Wai-Tung Chung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 102-104). / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Central Processing Unit innovation / Chapter 1.2 --- Long Instruction Word computer / Chapter 1.3 --- Prior attempts / Chapter 2. --- The new architecture --- p.11 / Chapter 2.1 --- The triple-instruction word / Chapter 2.2 --- Functional view of the architecture / Chapter 2.3 --- Inter-functional units synchronization / Chapter 2.4 --- Instruction set design / Chapter 2.5 --- Special features / Chapter 3. --- Simulation of the architecture --- p.39 / Chapter 3.1 --- Computer architecture simulation / Chapter 3.2 --- The simulation language used: APL / Chapter 3.3 --- Simulation environment / Chapter 3.4 --- Simulation design / Chapter 3.5 --- The micro-architecture / Chapter 3.6 --- Implementation details / Chapter 4. --- The supporting environment --- p.53 / Chapter 4.1 --- The environment / Chapter 4.2 --- The Pseudo-machine configuration / Chapter 4.3 --- Assembly language description / Chapter 4.4 --- Details of the utilities / Chapter 5. --- Evaluation --- p.53 / Chapter 5.1 --- Case Study / Chapter 5.2 --- Results and comparison / Chapter 5.3 --- Summary / Chapter 6. --- Discussion and conclusion --- p.96 / Chapter 6.1 --- The triple-instruction computer / Chapter 6.2 --- Use of APL for architectural simulation / Chapter 6.3 --- Further considerations / Chapter 7. --- References --- p.81 / Chapter 8. --- Appendix I: Program listing for the TIC simulator / Chapter 9. --- Appendix II: Screen dump of the simulation runs

Digitized by Kansas Correctional Industries

Skolinspektionens rapport 2011:2 visar på betydande brister i samverkan mellan skola och arbetsliv. Endast en femtedel av de tillfrågade skolorna klarar av att ge APU, arbetsplatsförlagd utbildning (APL – arbetsplatsförlagt lärande fr.o.m. Gy 11), med den kvalitet som krävs. Vårt arbete har som övergripande syfte att skapa ett lokalt diskussionsunderlag för våra respektive arbetsplatser gällande faktorer att ta hänsyn till i ett förändringsarbete kopplat till APL. Vi vill också ur ett elevperspektiv undersöka förväntningar på och upplevelser av APL. Vi använde reflekterande samtal som metod för att samla in material till vårt arbete. Vi träffade två elevgrupper före och efter deras praktikperiod under hösten 2012. I resultatet vävs våra tre frågeställningar samman. Elevernas förväntningar på och upplevelser av sin APL-period påverkar diskussionsunderlaget för ett förändringsarbete. Vi uppmärksammar fyra områden. Elevernas förväntningar på handledarna är stora vilket lyfter fram tankar på hur handledaruppdraget kan förtydligas. Förberedelserna för eleverna ser olika ut. Det kan innebära övning i att ta kontakter och att presentera sig själv eller att reflektera över hur man tillvaratar praktiktiden på bästa sätt. Gällande upplevelser och erfarenheter så framstår behovet av att bli lyssnad på som centralt. Vi belyser till sist elevernas upplevelser av att delta i reflekterande samtal och överväger om denna metod kan användas i samband med det arbetsplatsförlagda lärandet. Nyckelord: APL – arbetsplatsförlagt lärande, entreprenöriellt förhållningssätt, reflekterande samtal, reflektion.

Abstract (in English) The report clarifies how the economy of Värnamo and Tingsryd area experiencing and implementing APL, it also reveals their need for jacking from the school to improve students achievement. By highlighting some of the requirements, expectations, obligations and rights as schools, businesses and students have between each other can enhance our understanding of each other's activities. With increased understanding of each other's needs, function and values can be a more seamless cooperation take place which can increase the efficiency, usefulness and effectiveness of APL and apprenticeship. The investigation of the report includes a survey of 25 questions that companies involved in APL answers and interviews by two well-designate individuals in the subject, Jonas Olofsson, who among other things, wrote the book "Krisen i skolan" and Annika Jervgren is research assistant in the National Apprentice Committee. The supervisor's actions during the APL are addressed and they are critical to student achievement and how the profession is perceived. It is also evident that there is a desire for increased communication between schools and businesses and that practice is governed by established documented procedures to make the workplace time will be as constructive as possible for the students.

In dieser Studienarbeit wird ein Lösungsansatz zur Modellierung von Arbeitsplanern im Informationstechnischen Modellkern (IMK) gegeben.

