Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 116-118).

A new control flow model called flow grammars is introduced which unifies the treatment of intraprocedural and interprocedural control flow. This model provides excellent support for the rapid prototyping of flow analyzers. Flow grammars are an easily understood, easily constructed and flexible representation of control flow, forming an effective bridge between the usual control flow graph model of traditional compilers and the continuation passing style of denotational semantics. A flow grammar semantics is given which is shown to summarize the effects all possible executions generated by a flow grammar conservatively. Various interpretations of flow grammars for data flow analysis are explored, including a novel bidirectional interprocedural variant. Several algorithms, based on a similar technique called grammar flow analysis, for solving the equations arising from the interpretations are given. Flow grammars were developed as a basis for FACT (Flow Analysis Compiler Tool), a compiler construction tool for the automatic construction of flow analyzers. Several important analyses from the literature are cast in the flow grammar framework and their implementation in a FACT prototype is discussed. / Graduate

Em diversas disciplinas que envolvem a programação de computadores, são encontradas dificuldades. Uma delas é manter o aluno motivado por atividades como resolver problemas de programação para fixar conteúdos. Considerando-se os jogos eletrônicos educacionais objetos que atraem a atenção do aluno, buscou-se associálos à sala de aula com o objetivo de testar a hipótese do trabalho, que é a de que os jogos podem promover um aumento na motivação e, assim, melhorar o interesse e engajamento dos alunos nas atividades. Para a verificação da hipótese, foi desenvolvido um jogo eletrônico educacional, capaz de avaliar automaticamente respostas dadas pelos jogadores. O jogo foi aplicado em uma disciplina de programação. Através de uma análise qualitativa a partir de respostas a um questionário de perguntas abertas e da observação do desempenho dos alunos, foi possível verificar que a utilização combinada do jogo com o método tradicionalmente usado na disciplina teve um impacto positivo, aumentando a qualidade da participação dos alunos nas tarefas de programação e exercícios propostos. / In several disciplines that involve computer programming, difficulties are found. On of them is to keep the students motivated by activities such as solving programming problems to memorize contents. Considering the educational electronic games as objects that attract the attention of the student, sought to link them to the classroom in order to test the hypothesis of this study, which is that games can promote an increase in motivation and thereby improving the students' interest and engagement in activities. To verify the hypothesis was developed an educational game, able to automatically evaluate the answers given by players. The game was implemented in a programming discipline. Through a qualitative analysis of responses from a questionnaire with open questions and observation of student performance, the study found that the combined use of the game with the method traditionally used in the discipline had a positive impact, increasing the quality of participation of students in programming tasks and exercises.

Em diversas disciplinas que envolvem a programação de computadores, são encontradas dificuldades. Uma delas é manter o aluno motivado por atividades como resolver problemas de programação para fixar conteúdos. Considerando-se os jogos eletrônicos educacionais objetos que atraem a atenção do aluno, buscou-se associálos à sala de aula com o objetivo de testar a hipótese do trabalho, que é a de que os jogos podem promover um aumento na motivação e, assim, melhorar o interesse e engajamento dos alunos nas atividades. Para a verificação da hipótese, foi desenvolvido um jogo eletrônico educacional, capaz de avaliar automaticamente respostas dadas pelos jogadores. O jogo foi aplicado em uma disciplina de programação. Através de uma análise qualitativa a partir de respostas a um questionário de perguntas abertas e da observação do desempenho dos alunos, foi possível verificar que a utilização combinada do jogo com o método tradicionalmente usado na disciplina teve um impacto positivo, aumentando a qualidade da participação dos alunos nas tarefas de programação e exercícios propostos. / In several disciplines that involve computer programming, difficulties are found. On of them is to keep the students motivated by activities such as solving programming problems to memorize contents. Considering the educational electronic games as objects that attract the attention of the student, sought to link them to the classroom in order to test the hypothesis of this study, which is that games can promote an increase in motivation and thereby improving the students' interest and engagement in activities. To verify the hypothesis was developed an educational game, able to automatically evaluate the answers given by players. The game was implemented in a programming discipline. Through a qualitative analysis of responses from a questionnaire with open questions and observation of student performance, the study found that the combined use of the game with the method traditionally used in the discipline had a positive impact, increasing the quality of participation of students in programming tasks and exercises.

