process of reading and writing? How do the teachers deal with different knowledge of the students and with the situations that they face with a possible absence of knowledge? Initially I describe the historical context of the read and write process in 1983 with the implantation of the Basic Cycle (DURAN, 1995), period in which the target teachers of this research began their teaching career in the state web of schools and were challenged to face a new forms of thinking the read and write process within the psychogenesis of the written language (FERREIRO AND TEBEROSKY, 1979), which takes as basis the Piaget constructivism in a dialogic action with authors who prioritize the reflection on knowledge and pedagogical practice. (FREIRE, 1996, OLIVEIRA, 1997, ALARCÃO 2005 AND TARDIF, 2007). The results show that the construction of knowledge of the teachers in the conduct of the work in classrooms occur along with the trajectory of formation and pedagogical acting in different moments. In the dialogue with live experience with produced pedagogical material in the relation with the children they work with in the course of formation in which they take part in the partnership and exchanges with teachers. The creativity facing the challenges of read/write process make they reorganize the knowledge and look for knowledge in which the quality of their intervention and pedagogical actions attend the diversity which constitutes the classroom space. Because they believe in the capacity of children they present challenging activities which can make possible the reflection on the reading and writing processes. Always respecting the previous knowledge of the students who interact with them and constructing knowledge.(AU) / Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras? Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas, com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)

Made available in DSpace on 2016-04-28T19:58:39Z (GMT). No. of bitstreams: 1 Erivaldo dos Santos.pdf: 672844 bytes, checksum: 239c6b67d4e3fd2c078eba34242dfb1a (MD5) Previous issue date: 2010-10-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation deals with the quotations and allusions found in Machado s chronicles. This study focuses on the circuit of the Sermon on the Mount as a reading and writing strategy in the process of alluding and quoting; its rewriting strengths are found in inversion through irony or parody in tune with the seriocomic Lucianic lineage. Five chronicles were selected for the body of this research, namely: "Parasite II" in the "Watercolors" section of October 9th, 1859, published in The Mirror newspaper; the chronicles published in the "By chance" section of June 12nd, 1864 and 22 August 1864, in the Rio de Janeiro newspaper, and besides these, two more chronicles from September 4th , 1892 and March 25th , 1894, which were published in the " The Week" section of the Gazeta de Noticias newspaper. We raised the following question as the central issue of this study: how does Machado de Assis make use of quotations and allusions, thus emptying the canonical discourse and revealing its anti-dogmatism? We hypothesize that the use of quotations and allusions is Machdo s method of reading and writing inside out, which is based on irony and parody, so as to empty the canonical discourse of the biblical tradition, represented by the Sermon on the Mount. Our research was guided by the theoretical support on the readable and writeable text of Barthes and parody grounded in Linda Hutcheon and Bakhtin, in addition to the studies of Enylton de Sá Rego regarding the link of Machado's work with the Menippus satire genre of Lucianic lineage. After reading, analyzing and comparing the quotations and allusions of the Sermon on Mountain in selected chronicles, we believe that Machado de Assis makes uses of quotations and allusions, albeit in a lesser degree, a genre called chronicle, as the discursive strategies that aim at training the reader / Esta dissertação tem como tema a citação e a alusão na crônica machadiana. Objetiva-se estudar o circuito do Sermão da Montanha como estratégia de leitura e de escritura no processo de aludir e citar, tendo na inversão da fonte por ironia ou paródia sua força de reescritura afinada com o sério-cômico de linhagem luciânica. Cinco crônicas foram selecionadas para corpus desta pesquisa, a saber: Parasita II na seção Aquarelas de 9 de outubro 1859, publicada no periódico O Espelho; as publicadas na seção Ao acaso de 12 de junho de 1864 e de 22 de agosto de 1864, no Diário do Rio de Janeiro; além de duas outras - as de 4 de setembro de 1892 e 25 de março de 1894, publicadas na seção A Semana do periódico Gazeta de Notícias. Levantamos como problema da pesquisa a seguinte indagação: como Machado de Assis, pelo uso da citação e da alusão, esvazia o discurso canônico e revela seu antidogmatismo? Como hipótese, consideramos o uso da citação e da alusão como método machadiano de ler-escrever pelo avesso, fundado sobre a ironia e a paródia, de sorte a esvaziar o discurso canônico de tradição bíblica, representado pelo Sermão da Montanha. Norteamos a pesquisa pelo suporte teórico sobre texto legível e escriptível de Barthes e os de paródia alicerçados em Linda Hutcheon e Bakthin, além dos estudos de Enylton de Sá Rego sobre o vínculo da obra machadiana com a sátira menipeia de linhagem luciânica. Após leitura, análise e comparação entre as citações e alusões do Sermão da Montanha nas crônicas selecionadas, consideramos que Machado de Assis se utiliza de citação e alusão, ainda que num gênero considerado menor como a crônica, como estratégias discursivas que visam à formação do leitor