Syftet med vår uppsats är att undersöka hur arbetsförlagt lärande, APL fungerar på ett företagsom tar emotelever från ett yrkesinriktat gymnasieprogram.Vi har gjort en fallstudie kring detta företag och genomfört intervjuer med tre elever som varit på detta företag på sin praktik, APL. Vi har även intervjuat två personer på företaget, samt den lärare som på gymnasieskolan är den ansvarige för APL och har kontakt med företaget.Genom vår undersökning har vi stärkts i uppfattningen att de teorier vi valt att se undersökningen genom, det sociokulturella och det entreprenöriella perspektivet, som också förespråkas av Skolverket och genomsyrar den svenska skolan idag, är relevanta. Verklighetskontakten med det kommande yrket är ytterst viktigt, det är alla parter eniga om. De intervjuade eleverna bekräftar också att de blir motiverade och upplever att de lär sig yrkespraxisen och den tysta kunskapen i yrket lättare på plats. Det som är svårt att förmedla inom skolans ramar. Även det som sker runt yrkesutövandet i sig är viktigt för eleverna att ta del av, det sociala sammanhanget på arbetsplatsen och vuxenkontakten får dem att växa på flera sätt.Det vi speciellt uppmärksammat och kommit fram till som en viktig faktor på den arbetsplatsförlagda praktiken är handledarens roll. Dennes engagemang är det allra viktigaste, men också att handleda eleven på ett för eleven utvecklande och lärande sätt. Att kombinera utövandet med reflektion över utövandet förespråkas.Den insats vi som yrkeslärare kommer göra nu,för att ytterligare stärka samarbetet mellan skolan och de företagen som tar emot våra elever,är att utveckla och,där det inte finns, arrangera handledarutbildning.Detbidrar till en ökad kunskap ute på plats för att i sin tur öka lärandet hos eleverna. Detta för dessutomockså med sig att eleverna till högre grad matchar branschens krav och förväntningar på nyutexaminerade medarbetare

Tese (doutorado)—Universidade de Brasília, Centro de Estudos Avançados Multidisciplinares, Programa de Pós-Graduação em Desenvolvimento, Sociedade e Cooperação Internacional, 2017. / Submitted by Raquel Almeida (raquel.df13@gmail.com) on 2017-10-20T18:00:05Z No. of bitstreams: 1 2017_MárcioJorgePorangabaCosta.pdf: 1986898 bytes, checksum: f97c7ee1277b6d7caf96ef7afeddaf7d (MD5) / Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2017-10-24T14:48:31Z (GMT) No. of bitstreams: 1 2017_MárcioJorgePorangabaCosta.pdf: 1986898 bytes, checksum: f97c7ee1277b6d7caf96ef7afeddaf7d (MD5) / Made available in DSpace on 2017-10-24T14:48:31Z (GMT). No. of bitstreams: 1 2017_MárcioJorgePorangabaCosta.pdf: 1986898 bytes, checksum: f97c7ee1277b6d7caf96ef7afeddaf7d (MD5) Previous issue date: 2017-10-24 / A presente tese de doutorado aborda a importância dos Arranjos Produtivos Locais (APLs) para o desenvolvimento dos sistemas territoriais de produção e os considera como fator determinante da capacidade de resposta dos territórios. Essa importância reveste-se ainda maior nos territórios de baixo dinamismo econômico, a exemplo do sertão alagoano, que não possuem condições próprias de alavancarem seu desenvolvimento. A sua proposta de contribuir para a discussão acerca dos elementos que caracterizam arranjos produtivos locais como estratégia de desenvolvimento resultou na análise de indicadores socioeconômicos referentes ao APL de Ovinocaprinocultura no sertão alagoano no período de 2000 a 2010. Conclui que a ação pública, com vistas ao desenvolvimento territorial, não deve se restringir à política de fomento a APLs, por não se tratar de uma política de promoção de bem estar, mesmo que os aspectos sociais sejam levados em consideração através do crescimento do emprego e da renda para as populações de territórios específicos. / The present PhD thesis deals with the importance of Local Productive Arrangements (APLs) for the development of territorial production systems and considers them as a determinant factor of territorial responsiveness. This importance is even greater in areas of low economic dynamism, such as the Alagoas backlands, which do not have the conditions to leverage their development. His proposal to contribute to the discussion about the elements that characterize local productive arrangements as a development strategy resulted in the analysis of socioeconomic indicators related to the APL of Ovinocaprinocultura in the alagoano sertão from 2000 to 2010. It concludes that the public action, with a view to territorial development should not be restricted to the policy of promoting APLs, since it is not a welfare policy, even if social aspects are taken into account through the growth of employment and income for the populations of specific territories.

Made available in DSpace on 2014-06-12T17:35:47Z (GMT). No. of bitstreams: 2 arquivo3615_1.pdf: 1306610 bytes, checksum: bb2e4487af044822b23a0d3b281f95bb (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2009 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os recursos destinados ao sistema de inovação do Brasil vêm aumentando. Este aumento não é fortuito. Decorre da necessidade das empresas de se manterem competitivas no mercado e de um poder público que, nos últimos anos, reconheceu a importância de um sistema de inovação eficiente para o desenvolvimento sócio-econômico do país. Contudo, os investimentos públicos em P&D precisam ser mais eficazes, não apenas em produzir mais conhecimento e tecnologia, mas em fornecer infra-estrutura para comercialização e divulgação de novos conhecimentos. Além disso, o Brasil precisa investir mais em capital humano através do aumento da qualidade do ensino básico e da formação de especialistas em áreas estratégicas. O objetivo deste trabalho é apresentar de forma sistematizada os principais diferenciais competitivos, as dificuldades e os gargalos enfrentados pelas empresas do Porto Digital na implementação dos processos de prospecção tecnológica e desenvolvimento de inovações. Além dos crescentes investimentos em inovação, este trabalho é motivado pelo aumento do número de aglomerados produtivos no país e pelas limitações existentes nas micro e pequenas empresas para investir em P&D e implementar inovações, se comparadas às médias e grandes empresas. Esses três pontos levantam as seguintes questões: quais são os benefícios e resultados reais gerados para as empresas que receberam recursos para implementarem processos de inovação? Quais os benefícios e diferenciais oferecidos às empresas instaladas em aglomerados produtivos? Quais os gargalos e as dificuldades reais enfrentadas pelas micro, pequenas e médias empresas de base tecnológica ao implementarem processos de inovação? Em busca de respostas para estas questões foi elaborado um questionário com base em um modelo genérico do processo de inovação. Através dele foi possível identificar os gargalos e os principais diferenciais das empresas pesquisadas na implementação de suas inovações, bem como a relevância e adequação das condições do ambiente externo para a efetividade das inovações geradas

