A execução de uma aplicação paralela, utilizando grades computacionais, necessita de um ambiente que permita a sua execução, além de realizar o seu gerenciamento, escalonamento e monitoramento. O ambiente de execução deve prover um modelo de processamento, composto pelos modelos de programação e de execução, no qual o objetivo é a exploração adequada das características das grades computacionais. Este trabalho objetiva a proposta de um modelo de processamento paralelo, baseado em variáveis compartilhadas, para grades computacionais, sendo composto por um modelo de execução apropriado para grades e pelo modelo de programação da linguagem paralela CPAR. O ambiente CPAR-Grid foi desenvolvido para executar aplicações paralelas em grades computacionais, abstraindo do usuário todas as características presentes em uma grade computacional. Os resultados obtidos mostram que este ambiente é uma solução eficiente para a execução de aplicações paralelas. / The execution of parallel applications, using grid computing, requires an environment that enables them to be executed, managed, scheduled and monitored. The execution environment must provide a processing model, consisting of programming and execution models, with the objective appropriately exploiting grid computing characteristics. This paper proposes a parallel processing model, based on shared variables for grid computing, consisting of an execution model that is appropriate for the grid and a CPAR parallel language programming model. The CPAR-Grid environment is designed to execute parallel applications in grid computing, where all the characteristics present in grid computing are transparent to users. The results show that this environment is an efficient solution for the execution of parallel applications.

A execução de uma aplicação paralela, utilizando grades computacionais, necessita de um ambiente que permita a sua execução, além de realizar o seu gerenciamento, escalonamento e monitoramento. O ambiente de execução deve prover um modelo de processamento, composto pelos modelos de programação e de execução, no qual o objetivo é a exploração adequada das características das grades computacionais. Este trabalho objetiva a proposta de um modelo de processamento paralelo, baseado em variáveis compartilhadas, para grades computacionais, sendo composto por um modelo de execução apropriado para grades e pelo modelo de programação da linguagem paralela CPAR. O ambiente CPAR-Grid foi desenvolvido para executar aplicações paralelas em grades computacionais, abstraindo do usuário todas as características presentes em uma grade computacional. Os resultados obtidos mostram que este ambiente é uma solução eficiente para a execução de aplicações paralelas. / The execution of parallel applications, using grid computing, requires an environment that enables them to be executed, managed, scheduled and monitored. The execution environment must provide a processing model, consisting of programming and execution models, with the objective appropriately exploiting grid computing characteristics. This paper proposes a parallel processing model, based on shared variables for grid computing, consisting of an execution model that is appropriate for the grid and a CPAR parallel language programming model. The CPAR-Grid environment is designed to execute parallel applications in grid computing, where all the characteristics present in grid computing are transparent to users. The results show that this environment is an efficient solution for the execution of parallel applications.

This study investigated the perceptions of students, the instructor and the laboratory assistant about the use of remote access technology in group projects of programming language courses. Their perceptions are investigated in terms of three aspects: effects of the use of this technology on their motivation, the perceived usefulness and the perceived ease of use of this technology. A central shared project server was installed for group project studies of students. To access to the central project server, Microsoft Remote Desktop Connection, which is a remote access technology, was used. The data were collected from 2nd grade university students by using a computer attitude scale and a questionnaire developed by the researcher. Also, interviews were conducted with the course instructor and the laboratory assistant. Descriptive statistics, frequency distributions and descriptive analysis methods were used to analyze the results. In results, the high percentage of indecisive students, which is between 38% and 48%, was noticeable. It was concluded that by increasing the length of usage of the system this high ratio may be decreased to reasonable levels. On the other hand, high number of the rest of the students reported positive perceptions. They expressed that remote access technology is a useful and also easy to use technology. It is concluded that students, the instructor and the laboratory assistant accepted the use of this new technology in their learning environment. Also, like instructor and the laboratory assistant, they stated that it affected their motivation towards the group projects in a positive way.

