A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.

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A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.

A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.

The aim of this thesis is to show how to design and implement an application for network traces analysis using Apache Spark distributed system. Implementation can be divided into three parts - loading data from a distributed HDFS storage, supported network protocols analysis and distributed data processing. As a data visualization tool is used web-based notebook Apache Zeppelin. The resulting application is able to analyze individual packets as well as the entire flows. It supports JSON and pcap as input data formats. The goal of the application is to allow Big Data processing. The greatest impact on its performance has the input data format and allocation of the available cores.

Immutable data and persistent data structures are seeing more and more use. Many common programming errors can be solved by simply using immutable data, and in concurrent and parallel programming, they remove the need for data synchronization. There are many benefits of immutable data, but few modern languages provide a way to declare or control immutability. By analyzing a class, it is possible to know whether creating an object of that specific class will make an immutable object. This means that for final classes, which can't be extended, immutability can be inferred from the type. The same is not true for non-final classes. A mutable subclass can be made without recompiling the original, immutable superclass, making it possible to make mutable objects of the previously immutable class. This makes all non-final classes potentially mutable, ruling out many interesting class hierarchies. This thesis explores how the use of such unwanted class extensions could be detected. The solution introduces \emph{phantom classes}, synthetic final classes that are used in place of the original classes. These classes are essentially empty class extensions, behaving exactly the same as the original classes, but since they are final, can not be extended. An object can be verified by downcasting. If the cast fails, the object have been created in foreign code.A proof-of-concept is implemented as a fork of Dotty, what will become version 3 of the Scala compiler. The implementation is called Mållgan.Mållgan is able to compile real code, and produces executable JVM bytecode.Tests show that the code compiled with Mållgan can still be used normally by code compiled with regular Dotty, indicating that the solution is transparent to any code not aware of it. Overall the study shows that the solution is feasible, but a formal proof would be needed to provide definite proof for the correctness. / Omuterbar data och beständiga datastrukturer används mer och mer. Många vanliga programmeringsfel kan undvikas genom att använda omuterbar data, och i parallell och flertrådig programmering slipper man datasynkronisering. Det finns många fördelar med omuterbar data, men få moderna programmeringsspråk stödjer ett sätt att deklarera eller kontrollera omuterbarhet. Genom att analysera en klass är det möjligt att ta reda på om ett objekt som skapats från klassen är omuterbar. För klasser som inte går att ärva går det alltså att härleda om ett objekt är omuterbart eller inte från typen. För klasser som går att ärva finns inga garantier för att subklasserna är omuterbara, och subklasser kan skapas utan att orginalklassen måste kompileras om. Det här gör att alla klasser som går att ärva är potentiellt muterbara, vilket omöjliggör många intressanta klasshierarkier. Den här uppsatsen utforskar hur sådana oönskade subklasser kan upptäckas. Lösningen heter \emph{fantomklasser} (phantom classes), syntetiska klasser som inte går att ärva. Dessa är i grund och botten tomma subklasser som beter sig exakt likadant som orginalklasserna. Ett objekt kan verifieras genom att verifiera typen. Om de inte kan göras till fantomklassen måste de ha gjorts av främmande kod. Som proof-of-concept implementerades lösningen som en fork av Dotty, det som kommer att bli version 3 av Scala-kompilatorn. Implementationen heter Mållgan. Mållgan klarar att kompilera verklig kod och producerar exekverbar JVM bytekod. Tester visar att kod kompilerad med Mållgan fortfarande kan användas som vanligt med vanlig Dotty. Det här indikerar att lösningen är transparent för kod som inte är medveten om implementationen. Studien visar att lösningen är genomförbar, men ett mer formellt bevis krävs för att visa att lösningen är korrekt.

