“OPENMODELICA is an open-source Modelica-based modeling and simulation environment intended for industrial and academic usage. Its long-term development is supported by a non-profit organization – the Open Source Modelica Consortium (OSMC).” OpenModelica aims to provide an enhanced, Open Source Modelica modeling and simulation environment and this thesis is an addition in this direction.  The purpose of this thesis is to create a web based graphical connection editor. There are other open-source connection editors available, but these editors were desktop applications. There is one web based editor but it is a textual editor. Desktop applications need installation and space on the local system. OMWeb connection editor is the first web based graphical connection editor that runs on a web browser. It’s a web platform for OpenModelica and provides the environment for modeling and simulation in the Modelica Modeling Language. The OMWeb connection editor can run on any system without the need for an OpenModelica installation. If a system is connected to the internet, and contains a web browser, it can run the OMWeb connection editor. The OMWeb connection editor uses Java Runtime Environment to run an applet in the browser. The user can create models graphically; but they can also be viewed in the textual format. The user can simulate and plot his models. The plot file generated for the model can be downloaded from the server.  The OMWeb Connection Editor uses Servlet to handle requests from the client. The servlet is responsible for the communication with OpenModelica Compiler. It also gets the results from OMC and sends them back to the client. In our case the browser is the client.

Modelica is an object-oriented equation based language to model complex physical systems containing mechanical, electrical and other types of components. It provides libraries that enable to simulate these systems. Many commercial and free simulation environments are available. It is maintained by the non-profitable organization called the “Modelica Association” containing members from different parts of the world. Many industries use Modelica for model based development. OpenModelica is an open source object-oriented equation based language based on Modelica. DrModelica is a guide to learn Modelica, and it provides a detailed tutorial for Modelica that range from beginner to expert level. OMNotebook document provides an interactive way to learn DrModelica. It provides series of tutorials that help to learn to use Modelica. It provides dynamic way to simulate models. OMSketch is a graphical editor to OMNotebook document. Its main aim is to provide shapes to OMNotebook document. The editor provides different shapes that can be drawn dynamically and also have properties such as colors, pen styles and brush properties. The shapes can be dynamically resized, translated and rotated. These operations can be performed on single shape and also on a group of shapes. Edit operations such as cut, copy and paste are supported. Keyboard shortcuts are also available to perform edit operations. The drawn shapes can be saved into different file formats such as png, bmp etc. These can also be open to edit and make changes. The OMSketch editor saves the shapes in regular graphical file formats with some information. The shape's properties are also saved into a file as text. Thus every saved shape from OMSketch contains the shape, and its coordinates and other properties. This makes it possible to edit the image when it is open in the editor. The main purpose of OMSketch is to embed shapes into OMNotebook document and also edit back from OMNotebook document to OMSketch. OMSketch is a very interactive and advance graphical editor for OMNotebook document.

Det här är till för att skapa ett system där andra webbutvecklare kunde skapa sina hemsidor online. Det webbutvecklaren inte behöver tänka på är att ha en egen webbserver, vilket kan vara ett problem för många om dom sitter vid datorer med begränsade rättigheter så att dom inte kan ladda ner och installera en webbserver. En annan bra fördel är att webbutvecklaren kan logga in vart som helst, när som helst och redigera koden till en hemsida. Skulle webbutvecklaren vilja ha sitt projekt på en egen webbserver, går det enkelt att ladda ner projektet.

Vortrag UNIX-Stammtisch 10/96

No description available.

The word journalist, and the domain of producers and texts that inhabit its boundaries, often lacks a clear and agreed definition. The dominant body of literature looks at journalists in the United States through a remote lens, locates them within a cadre of journalists operating out of a newsroom, and overlooks the multiple roles they inhabit at once. This dissertation represents an attempt to build on and extend the depth of definitions afforded the American print journalist offered in literature that dominates journalism studies. This dissertation utilizes critical textual analysis for a case study of journalists' letters to editors of journalism trade magazines to identify the patterned ways journalists define journalists. Deuze's (2005, 2007b) theory of the ideological definitions of journalists provides a framework for the analysis. Journalism trade magazines perform a special role as watchdogs of the press. Journalists who write letters to editors of these magazines are watching the watchdogs. This dissertation looks to those journalists' words to craft a nuanced understanding of the factors that shape the forces defining these journalists, their labor, and their pursuit of democratic ideals. Drawing from the corpus of letters published in American Journalism Review, Columbia Journalism Review, and Editor and Publisher, critical textual analysis identifies how discourses in the letters reflect or reshape traditional print journalists' self definitions. The result is a catalog of information that shapes an understanding of the letters within the individual ideological framework of the community of people who volunteer their opinions for publication in these journals. The dissertation works to develop a more complete picture of the ideology of traditional print journalists as it is defined in their own words.