The choice of a first programming language is critical for fostering problem solving skills and remains a concern in programming instruction that should be taken into account during discussions on the Computer Science curriculum. Criteria that should be considered in selection, therefore, need to be established. Few precedents exist for the implementation of such a language, and guidelines for this process ought to be introduced. This study aims to institute valid criteria and guidelines for the selection and implementation of a first programming language in high schools. Criteria for selection were established and guidelines for implementation introduced through a literature study, after which the validity of these was tested empirically. Care was taken to ensure the relevance of criteria, which were established regarding the development of thinking and programming skills, requirements for the programming language and its software development environment to make it appropriate for learners, new tendencies in programming, issues influencing programming used in practice, affordability, training and resources, and programming for various purposes. Guidelines were introduced for the implementation of a first programming language in high schools regarding appreciating teachers' roles in implementation, issues surrounding pilot testing, considering cost implications at macro-implementation level, introducing a new curriculum, and guidance, support and assessment. The validity of selection criteria and implementation guidelines identified was empirically verified within the South African context, in that all items in a questionnaire based on criteria and guidelines received averages rating these as 'fairly important'. Effect sizes designating practical significance for differences between 0 the reported importance and application/usage of criteria and guidelines and 0 the use of implementation guidelines as regarded by groups consisting of policy makers and teachers respectively indicate a need for more careful consideration of what is important and practical in the world of the teachers who implement a selected language. Key terms: selection criteria, implementation guidelines, first programming language, high schools, Computer Studies, curriculum development, curriculum implementation, curriculum dissemination / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2004.

This dissertation defines "modular-objective coupling", and shows that programming language designs which imply reduced modular-objective coupling reduce complexity of remodularizations--behaviour-preserving restructurings for which the only intended goals are to change program source code structure. We explicitly distinguish between two points of view on program structure: modular structure--the structure of a program as a set of static text documents, and objective structure--the structure of a program as a dynamic computational model during execution. We define modular-objective coupling as the degree to which changes in modular structure imply changes to objective structure, for a given programming language. We use the term remodularization to refer to any behaviour-preserving source code restructuring, for which the only intended goal is to change modular structure. We argue that programming languages with strong modular-objective coupling introduce accidental complexity into remodularizations, by requiring complex objective structure changes to achieve intended modular structure changes. Our claim is that a programming language design which implies reduced modular-objective coupling reduces remodularization complexity in the language. To validate this claim, we first present SubjectJ, a subject-oriented programming system that extends Java. The design of Java implies strong modular-objective coupling, while SubjectJ is designed for reduced modular-objective coupling. We then perform a series of remodularization case studies comparing Java and SubjectJ. Our results suggest that remodularizations are less complex in SubjectJ.

The choice of a first programming language is critical for fostering problem solving skills and remains a concern in programming instruction that should be taken into account during discussions on the Computer Science curriculum. Criteria that should be considered in selection, therefore, need to be established. Few precedents exist for the implementation of such a language, and guidelines for this process ought to be introduced. This study aims to institute valid criteria and guidelines for the selection and implementation of a first programming language in high schools. Criteria for selection were established and guidelines for implementation introduced through a literature study, after which the validity of these was tested empirically. Care was taken to ensure the relevance of criteria, which were established regarding the development of thinking and programming skills, requirements for the programming language and its software development environment to make it appropriate for learners, new tendencies in programming, issues influencing programming used in practice, affordability, training and resources, and programming for various purposes. Guidelines were introduced for the implementation of a first programming language in high schools regarding appreciating teachers' roles in implementation, issues surrounding pilot testing, considering cost implications at macro-implementation level, introducing a new curriculum, and guidance, support and assessment. The validity of selection criteria and implementation guidelines identified was empirically verified within the South African context, in that all items in a questionnaire based on criteria and guidelines received averages rating these as 'fairly important'. Effect sizes designating practical significance for differences between 0 the reported importance and application/usage of criteria and guidelines and 0 the use of implementation guidelines as regarded by groups consisting of policy makers and teachers respectively indicate a need for more careful consideration of what is important and practical in the world of the teachers who implement a selected language. Key terms: selection criteria, implementation guidelines, first programming language, high schools, Computer Studies, curriculum development, curriculum implementation, curriculum dissemination / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2004.