Orientador: Edmundo Roberto Mauro Madeira / Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-10T07:03:06Z (GMT). No. of bitstreams: 1 Paixao_ValeriaJottadosReis_M.pdf: 1508382 bytes, checksum: 5099f72d547bb027df24dd7692d43775 (MD5) Previous issue date: 2007 / Resumo: Um problema atual no mundo das ¿Redes de Computadores¿ é o fornecimento de QoS fim-a-fim na Internet a diferentes usuários, ou seja, a distintos tipos de serviços. Além disso, a demanda por este serviços'o vem aumentando uma vez que a Internet está sendo cada vez mais solicitada não somente para transferência de arquivos, web ou para tarefas relacionadas com o correio eletrônico, mas também para aplicações multimídia que solicitam meios de transporte mais precisos. A proposta desta dissertação é fornecer melhorias a uma plataforma MPLS-DiffServ, transformando a mesma em um sistema mais flexível e dinâmico no oferecimento de qualidade de serviço fim-a-fim. As novas características utilizam tipos de tráfegos amplamente encontrados na Internet, assim como dois parâmetros de monitoramento, a largura de banda do LSP e os níveis de descartes de pacotes. As inovações vêm no formato de novas políticas para o gerenciamento da rede em caso da ruptura dos acordos pré-estabelecidos com os clientes, além de uma nova estrutura introduzida no mecanismo de Engenharia de Tráfego que ajudará o sistema a fazer uma análise mais profunda do tráfego no LSP de modo que as decisões mais exatas e rápidas possam ser aplicadas a fim de recuperar circunstâncias ideais para atender às expectativas dos usuários finais. Na mesma plataforma foi feita a verificação das melhorias para as quais o sistema forneceu respostas bem sucedidas que estimulasse a ambição de fazer da plataforma uma opção de ferramenta para companhias que desejem simular novas políticas administrativas antes de executá-las em uma rede real que afetam usuários reais / Abstract: A current problem in the ¿Computer Network¿ world is to provide end-to-end QoS in the Internet to different users what means supply support to distinct types of services. Moreover, the demand for this support is increasing even more once the Internet is being handled not only for transferring files, accessing the web or for email tasks but also for multimedia applications, it means, services that require a more accurate transmission media. The proposal of this dissertation is to provide enhancements to an MPLS-DiffServ platform, making it up a more flexible and dynamic system to offer end-to-end QoS. The new features make use of types of traffic largely handled in the Internet as well as two monitor parameters, the LSP bandwidth and the levels of packet drop. The innovation comes in the format of new policies in order to manage the networks in case of break of agreements made with the clients, besides a new structure that was inserted in the ¿Traffic Engineering¿ mechanism that will help in a sense of deep analysis of the traffic in the LSP so that more accurate and fast decisions can be applied in order to recover ideal conditions to attend the expectations of the final users. On this framework the verification of the new improvements was done and, as a result, the system provided a successful response that copes with the ambition of making the platform an option tool for companies that wish to simulate new administrative policies just before to implement them in a real network that affects real users / Mestrado / Redes de Computadores / Mestre em Ciência da Computação