The municipalities in Sweden can use the PBL-legislation to request a land developer to fund new public infrastructure in the dwelling area where the developer are active. The municipality have had two options to choose between. To purchase a contract with an entrepreneur that build the infrastructure paid by the developer, or let the developer both build and pay the infrastructure. The La Scala-judgment came 2001 from the EG-tribunal. This judgment have by many people been interpreted as that as public infrastructure in Sweden should be purchased by the municipalities through LOU. Therefore, the purpose of this report is to discuss how the land development process has changed and which problems that have arisen since 2010, when it became customary that the municipality should procure public streets and sewage facilities under the Swedish Public Procurement Act (“LOU”). The purpose is also to discuss if this way to proceed satisfies the purpose of LOU and also discuss if their can be any alternative interpretations of the La Scalajudgment than have been done so far for Swedish conditions. The questions that became a consequence of the purpose where answered as follow in the report: Changes Today, the general rule is that the municipality is to purchase all public streets itself in the land development process. This rule has replaced the freedom of choosing whether to do so, that previously existed. Necessary land transfers take place today at an early stage of the process, often when the zoning plan becomes valid, as compared to before when it took place late in the land development process. Problems Some problems have arisen in cases when the municipality procures. This leads to the conclusion that the land development process today has become more risky, significantly more expensive, and that it takes longer time before the houses are ready for occupants to move in to, than previously was the case. To what extent does this new procedure implement LOU’s purpose? LOU's purpose, to get an effectively use of tax money, is not fulfilled by this procedure because the municipalities do not have any expenditures, which means that there are no funds which can be considered “effectively used”. As the municipality has no cost, it is questionable whether it really is to the municipality that an entrepreneur sells his services, rather than to the land developer paying for the services. Overall, this means that the purpose is probably not fulfilled by this new procedure. In what situations can the LOU procedure be questioned? The consequences of LOU can be questioned where it leads to major problems that would not occur if the legislation was more flexible. An example of this is when there is a lone land developer, who builds on his own property. If the municipality procures this, as happens today, problems arise in terms of money, time and coordination problems. This because it is more efficient if the developer that are already active in the area build all necessary infrastructure. Can any other interpretations of the La Scala-judgment and it´s relationship to the Swedish development process be found? One alternative interpret is that the municipal should use LOU on this kind of contracts when there is a risk that the municipal lose financial resources if they don´t do it. In the Italian development process there is always a risk that the municipal lose financial resources if they don´t purchase the contracts. The Swedish land development legislation are structured so the municipality never take a risk to lose financial recourses if they let the developer build everything in the area and therefore the municipality never can lose financial recourses in these cases. The Swedish municipalities don’t get any advantages if they use LOU here because the developer pays the real cost for all parts of the contract. Therefore, LOU is irrelevant in this part of the development process

<p dir="ltr">This thesis explores two approaches to bridge the gap between expressiveness and performance in programming languages. It presents two complementary directions that reconcile performance and expressiveness: retrofitting static performance guarantees into an expressive general-purpose language like Scala, and transparently extending a restricted language like Datalog with features like polymorphism and user-defined functions while generating specialized and efficient code.</p><p dir="ltr">We first introduce storage modes, lightweight type qualifiers that enable statically tracking the lifetime of values in Scala programs. This enables stack allocating them and reduce memory pressure on the garbage collector. A key novelty is delaying the popping of the stack frames when returning dynamically-sized stack-allocated values, overcoming limitations of previous approaches.</p><p dir="ltr">Second, we present Flan, a Datalog compiler and embedding in Scala implemented as a multi-stage interpreter. Through staging, Flan can generate highly specialized code for different execution strategies and indexing structures, achieving performance on par with state-of-the-art domain-specific compilers like Soufflé. Moreover, by leveraging the host language, Flan enables seamless extension of Datalog with powerful features like user-defined functions, lattices and polymorphism, retaining the expressiveness of languages like Flix.</p><p dir="ltr">Overall, this work advances the design space for expressive and efficient programming languages, through lightweight annotations in an expressive host language, and transparent compiler specialization of an embedded domain-specific language. The techniques intoduced bridghe the gap between low-level performance and high-level programming abstractions.</p>

This report presents a comparative analysis of Python, Scala, and Lua for machine learning tasks, focusing on performance and library availability. The study addresses the gap in understanding how these less popular programming languages perform compared to Python, which is widely used in the machine learning community. Logistic regression and neural networks were investigated using datasets of varying sizes and complexities. The method involved implementing these algorithms in each language and measuring runtime and accuracy. The results showed that Python consistently achieved shorter runtimes and required fewer lines of code, largely due to its optimized Scikit-learn library. Python performed overall the best, with Scala closely behind, possibly due to using Python's default settings as the parameter settings throughout the experiment. Lua lagged significantly in performance and accuracy, hindered by its limited and outdated library support. The findings suggest that while Python remains the best choice for most machine learning tasks, Scala is a strong contender for large-scale data processing. Lua, however, does not seem to be a good choice for machine learning due to its current limitations, though it may be suitable for other areas such as scripting.

En presentation av Kungliga Svenska Baletten. Denna ska distribueras till operahus världen över innan ny turné påbörjas. Shanghais operahus var det första som fick den färdiga produkten.Fördjupningen rör olika operahus design och arkitektur ut- och invändigt. Även en del av husens relevanta historia tas upp.