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AbstractNilsson Anna (2018). ”Om det är nåt trubbel med dom” - Arbetsplatsförlagt lärande för elever i behov av anpassningar och stöd på gymnasiets yrkesprogram. “If there is any trouble with them” Workplace-based learning for students in need of adaptations and support in upper secondary vocational education and training programmes.Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö Universitet, 90 hp.Expected contribution to knowledgeThe contribution involves increased awareness of the type of information a supervisor requires in order to provide the best reception for vocational students who need extra adaptations and support from an upper secondary national vocational education and training programme during their workplace-based learning (WBL) period.Aim and research questionsThe aim of the survey is to examine and analyse 1) the type of knowledge upper secondary school teachers in vocational education and training programmes need to define and specify for WBL supervisors before and during upper secondary school students’ WBL periods, and 2) the knowledge exchange between them, so that a student who is in need of extra adaptations or special support is to be well taken care of and can develop towards achieving the upper secondary programme’s goals during their WBL period.Answers are sought for the following research questions:• What knowledge do WBL supervisors consider they need to have clarified in order to supervise vocational students who have extra adaptations or special support?• In what way do WBL supervisors obtain the knowledge they need on WBL from the upper secondary school?• What knowledge do vocational education teachers consider needs to be defined and specified for WBL supervisors and in what way?MethodSemi-structured interviews were conducted with four supervisors at different WBL sites and with four vocational education teachers in different vocational education and trainingprogrammes. The supervisors work in four different vocational education areas and receive students from four different vocational education and training programmes. All the WBL supervisors have completed the Swedish National Agency of Education’s WBL supervisor training course and have good experience of what it means to receive students for WBL periods.The vocational education teachers work in four different vocational education and training programmes and have teacher certification. They have completed the Swedish National Agency of Education’s WBL supervisor training course and are responsible for WBL matters in their respective programmes.Prior to the interviews, the respondents received information in the form of a covering letter. The interviews were conducted with the supervisors at their workplaces and with the teachers in their workrooms. All the interviews, which were conducted in March and April 2018, were recorded and transcribed. After the respondents had answered the pre-set questions, follow-up questions were asked. The length of the interviews varied, as respondents were given the opportunity to speak freely on the questions and thus some interviews were longer than others.ResultsThe supervisors consider that the knowledge they need before a student starts their WBL is what the student did in school before WBL, i.e. what experience the student has. They also need information about how the student is as a person and if the student has a need for support of some kind. The knowledge that supervisors say they receive is which form the student is in at school, the student’s name, contact details and the times the student will be involved in WBL. All the supervisors say that they receive a folder containing this practical information. The teachers consider it is important that the supervisor does not get a preconceived idea about the student and are fearful that the supervisor will not accept the student if they find out about the student’s difficulties. The teachers express this by saying they may “burn” WBL places, if the student cannot manage. All the teachers state that they inform the supervisor about the need for extra adaptations, but all are very clear that for integrity reasons they only provide information that is allowed to be disclosed. When they are asked about what they may disclose from an integrity and confidentiality perspective, none of them knows where the boundaries are. All supervisors state that they do not receive information about a student’s difficulties. A content analysis of the interviews has been conducted based on the research questions.Implications for special education teachersThe teachers have different ideas about the way in which special education teachers can be involved in work relating to WBL. Two of the teachers wish that the special education teacher participated in meetings and programmes with the supervisors from the WBL sites in order to provide information on diagnoses and extra adaptations. One of the teachers would like assistance from the special education teacher in the preparation and follow up of WBL. This teacher considers that students who need extra adaptations require more preparatory work than others and that the special education teacher can be an asset in this work. Working as a special education teacher in a vocational education and training programme presupposes considerable knowledge and understanding of workplaces beyond the school walls and of learning environments that are not always optimal from an educational perspective. The special education teacher’s traditional role is to work on analyses of students and my understanding is that teachers do not expect the special education teacher to be involved in WBL, particularly not in preventive and supportive contexts. It is therefore pleasing that the interviewed teachers consider that the special education teacher also has a role in the preparatory work leading up to WBL.