O presente trabalho buscou identificar e analisar as formas de mediação possibilitadas pelo Scratch no processo de ensino aprendizagem de programação no Ensino Médio. Para isso, tomou como pergunta norteadora: como o Scratch pode mediar a aprendizagem de programação no Ensino Médio com vistas ao desenvolvimento do pensamento computacional a partir da teoria vigotskiana? O quadro teórico foi baseado na teoria sociointeracionista de Vigotski (2007), nos conceitos de pensamento computacional e de programação de computadores, aspirando a formação de cidadãos para o século XXI, apoiado pelas três dimensões do framework de Brennan e Resnick (2012): conceitos computacionais, práticas computacionais e perspectivas computacionais. O percurso metodológico foi delineado por um estudo de caso. Para criá-lo, foi organizada uma oficina de introdução à programação de computadores para alunos de primeiro ano do Ensino Médio Técnico de uma instituição de ensino da Serra Gaúcha. O corpus foi constituído pelos cadernos de reflexão dos alunos, pelos programas criados pelos estudantes para resolver cada tarefa, pelas anotações do pesquisador e pelo questionário pós-oficina. A análise do corpus, na busca de compreender e explicar o contexto dos alunos, atuando na oficina e utilizando o Scratch, seguiu as seguintes etapas: tabulação dos dados dos questionários pré-oficina; submissão dos programas criados pelos estudantes para resolver cada tarefa à análise do Dr. Scratch; análise por parte do pesquisador dos programas criados pelos estudantes com base no framework de Brennan e Resnick; e, análise conjunta dos cadernos de reflexão dos estudantes, das anotações do pesquisador e dos questionários pós-oficina, articulando com os resultados das etapas anteriores para construir a resposta à pergunta de pesquisa. Os desfechos alcançados apontam que o ambiente Scratch tem potencial para mediar o aprendizado de programação, proporcionando um ambiente amigável, dinâmico e motivador, com características de micromundo. Indicam ainda que o papel do professor precisa ser redimensionado. Ele precisa atuar como mediador, assim como sugere a teoria vigotskiana, criando estratégias e intervenções que tenham o potencial de levar o aluno a dar sentido às ações desenvolvidas no ambiente Scratch. Podemos dizer ainda, com base no estudo desenvolvido, que nesse contexto, os alunos podem desenvolver habilidades relacionadas ao pensamento computacional e interagir com autonomia. / The present work sought to identify and analyze the forms of mediation made possible by Scratch in the process of teaching programming learning in High School. For this, it took as a guiding question: how does Scratch can mediate programming learning in High School with a view to the development of computational thinking from the Vygotskian theory? The theoretical framework was based on the socio-interactionist theory of Vygotsky (2007), in the concepts of computational thinking and computer programming, aspiring to the formation of citizens for the XXI century, supported by the three dimensions of the Brennan and Resnick framework (2012): computational concepts, practices, and perspectives. The methodological course was delineated by a case study. To create it, an introductory computar programming workshop was organized for first-year students of the Technical High School of a teaching institution in the state of Rio Grande do Sul. The corpus consisted of students' reflection books, the programs created by the students to solve each task, the researcher's notes and the post-workshop questionnaire. The analysis of the corpus, in the search to understand and explain the context of the students, acting in the workshop and using Scratch, performed the following steps: tabulation of the data of the pre-workshop questionnaires; submission of programs created by students to solve each task to Dr. Scratch's analysis; analysis by the researcher of the programs created by the students based on the Brennan and Resnick framework; and, joint analysis of the students' notebooks, the researcher's notes and the post-workshop questionnaires, articulating with the results of the previous steps to construct the answer to the research question. The results show that the Scratch environment has the potential to mediate programming learning, providing a friendly, dynamic and motivating environment with m icroworld characteristics. They also indicate that the role of the teacher needs to be resized. Teacher needs to act as a mediator, as suggested by the Vygotskian theory, creating strategies and interventions that have the potential to lead the student to give meaning to the actions developed in the Scratch environment. We can also say, based on the study developed, that in this context, students can develop skills related to computational thinking and interact with autonomy.

