In this thesis, a new design methodology for pipeline FFT processor has been proposed. The pipeline FFT processor can achieve high throughput rate, and is very suitable for those systems where the continuous data sequences that call for the FFT processing enter systems sample by sample sequentially. However, the traditional pipeline FFT design based on the common single delay feed-back approach suffers low hardware utilization for the butterfly unit. In addition, the resulted transformed sequence is in the form of bit-reverse order which is not suitable for some FFT applications such as OFDM (Orthogonal Frequency Division Multiplexing). Therefore, this thesis proposes a novel pipelined FFT design by first splitting the input sequence into two data streams, which can then be applied to the FFT data-path based on the feed-forward dual-delay path data commutator. The resulted FFT architecture can achieve full butterfly utilization such that the required number of adders can be reduced by almost a half. One potential drawback of the proposed approach is that some additional large storage buffer is required at the last stage. However, the additional storage buffer can be re-organized and merged with the output reordering buffer together such that the normal-order transformed output sequence can be generated. The proposed approach has been applied to the design of 8-K point FFT in this thesis. The 8-K FFT architecture proposed in this thesis is designed based on the radix- 2^4 algorithm such that the required number of general complex number multipliers can be minimized to three. The multiplication of is realized by the dedicated constant multiplier architecture. By proper data partition and allocation, the large buffer required for many data commutator and the output reordering buffer can both be efficiently realized by multi-bank single-port memory modules. The other salient features of the 8-K FFT also include the table reduction for twiddle factors as well as the optimized variable internal data representation. The proposed FFT processor has been implemented by the TSMC 0.18um 1P6M CMOS process technology with core area of 8.74 which is the smallest design reported in the literature for normal sequential input/output order FFT.

Les travaux développés dans cette thèse apportent un nouveau regard sur les techniques de codage par descriptions multiples (MDC). <br />Nous proposons une méthode (MDBA) de codage MDC source/canal conjoint robuste adaptée à la transmission d'images et de vidéos sur des canaux non stationnaires. Le principal avantage de cette méthode est qu'elle est bien adaptée pour des applications de transmission sur des canaux peu fiables et variables dans le temps. De plus, grâce à ses capacités de compression et de synchronisation, elle permet de faire de la transmission en temps réel. <br />Nous montrons que la méthode proposée présente les meilleurs résultats en terme de rapport signal à bruit et de qualité visuelle lorsqu'on la compare avec d'autres méthodes de descriptions multiples issues de l'état de l'art. De plus, elle s'avère bien adaptée pour des applications où les méthodes standard de contrôle d'erreur ne sont pas capables de s'adapter facilement aux caractéristiques du canal. <br />La méthode est validée sur différents modèles de canal (BSC, AWGN, Internet, UMTS, satellite) dans le cadre de la transmission d'images et de vidéos. <br />La méthode MDBA proposée est bien adaptée pour des applications qui ont besoin d'un codeur qui utilise l'information venant d'un canal de "feedback" comme par exemple "peer-to-peer video conferencing", vidéo sans fil, etc, mais s'avère insuffisante quand on veut faire du "streaming" vidéo. C'est pour cette raison que nous avons développé un système dédié au "streaming" de vidéo. Ainsi ce manuscrit termine avec une extension de la méthode pour faire du "streaming" vidéo robuste aux erreurs du canal. La méthode proposée permet à la fois de s'adapter à bande passante du canal (débit variable) et de s'adapter aux erreurs de transmission liés au niveau de bruit présent sur le canal.