Nous proposons Dido, un langage dédié (DSL) implicitement parallèle qui capture les spécifications de haut niveau des stencils et génère automatiquement du code parallèle de haute performance pour les architectures à mémoire distribuée. Le code généré utilise ORWL en tant que interface de communication et runtime. Nous montrons que Dido réalise un grand progrès en termes de productivité sans sacrifier les performances. Dido prend en charge une large gamme de calculs stencils ainsi que des applications réelles à base de stencils. Nous montrons que le code généré par Dido est bien structuré et se prête à de différentes optimisations possibles. Nous combinons également la technique de génération de code de Dido avec Pluto l'optimiseur polyédrique de boucles pour améliorer la localité des données. Nous présentons des expériences qui prouvent l'efficacité et la scalabilité du code généré qui atteint de meilleures performances que les implémentations ORWL et MPI écrites à la main. / In this work, we present Dido, an implicitly parallel domain-specific language (DSL) that captures high-level stencil abstractions and automatically generates high-performance parallel stencil code for distributed-memory architectures. The generated code uses ORWL as a communication and synchronization backend. We show that Dido achieves a huge progress in terms of programmer productivity without sacrificing the performance. Dido supports a wide range of stencil computations and real-world stencil-based applications. We show that the well-structured code generated by Dido lends itself to different possible optimizations and study the performance of two of them. We also combine Dido's code generation technique with the polyhedral loop optimizer Pluto to increase data locality and improve intra-node data reuse. We present experiments that prove the efficiency and scalability of the generated code that outperforms both ORWL and MPI hand-crafted implementations.

Data Handover est une librairie de fonctions adaptée aux systèmes distribués à grande échelle. Dho offre des routines qui permettent d'acquérir des ressources en lecture ou en écriture de façon cohérente et transparente pour l'utilisateur. Nous avons modélisé le cycle de vie de Dho par un automate d'état fini puis, constaté expérimentalement, que notre approche produit un recouvrement entre le calcul de l'application et le contrôle de la donnée. Les expériences ont été menées en mode simulé en utilisant la libraire GRAS de SimGrid puis, en exploitant un environnement réel sur la plate-forme Grid'5000. Par la théorie des files d'attente, la stabilité du modèle a été démontrée dans un contexte centralisé. L'algorithme distribué d'exclusion mutuelle de Naimi et Tréhel a été enrichi pour offrir les fonctionnalités suivantes: (1) Permettre la connexion et la déconnexion des processus (ADEMLE), (2) admettre les locks partagés (AEMLEP) et enfin (3) associer les deux propriétés dans un algorithme récapitulatif (ADEMLEP). Les propriétés de sûreté et de vivacité ont été démontrées théoriquement. Le système peer-to-peer proposé combine nos algorithmes étendus et le modèle originel Dho. Les gestionnaires de verrou et de ressource opèrent et interagissent mutuellement dans une architecture à trois niveaux. Suite à l'étude expérimentale du système sous-jacent menée sur Grid'5000, et des résultats obtenus, nous avons démontré la performance et la stabilité du modèle Dho face à une multitude de paramètres / Data Handover is a library of functions adapted to large-scale distributed systems. It provides routines that allow acquiring resources in reading or writing in the ways that are coherent and transparent for users. We modelled the life cycle of Dho by a finite state automaton and through experiments; we have found that our approach produced an overlap between the calculation of the application and the control of the data. These experiments were conducted both in simulated mode and in real environment (Grid'5000). We exploited the GRAS library of the SimGrid toolkit. Several clients try to access the resource concurrently according the client-server paradigm. By the theory of queues, the stability of the model was demonstrated in a centralized environment. We improved, the distributed algorithm for mutual exclusion (of Naimi and Trehel), by introducing following features: (1) Allowing the mobility of processes (ADEMLE), (2) introducing shared locks (AEMLEP) and finally (3) merging both properties cited above into an algorithm summarising (ADEMLEP). We proved the properties, safety and liveliness, theoretically for all extended algorithms. The proposed peer-to-peer system combines our extended algorithms and original Data Handover model. Lock and resource managers operate and interact each other in an architecture based on three levels. Following the experimental study of the underlying system on Grid'5000, and the results obtained, we have proved the performance and stability of the model Dho over a multitude of parameters