Orientador: Rogerio Drummond / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-06T04:55:54Z (GMT). No. of bitstreams: 1 Fanelli_EltonGustavo_M.pdf: 1448895 bytes, checksum: 513ab9546abfaae1b9d4c5ba4ab6fa2e (MD5) Previous issue date: 2006 / Mestrado / Banco de Dados, Analise de Algoritmos e Complexidade / Mestre em Ciência da Computação

O objetivo deste trabalho foi desenvolver um programa para auxílio didático em disciplinas que envolvam a análise estrutural, o dimensionamento e o detalhamento de pórticos planos de concreto armado. O programa age como um pós-processador, obtendo dados, como esforços nos nós e deslocamentos nodais de um processador existente, interpreta esses dados e dimensiona a estrutura para resistir aos esforços de acordo com a NBR 6118:2001. Para verificação dos resultados foi feita uma comparação entre o dimensionamento efetuado pelo programa DTool e o realizado pelo programa TQS, justificando as diferenças que possa haver entre os dois processos. / The purpose of this paper is the development of a program capable to aid didactically in disciplines related to structural analysis, and in designing and projecting reinforced concrete plane frames. This software works as a post-processor, receiving data from a processor such as nodal efforts and displacements. It interprets those data and designs the structure in order they resist acceptably those stresses, using processes that are recommended by the brazilian code NBR 6118:2001. For results verification a comparison between design by DTool and TQS is presented, and eventual differences between them are justified.

Increasing pressure from national government to improve throughput at South African tertiary education institutions presents challenges to educators of introductory programming courses. In response, educators must adopt effective methods and strategies that encourage novice programmers to be successful in such courses. An approach that seeks to increase and maintain satisfactory throughput is the modification of the teaching model in these courses by adjusting presentation techniques. This thesis investigates the effect of integrating an experimental iconic programming notation and associated development environment with existing conventional textual technological support in the teaching model of a tertiary level introductory programming course. The investigation compares the performance achievement of novice programmers using only conventional textual technological support with that of novice programmers using the integrated iconic and conventional textual technological support. In preparation for the investigation, interpretation of existing knowledge on the behaviour of novice programmers while learning to program results in a novel framework of eight novice programmer requirements for technological support in an introductory programming course. This framework is applied in the examination of existing categories of technological support as well as in the design of new technological support for novice programmers learning to program. It thus provides information for the selection of existing and the design of new introductory programming technological support. The findings of the investigation suggest strong evidence that performance achievement of novice programmers in a tertiary level introductory programming course improves significantly with the inclusion of iconic technological support in the teaching model. The benefits are particularly evident in the portion of the novice programmer population who have been identified as being at risk of being successful in the course. Novice programmers identified as being at risk perform substantially better when using iconic technological support concurrently with conventional textual technological support than their equals who use only the latter form. Considerably more at risk novice programmers using the integrated form of technological support are in fact successful in the introductory programming course when compared with their counterparts who use conventional textual technological support only. The contributions of this thesis address deficiencies existing in current documented research. These contributions are primarily apparent in a number of distinct areas, namely: • formalisation of a novel framework of novice programmer requirements for technological support in an introductory programming course; • application of the framework as a formal evaluation technique; • application of the framework in the design of a visual iconic programming notation and development environment; • enhancement of existing empirical evidence and experimental research methodology typically applied to studies in programming; as well as • a proposal for a modified introductory programming course teaching model. The thesis has effectively applied substantial existing research on the cognitive model of the novice programmer as well as that on experimental technological support. The increase of throughput to a recommended rate of 75 percent in the tertiary level introductory programming course at the University of Port Elizabeth is attributed solely to the incorporation of iconic technological support in the teaching model of the course.

The problem with which this investigation is concerned is an analysis of errors in looping and assignment made by novice assembly language computer programmers. This analysis is made after subjects write three computer programs. The verbal definition of the problem for each program specifies, without naming, either a for, while, or repeat looping structure. The purposes of the study are the following; to determine whether using the appropriate looping structure is related to writing a correct program; to determine the incidence of assignment errors in incorrect programs; to determine the degree of relationship between mathematical aptitude, and the type of assignment errors made; to determine the degree of relationship between use of the appropriate looping structure and mathematical, verbal, and scholastic aptitude; to determine the degree of relationship between gender and use of the appropriate looping structure, and to determine the degree of relationship between gender and the number of assignment errors.