This dissertation defines "modular-objective coupling", and shows that programming language designs which imply reduced modular-objective coupling reduce complexity of remodularizations--behaviour-preserving restructurings for which the only intended goals are to change program source code structure. We explicitly distinguish between two points of view on program structure: modular structure--the structure of a program as a set of static text documents, and objective structure--the structure of a program as a dynamic computational model during execution. We define modular-objective coupling as the degree to which changes in modular structure imply changes to objective structure, for a given programming language. We use the term remodularization to refer to any behaviour-preserving source code restructuring, for which the only intended goal is to change modular structure. We argue that programming languages with strong modular-objective coupling introduce accidental complexity into remodularizations, by requiring complex objective structure changes to achieve intended modular structure changes. Our claim is that a programming language design which implies reduced modular-objective coupling reduces remodularization complexity in the language. To validate this claim, we first present SubjectJ, a subject-oriented programming system that extends Java. The design of Java implies strong modular-objective coupling, while SubjectJ is designed for reduced modular-objective coupling. We then perform a series of remodularization case studies comparing Java and SubjectJ. Our results suggest that remodularizations are less complex in SubjectJ.

Este trabalho descreve o desenvolvimento de um ambiente integrado para modelagem, simulação e implementação de sistemas de tempo real distribuídos (STRD), especialmente aqueles voltados para automação industrial. O ambiente proposto faz use do paradigma de orientação a objetos, sendo baseado no ambiente SIMOO, desenvolvido no Âmbito de uma tese de doutorado no CPGCC. A motivação para a realizado deste trabalho surgiu através de alguns estudos de caso, que constataram que as ferramentas CASE existentes não incorporavam todas as propriedades desejadas em termos de suporte para modelagem e implementação dos STRD. Dentre estas propriedades, destacam-se a capacidade para especificação de restrições temporais, o suporte a simulação do modelo desenvolvido e a capacidade de geração automática de código para a aplicação final. O ambiente proposto tem por objetivo suprir as carências observadas, adicionando ao ambiente SIMOO original facilidades para a descrição de restrições temporais e facilidades para descried° de comportamento do modelo desenvolvido. Além disso, é incorporada ao ambiente a capacidade de geração automática de código em uma linguagem que suporte as restrições temporais descritas no modelo. Este trabalho foi desenvolvido no contexto do projeto ADOORATA (A Distributed Object-Oriented Architecture for Real-Time Automation), como parte do Programa de Cooperação entre Brasil e Alemanha, financiado pelas agencias CNPq e DLR. / This work describes the development of an integrated object-oriented environment for modeling, simulation and implementation of distributed real-time systems (DRTS), especially those conceived for industrial automation. This work extends the SIMOO environment, conceived as part of a Ph.D. thesis in the CPGCC at Federal University of Rio Grande do Sul. Its motivation began during some case studies, which concluded that existing CASE tools don't incorporate all the desired features for modeling and implementation of DRTS. Among these features, capacities to specify timing constraints, to simulate/animate the model and to automatically generate the final application code are highlighted. The proposed environment intends to overcome these lacks, adding to the original environment features for the specification of timing requirements and the application behavior, allowing the creation of an object-oriented simulation model. Additionally it automatically generates the application executable code, which makes use of the incorporated specifications to guarantee its correctness. This work has been developed within the context of the ADOORATA project (A Distributed Object-Oriented Architecture for Real-Time Automation), as part of the Brazilian-German Cooperation Program, sponsored by CNPq and DLR.