No description available.

No description available.

No description available.

A presente Dissertação tem por objetivo compreender como o Editor de Texto Coletivo (ETC) pode contribuir para que alunos da educação profissional desenvolvam a competência para o trabalho em equipe. O estudo se desenvolveu sobre uma base composta de três eixos: trabalho, educação profissional e tecnologias de informação e comunicação. O foco do primeiro eixo está nas questões relacionadas às equipes de trabalho. Já o segundo eixo dá destaque às competências profissionais e aos saberes. O terceiro eixo se debruça sobre o ETC, uma tecnologia groupware, que pode dar apoio ao trabalho de um grupo de sujeitos. A pesquisa é desenvolvida numa abordagem qualitativa a partir da estratégia de pesquisa estudo de casos múltiplos. Com o fim de coletar dados, se realizou um Curso de Extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista semi-estruturada; grupo focal e a observação das ações e registros dos alunos no Editor. A análise mostra que a ferramenta Fórum ofereceu condições aos sujeitos de construir saberes de conteúdo intelectual. O Sistema de Co-autoria, por oportunizar o trabalho em equipe, permitiu que os sujeitos construíssem saberes práticos, os quais puderam ser articulados e relacionados com os teóricos. Com relação à transposição desses saberes para situações reais de trabalho, o estudo aponta duas alternativas: uma em que não é possível a transposição de saberes, e outra em que essa transposição é possível, mas o saber transposto não é colocado em ação. O estudo conclui que, para mobilizar uma competência para o trabalho em equipe na situação em que ela é requerida, é preciso construir, gerar saberes específicos dessa situação, os quais não podem ser nem previstos nem prescritos em um contexto escolar. Portanto, ainda que o ETC ofereça aos sujeitos um espaço em que seja possível a construção de saberes, existem fatores que podem impedir a mobilização desses saberes em outro contexto. Da mesma forma, ainda que haja intencionalidade por parte dos professores de possibilitar aos alunos o desenvolvimento da competência para o trabalho em equipe, existem fatores que influenciarão na mobilização dessa competência em uma situação real de trabalho. Espera-se que essa pesquisa possa contribuir com as discussões acerca do desenvolvimento da competência profissional em contexto escolar e, deste modo, também contribuir para que os alunos da educação profissional possam ter um ensino de qualidade, que forme o ser humano em sua integralidade. / The objective of this dissertation is to understand how the Collective Text Editor (ETC) can contribute to allowing students of professional development to develop the competence to work in a team. The study was developed with a base composed of three axes: work, professional development and information and communication technologies. The first axis focuses on questions related to working groups. The second axis highlights professional competences and knowledge. The third axis addresses the ETC, a groupware technology, which can give support to the work of a group of subjects. The study is developed through a qualitative approach based on the research strategy of multiple case studies. With the aim of collecting data, an Extension Course was held in the semi-distance mode. The research sources used were: semi-structured interviews, focus groups and the observation of the actions and records of students in the Editor. The analysis shows that the Fórum tool allows the subject to build theoretical knowledge. The System of co-authorship, used to facilitate teamwork, allowed the subjects to build practical knowledge, which could be articulated and related to the theoretical knowledge. With regards to the implementation of this knowledge to real work situations, the study suggests two alternatives: one in which the implementation is not possible and another in which this implementation is possible, but where the implemented knowledge is not put into action. The study concludes that, to employ a teamwork competence in a situation in which it is required, it is necessary to generate and build specific knowledge of this situation, which can not be prescribed or provided in a school context. Therefore, even if the ETC offers the subjects a space in which it is possible to build knowledge, there are factors that may impede the employment of this knowledge in another context. Likewise, although there is intent on the part of teachers to enable students to develop the competence of working in a team, factors exist which influence the use of this competence in a real work situation. It is hoped that this dissertation can contribute to discussions surrounding the development of professional competences in the school context and thereby also contribute to enabling students of professional development to have a quality education, which develops the individual as a whole.