Στην παρούσα διπλωματική εργασία, γίνεται η περιγραφή των χαρακτηριστικών των VLIW επεξεργαστών, συγκριτικά με άλλους επεξεργαστές, και στη συνέχεια αναλύεται ο τρόπος με τον οποίο υλοποιήθηκε ένα σύστημα, βασισμένο στη VLIW αρχιτεκτονική. Επιπλέον, παρουσιάζονται τα χαρακτηριστικά των Scratch-pad μνημών, συγκρίνοντάς τα με αυτά των Cache, ενώ υλοποιούνται Scratch-pad μνήμες, στις οποίες θα γίνεται η αποθήκευση των εντολών και των δεδομένων προγραμμάτων που θα εκτελεί ο επεξεργαστής VLIW. Τέλος, αναπτύχθηκε μια εφαρμογή επεξεργασίας εικόνας, με σκοπό να γίνει ο έλεγχος της συμπεριφοράς του συστήματος. / This project describes the characteristics of VLIW processors, compared to other types of processors, and analyses the way in which a system, based on the VLIW architecture, was created. In addition, Scratch-pad memories are compared to Cache memories and added to the system, in order to store the instructions and data of programs being executed by the VLIW processor. Finally, an image processing algorithm was developed with a view to simulate the system's behavior.

Syftet med denna studie var att undersöka om användningen av programmering i matematikundervisningen kan ge gymnasieelever förutsättningar att utveckla sin förmåga att föra matematiska resonemang samt om elevernas sätt att resonera matematiskt kan påverkas av programmering. Uppgiften som användes i denna studie handlade om att skriva ett program eller skript som ritade en kvadrat vars sidor inte var parallella med koordinataxlarna x och y, och som skulle lösas genom att använda programmeringsspråket Scratch. Totalt var det 14 stycken förstaårselever från två olika yrkesprogram som deltog i denna studie. Undersökningen genomfördes genom att dela upp eleverna i par och varje par undersöktes enskilt. Det insamlade datamaterialet omfattade inspelningar av elevernas samtal med varandra samt skärmaktivitet (tangenttryckningar, rörelse av muspekaren, etc.), observationer av elevernas kroppsspråk och en kvalitativ intervju. Allt detta transkriberades sedan i ett dokument och analyserades enligt en analysmall för att kunna hitta svar på studiens frågeställningar. Studiens resultat visar bl.a. att programmering gav majoriteten av de undersökta eleverna möjlighet att utveckla sin förmåga att resonera matematiskt genom användning av kreativa matematiska resonemang som kännetecknas av att uppgiftlösningen är något nytt för eleverna, att de argumenterar för sina val och att dessa argument är förankrade i matematiken. Studien visar också att samtliga elevers sätt att föra matematiska resonemang påverkades av programmeringen genom att elevernas val anpassades efter den feedbacken de fick av Scratch under tiden de jobbade med uppgiften samt även när de var klara med den och skulle testköra sina färdiga skript och rätta eventuella fel eller bekräfta att de hade kommit fram till en korrekt lösning. / <p>Matematik</p>

abstract: Advances in electronics technology and innovative manufacturing processes have driven the semiconductor industry towards extensive miniaturization & ever greater integration of chip design. One consequence of this sustained evolution has been the growing relative cost of accessing off-chip components with external memory being one of the dominant contributors. In embedded systems and applications, where power consumption and cost are extremely crucial factors, the use of on chip Scratch Pad Memories (SPMs) has proven to be a good alternative to caches. SPMs are more efficient than on-chip caches in a wide variety of aspects including energy consumption, power dissipation, speed performance, area, and timing predictability. However, at the same time, they entail explicit software-level management. Specifically, the system performance depends upon overlay scheme for mapping code and data onto the size-limited SPMs. It has been found that for applications with large code sizes, the overlay overhead cost becomes significant. This work aims to evaluate and implement pre-fetching as a performance improvement technique for SPMs. It is implemented in code overlay manager, provided with the Cell Broadband Engine (CBE) Synergistic Processing Unit (SPU) compiler from IBM, spu-gcc. Four different approaches proposed in this work use profiling information to predict pre-fetch calls. The pre-fetching technique achieves considerable performance improvement by hiding some of the code overlay cost behind active computations by fetching the required code segment in advance into SPM. Experimental results supporting this claim are obtained using the IBM Cell architecture platform with substantial gain of more than 30%. / Dissertation/Thesis / M.S. Computer Science 2011