Este trabalho descreve o desenvolvimento de um ambiente integrado para modelagem, simulação e implementação de sistemas de tempo real distribuídos (STRD), especialmente aqueles voltados para automação industrial. O ambiente proposto faz use do paradigma de orientação a objetos, sendo baseado no ambiente SIMOO, desenvolvido no Âmbito de uma tese de doutorado no CPGCC. A motivação para a realizado deste trabalho surgiu através de alguns estudos de caso, que constataram que as ferramentas CASE existentes não incorporavam todas as propriedades desejadas em termos de suporte para modelagem e implementação dos STRD. Dentre estas propriedades, destacam-se a capacidade para especificação de restrições temporais, o suporte a simulação do modelo desenvolvido e a capacidade de geração automática de código para a aplicação final. O ambiente proposto tem por objetivo suprir as carências observadas, adicionando ao ambiente SIMOO original facilidades para a descrição de restrições temporais e facilidades para descried° de comportamento do modelo desenvolvido. Além disso, é incorporada ao ambiente a capacidade de geração automática de código em uma linguagem que suporte as restrições temporais descritas no modelo. Este trabalho foi desenvolvido no contexto do projeto ADOORATA (A Distributed Object-Oriented Architecture for Real-Time Automation), como parte do Programa de Cooperação entre Brasil e Alemanha, financiado pelas agencias CNPq e DLR. / This work describes the development of an integrated object-oriented environment for modeling, simulation and implementation of distributed real-time systems (DRTS), especially those conceived for industrial automation. This work extends the SIMOO environment, conceived as part of a Ph.D. thesis in the CPGCC at Federal University of Rio Grande do Sul. Its motivation began during some case studies, which concluded that existing CASE tools don't incorporate all the desired features for modeling and implementation of DRTS. Among these features, capacities to specify timing constraints, to simulate/animate the model and to automatically generate the final application code are highlighted. The proposed environment intends to overcome these lacks, adding to the original environment features for the specification of timing requirements and the application behavior, allowing the creation of an object-oriented simulation model. Additionally it automatically generates the application executable code, which makes use of the incorporated specifications to guarantee its correctness. This work has been developed within the context of the ADOORATA project (A Distributed Object-Oriented Architecture for Real-Time Automation), as part of the Brazilian-German Cooperation Program, sponsored by CNPq and DLR.

Submitted by Marcelo Valério Rino (marcelorino@gmail.com) on 2018-05-24T19:04:08Z No. of bitstreams: 1 DISSERTAÇÃO FINAL SISTEMA_marcelorino.pdf: 2469950 bytes, checksum: 4f480136cfd4ea1d86ac4d4838abdb2a (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2018-05-25T13:03:42Z (GMT) No. of bitstreams: 1 rino_mv_me_bauru.pdf: 2434607 bytes, checksum: e5de5a2cf2950aab833829e25bf9ba2a (MD5) / Made available in DSpace on 2018-05-25T13:03:42Z (GMT). No. of bitstreams: 1 rino_mv_me_bauru.pdf: 2434607 bytes, checksum: e5de5a2cf2950aab833829e25bf9ba2a (MD5) Previous issue date: 2018-03-23 / Esta pesquisa objetivou delinear estratégias para a aplicação de jogos digitais e tecnologias emergentes em um ambiente de sala de aula, com o intuito de auxiliar o ensino de Linguagem de Programação em nível de Ensino Fundamental II. Para tal, foi realizado um estudo de caso com 25 alunos de uma escola privada de Bauru, com idade entre 10 e 11 anos. As estratégias propostas foram delineadas para a utilização do aplicativo (Swift Playground) para iPad, que utiliza os conceitos de gamificação e jogos digitais. A ferramenta possui uma lista completa de lições que se iniciam com “noções básicas de Swift” e usa a programação para guiar um personagem por um mundo 3D. Com as noções básicas de Swift, o aluno aprende comandos, funções, loops, parâmetros, condições, variáveis, operadores, tipos, inicialização e correção de erros. Posteriormente ele é direcionado para conceitos mais avançados juntamente com tecnologias emergentes como robôs e drones com o intuito de potencializar o aprendizado e motivar os alunos durante todo o semestre. A intenção é que o aluno participe das aulas utilizando um panorama diferenciado, trabalhando com uma proposta de game e da gamificação para interagirem um ambiente lúdico e motivador, vivenciando em um espaço de troca de informação e evolução dos personagens, fazendo assim com que o aluno tenha interesse sempre maior pelo conteúdo. / This research aimed to outline the strategy for the application of digital games and emerging technologies in a classroom environment with the purpose of assisting or teaching Online Programming Language of Elementary Education II. For that, a case study was carried out with 25 students from a private school in Bauru, aged between 10 and 11 years. How the strategy is designed for the application of the application (Swift Playground) to iPad, which uses the concepts of gamification and digital games. The tool has a complete list of lessons that begin with "Swift Playground," and uses a schedule to guide a character through a 3D world. With the basics of Swift, the student learns commands, functions, loops, parameters, conditions, variables, operators, types, initialization and error correction. From here straight to more advanced concepts along with emerging technologies like robots and drones in order to potentiate the learn and motivate students throughout the semester. The intention is that the student participates in the classes using a different panorama, working with a proposal of game and gamification to interact a playful and motivating environment, experiencing a space of information exchange and evolution of the characters, thus making the student has always interest in content.