Denna studie har ett tvådelat syfte. Huvudsyftet är att bidra med kunskap om hur kompetensen hos speciallärare med specialisering mot matematikutveckling används för att garantera tidigt stöd i matematik. Syftet är dessutom att undersöka vilka typer av insatser som görs mot de tidiga skolåren och se om dessa skiljer sig åt beroende på i vilken årskurs de sätts in. Bakgrunden till studien är att matematikresultaten på nationella och internationella undersökningar legat lågt under många år. Regeringen har därför gjort en förändring i skollagen om en ”läs-skriva-räkna-garanti” för att säkerställa att alla elever tidigt får de stödinsatser de är i behov av. Studien har en kvantitativ ansats med kvalitativa inslag. En enkätundersökning med både slutna och öppna frågor genomfördes med 35 respondenter. Samtliga respondenter var utbildade speciallärare med matematikinriktning (några under utbildning) och arbetade som speciallärare mot f-3 helt eller delvis. Studiens teoretiska ramverk och analysverktyg utgår från systemteorin tillsammans med de specialpedagogiska perspektiven relationellt och kompensatoriskt. Av studiens resultat framgår att speciallärares kompetens inte används i den omfattning som förespråkas av Skolverket vid arbetet med de obligatoriska kartläggningmaterialen i förskoleklass och årskurs 1. Vidare visade studien att betydligt fler insatser görs efter det att eleverna börjat grundskolan än i förskoleklass och att dessa insatser i princip är konstanta under hela lågstadiet. Studien visar även att speciallärare lägger mycket tid på reaktivt arbete i form av kartläggning och arbete med enskilda elever eller elever i liten grupp. Detta i jämförelse med proaktivt arbete i form av matematikutveckling och planering med pedagoger inför nya arbetsområden. Studiens resultat indikerar att skolor kan öka elevers måluppfyllelse i matematik genom att använda speciallärare i mer proaktivt arbete. Skolor kan även prioritera insatser i förskoleklass och årskurs 1-2 i högre grad eftersom forskning visar ett tydligt samband mellan tidiga kunskaper och senare matematikframgång. / This study has a two part aim. The main aim is to contribute knowledge about how the competence of special teachers with specialization in mathematics development is used to guarantee early support in mathematics. The aim is also to find out what types of efforts are made against the early school years and see whether these differ depending on the grade they are used in. The background to the study is that the mathematical results on national and international surveys have been low for many years. The Government has therefore made a change in the Education Act, a "read-write-count guarantee" to ensure that all pupils early receive the support they need. The study has a quantitative approach with qualitative elements. A survey with both closed and open questions was conducted with 35 respondents. All respondents were educated special teachers with a mathematics specialization (some under educating) and works as special teachers with f-3 completely or partially. The study's theoretical framework and analytical tools are based on the system theory together with the special educational perspectives relational and compensatory. The results of the study show that special teachers' competence is not utilized to the extent advocated by the National Agency for Education in the work with the compulsory mapping materials in preschoolclass and year 1. Furthermore, the study showed that significantly more efforts are made after students have started Primary School than in preschool class, and that these efforts in principle is constant through the third grade. The study also shows that special education teachers spend a lot of time on reactive work in the form of mapping and work with individual students or students in a small group. This compared to proactive work in the form of mathematical development and planning with pedagogues for new work areas. The study's results indicate that schools can increase students' goal achievement in mathematics by using special teachers in more proactive work. They can also increase by prioritizing efforts in preschool class and grades 1-2 to a higher degree as research shows a clear connection between early knowledge and mathematical success later on.