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-03-08T14:28:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Evren N. S. Jean.pdf: 5730669 bytes, checksum: f22acf2115a5020a04219782688d3ac4 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-03-08T14:28:54Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Evren N. S. Jean.pdf: 5730669 bytes, checksum: f22acf2115a5020a04219782688d3ac4 (MD5) / Made available in DSpace on 2018-03-08T14:28:54Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Evren N. S. Jean.pdf: 5730669 bytes, checksum: f22acf2115a5020a04219782688d3ac4 (MD5) Previous issue date: 2017-07-28 / This research aimed to investigate how the Scratch tool can facilitate the interdisciplinary, collaborative work in the development of educational resources which promote the quality of learning and dissemination of Environmental Education in school context. It refers to a qualitative research based on critical-collaborative action-research. The instruments used for data collection were: participant observation, field diary registries, questionnaire, media storage of the material produced by the students. The research was developed in collaboration with 45 subjects among researchers, teachers and students from institutions of Higher Education, Technical Integrated High Schools, High Schools of the Public system. Regarding the collaborative work on environmental education through the Scratch tool, the result obtained was the collaborative action developed between the subjects from different institutions characterised by a successful initiative in the construction of the learning objects, such as: animations, quizzes, interactive stories and games created in an interdisciplinary way which can serve as references for future actions, not only in matters involving Environmental Education and/or the Environment, but also in terms of projects towards learning improvements and quality of learning. / Esta pesquisa teve como objetivo investigar de que modo à ferramenta Scratch pode facilitar o trabalho interdisciplinar, colaborativo, no desenvolvimento de recursos educativos que promovam a qualidade de aprendizagem e disseminação da Educação Ambiental em contexto escolar. Trata-se de uma investigação qualitativa, fundamentada na pesquisa-ação crítico-colaborativa. Os instrumentos de coleta de dados foram: observação participante, registros em diário de campo, questionário e armazenamento em mídia do material produzido pelos alunos. A pesquisa foi desenvolvida em colaboração com 45 sujeitos, entre pesquisadores, professores e alunos provenientes de instituições de Ensino Superior, Ensino Médio Integrado ao Técnico e Ensino Médio, ambas da rede pública de ensino. Em relação ao trabalho desenvolvido colaborativamente sobre a educação ambiental por meio da ferramenta Scratch, obteve-se como resultado a ação colaborativa desenvolvida entre sujeitos de instituições de ensino distintas, que se caracterizou como uma iniciativa exitosa na construção dos objetos de aprendizagens, tais como: animações, Quiz, histórias interativas e jogos criados de maneira interdisciplinar que pode servir de referências para futuras ações, tanto nas questões que envolvam a Educação Ambiental e/ou Meio Ambiente, como em termos de projetos voltados para a melhoria e qualidade da aprendizagem.

Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significant increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), though which group improved the most varied depending on which test was run. We discuss the implications of using Dr. Scratch as a formative feedback tool and recommend further research on the use of such tools in elementary coding experiences.

The diploma thesis deals with characterization of adhesion of plasma polymer films deposited on silicon wafers. The samples included organosilicon thin films based on tetravinylsilane monomer prepared by plasma-enhanced chemical vapour deposition. Scratch test was used to characterize film adhesion employing nanoindentation measurements. Adhesion of plasma polymer films of different mechanical properties and film thickness was analyzed by normal and lateral forces, friction coefficient, and scratch images obtained by scanning probe microscope working in atomic force microscopy mode.

The doctoral thesis deals with the study of morphology and mechanical properties of thin plasma polymer films based on tetravinylsilane monomer and its mixtures with oxygen and argon. Thin films were prepared by plasma-enhanced chemical vapour deposition on silicon and glass substrates. Atomic force microscopy was used for characterization of thin film surface and for depiction of composite interphase with functional interlayer. Mechanical properties of thin films, namely Young’s modulus and hardness, were studied by cyclic nanoindentation technique. Nanoindentation device was also used to carry out scratch test, which was helpful to describe adhesion of films to substrate. In this thesis the influence of deposition conditions on surface and mechanical properties of thin films prepared in continual and pulse wave on planar substrates is discussed. Also, the suitability of few atomic force microscopy techniques for depiction of composite interphase was reviewed.

A potential alternative to acrylonitrile-butadiene-styrene (ABS) and polycarbonate+ABS (PC+ABS), pigmented mineral-filled polypropylene (PP) finds an opening in automotive interior components such as instrument panels, knee bolsters, consoles, etc. Because of the lack of surface aesthetics, pigmented mineral-filled PP is experiencing a limitation to its acceptance in many applications. This study focuses on exploring various mineral fillers and additives in polypropylene to provide a material with enhanced scratch resistance. Several physical properties including Rockwell and Shore D hardness are investigated, and it is determined that Filler W improves scratch resistance. It is also determined that Filler T-filled-PP has poor scratch resistance even with the addition of a lubricant.

La investigación se centra en el uso de Scratch como herramienta para el desarrollo del pensamiento computacional en dimensiones como: identificación de patrones, uso de instrucciones, uso de variables, secuencia, uso de operadores, reuso de códigos, detección de errores y abstracción. La población seleccionada fue de 80 estudiantes de Primer Semestre de la Carrera de Informática de la Facultad de Filosofía de la Universidad Central del Ecuador que toman la asignatura de Programación para los cuales se realizó un diseño cuasi-experimental con pretest y postest, con un alcance que va desde lo descriptivo hasta lo explicativo apoyada en una metodología mixta para interpretar los resultados. El objetivo principal de la investigación fue: Analizar el desarrollo del pensamiento computacional en los estudiantes de Primer Semestre de la Carrera de Informática de la Facultad de Filosofía de la Universidad Central del Ecuador empleando la herramienta Scratch como recurso didáctico en su formación profesional. Para la fase de recogida de datos, se empleó una encuesta con un cuestionario de 30 preguntas acerca de las habilidades del pensamiento computacional, posteriormente se aplicaron cuestionarios de pretest y postest de acuerdo al momento, mismos que fueron analizados mediante estadística descriptiva e inferencial para posteriormente triangular los resultados con los de investigaciones similares. Entre las conclusiones más importantes se pueden establecer que se muestra diferencias en el desarrollo del pensamiento computacional entre hombre y mujeres así como que Scratch aporta a mejorar reconocimiento de patrones en los estudiantes.

I augusti 2018 blev det obligatoriskt att följa den reviderade läroplanen där programmering har införts i ämnena teknik och matematik (Skolverket, 2017). I denna studie har syftet varit att identifiera vilken kunskap som synliggjorts då lärare inkluderat programmering som ett innehåll i undervisning i ämnena teknik och matematik på grundskolan. Den synliggjorda kunskapen har sedan ställts i relation till det centrala innehållet i teknik och matematik. Studien är en kvalitativ observationsstudie med datainsamling från två lektioner där två lärare har samplanerat en tekniklektion och en matematiklektion. Som teoretisk utgångspunkt har teorin om den didaktiska transpositionen av kunskap använts. Resultatet av studien visar vilka svårigheter som finns för lärarna att undervisa med ett programmeringsinnehåll på sådant sätt att lektionerna blir relevanta för ämnena teknik och matematik. Den kunskap som i första hand behandlades på lektionerna relaterar inte till det som var avsikten, dvs centrala innehållet i teknik eller matematik med programmeringsinnehåll.