A comparative study is done on the Mini Drift Chamber (MDC) and the Scintillating Electromagnetic Calorimeter (SEC), two main components of the WASA detector. The purpose of the study is to determine the most effective way to calculate the mass of the η−meson by determining the invariant mass of the final products in the η → e+e− decay. When calculating the invariant mass of the lepton pair the distribution from the MDC had a standard deviation of σMDC = (4.212 ± 0.080) · 10−2 GeV/c2 and from the SEC σSEC = (3.563±0.011)·10−2 GeV/c2. To get a precise measurement, events with a lepton scattering at a polar angle below 30◦ have to be rejected, and to achieve highest precision, it is favorable to use the SEC for momenta above 0.28 GeV/c and the MDC below, respectively. In this study, a combined method is developed which results in an invariant mass resolution of σMix = (3.341±0.012)·10−2 GeV/c2. Thus, the combined method gives a small improvement compared to using the SEC alone, but a considerable improvement compared to using only the MDC.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Matemática, Programa de Mestrado Profissional em Matemática em Rede Nacional, 2016. / Submitted by Fernanda Percia França (fernandafranca@bce.unb.br) on 2016-06-29T13:01:17Z No. of bitstreams: 1 2016_AdrianeMartinsArruda.pdf: 800680 bytes, checksum: 8dd18a59e3ed329f041abe5026fd1cfb (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2016-07-12T15:11:23Z (GMT) No. of bitstreams: 1 2016_AdrianeMartinsArruda.pdf: 800680 bytes, checksum: 8dd18a59e3ed329f041abe5026fd1cfb (MD5) / Made available in DSpace on 2016-07-12T15:11:23Z (GMT). No. of bitstreams: 1 2016_AdrianeMartinsArruda.pdf: 800680 bytes, checksum: 8dd18a59e3ed329f041abe5026fd1cfb (MD5) / O objetivo deste trabalho é mostrar a aplicação do Lema de Euclides para cálculo do Máximo Divisor Comum no Ensino Fundamental e avaliar a receptividade que os alunos tiveram ao método. Para tanto, estudamos e escrevemos sobre a divisão nos inteiros, divisibilidade e propriedades envolvidas, o Teorema da Divisão Eucliana, o máximo divisor comum, o Lema de Euclides, o Algoritmo de Euclides, o Teorema Fundamental da Aritmética e também sobre as Equações Diofantinas que são uma aplicação interessante do MDC. Aplicamos um minicurso sobre MDC em duas turmas de Ensino Fundamental e escrevemos sobre os resultados obtidos. _______________________________________________________________________________________________ ABSTRACT / The objective of this work is to show the application of Euclid's Lemma to calculate the Greatest Common Divisor in Elementary Education and evaluate the receptivity that the students had the method. We studied and wrote about the division in integers, divisibility and properties involved, the theorem Eucliana Division, the greatest common divisor, Lemma Euclid, the Euclidean algorithm, the Fundamental Theorem of Arithmetic and also on the Diophantine Equations they are an interesting application of the Greatest Common Divisor. We use a short course on Greatest Common Divisor in two elementary school classes and present some results obtained.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-21T11:56:06Z No. of bitstreams: 1 KELI RODRIGUES RABELLO_.pdf: 4906797 bytes, checksum: f7e8e3191a238a960a142467264ec2ce (MD5) / Made available in DSpace on 2015-10-21T11:56:06Z (GMT). No. of bitstreams: 1 KELI RODRIGUES RABELLO_.pdf: 4906797 bytes, checksum: f7e8e3191a238a960a142467264ec2ce (MD5) Previous issue date: 2015-06-17 / OBEDUC/CAPES - Observatório da Educação / A necessidade do contínuo desenvolvimento de metodologias de ensino de língua materna capazes de transformar as práticas de linguagem dos alunos e de promover as relações interdisciplinares de conhecimento, de acordo com o que preconizam os documentos oficiais como os PCNs e o OCEM, constituem, de forma geral, o contexto social no qual se originam as motivações para o desenvolvimento desta pesquisa. Sendo assim, o foco central da ação investigativa desta pesquisa está no processo de didatização de um gênero de texto (cuja prática social fomenta a interdisciplinaridade) que se dá, nesta pesquisa, por meio de um dispositivo de ensino chamado de Projetos Didáticos de Gênero (doravante, PDG) que viabiliza o ensino de língua através de gêneros de texto, desenvolvendo as capacidades de linguagem dos alunos. Já a demanda pela interdisciplinaridade conduz ao estudo do gênero de texto ‘artigo midiático de divulgação científica’ (doravante, artigo MDC). Assim, este trabalho apresenta a aplicação de um PDG com enfoque no gênero artigo MDC com vistas a desenvolver as capacidades de linguagem dos alunos e a propiciar a aprendizagem interdisciplinar. Os principais aportes teóricos que sustentam as ações desta pesquisa situam-se nos estudos do Interacionismo sociodiscursivo (ISD), de Bronckart (2009; 2012; 2013), além dos estudos sobre as capacidades de linguagem, realizados por Dolz e Schneuwly (2011) e Cristóvão e Stutz (2011; 2013), sobre as Sequências Didáticas, também de Dolz e Schneuwly (2011); sobre os Projetos de Letramento, de Kleiman (1995; 1999; 2000; 2007; 2008) e sobre a divulgação cientifica e midiática de Charaudeau (2008; 2009; 2010). O processo metodológico pelo qual se realiza esta investigação consiste na pesquisa-ação e compõe-se de ações que vão desde o planejamento do PDG e sua aplicação em sala de aula à elaboração da ferramenta de análise de dados. A elaboração do PDG resultou em um projeto interdisciplinar chamado de ‘Jovens cientistas’ aplicado a uma turma de 2º ano do ensino médio da rede pública estadual do município de Sapucaia do Sul-RS e contou com a colaboração da professora de Biologia, a fim de estabelecer a interdisciplinaridade. A análise dos dados obtidos indica que a didatização de um gênero como os artigos MDC, por meio de um dispositivo de ensino de língua como o PDG, pode de fato desenvolver as capacidades de linguagem dos alunos e contribuir para a construção do aprendizado interdisciplinar em sala de aula. / The need for the continued development of teaching methods of mother tongue able to transform students' language practices and promote interdisciplinary relations of knowledge, according to advocating official documents as the PCNs and OCEM, are so Overall, the social context in which originate the motivations for developing this research. Thus, the central focus of the investigative action of this research is on didactization process of a text genre (whose social practice fosters interdisciplinary) that occurs in this research using a teaching device called Genre Didactical Projects (henceforth GDP) that enables the language of instruction through text genres, developing the students' language skills. However, demand for interdisciplinarity leads to text genre study ‘Media Articles of Science Communication'. This work presents the application of a GDP focusing on gender Article MDC in order to develop students' language skills and to foster interdisciplinary learning. The main theoretical contributions that sustain the actions of this research are located in Socio-Discursive Interacionism studies (SDI) of Bronckart (2009; 2012; 2013), in addition to studies on language skills, conducted by Dolz and Schneuwly (2011) and Cristóvão; Stutz (2011; 2013), on Teaching sequences, also Dolz and Schneuwly (2011); on literacy projects, Kleiman (1995; 1999; 2000; 2007; 2008) and the scientific and media disclosure from Charaudeau (2008; 2009; 2010). The methodological process by which it accomplishes this research consists in action research and consists of actions ranging from planning the GDP and its application in the classroom to the development of data analysis tool. The preparation of the GDP resulted in an interdisciplinary project called 'Young scientists' applied to a class of 2nd year of high school in a public school in the city of Sapucaia do Sul and with the collaboration of a Biology teacher in order to establish interdisciplinary.The data analysis indicates that the didactization of a genre as the Media Articles of Science Communication, through a language teaching device as the PDG, can indeed develop students' language skills and contribute to the construction of interdisciplinary learning in the classroom of class.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-10T13:29:13Z No. of bitstreams: 1 leticiavasconcellosdesouza.pdf: 334599 bytes, checksum: ecaf1358f31b66f2a2e8740f4db33535 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-15T13:12:10Z (GMT) No. of bitstreams: 1 leticiavasconcellosdesouza.pdf: 334599 bytes, checksum: ecaf1358f31b66f2a2e8740f4db33535 (MD5) / Made available in DSpace on 2016-06-15T13:12:10Z (GMT). No. of bitstreams: 1 leticiavasconcellosdesouza.pdf: 334599 bytes, checksum: ecaf1358f31b66f2a2e8740f4db33535 (MD5) Previous issue date: 2015-08-14 / Este trabalho é voltado para professores que atuam nas séries finais do Ensino Fundamental. Tem como objetivo mostrar que é possível introduzir o estudo de Congruência Modular nesse segmento de ensino, buscando facilitar a resolução de diversas situações-problema. A motivação para escolha desse tema é que há a possibilidade de tornar mais simples a resolução de muitos exercícios trabalhados nessa etapa de ensino e que são inclusive cobrados em provas de admissão à escolas militares e em olimpíadas de Matemática para esse nível de escolaridade. Inicialmente é feita uma breve síntese do conjunto dos Números Inteiros, com suas operações básicas, relembrando também o conceito de números primos, onde é apresentado o crivo de Eratóstenes; o mmc (mínimo múltiplo comum) e o mdc (máximo divisor comum), juntamente com o Algoritmo de Euclides. Apresenta-se alguns exemplos de situações-problema e exercícios resolvidos envolvendo restos deixados por uma divisão para então, em seguida, ser dada a definição de congruência modular. Finalmente, são apresentadas sugestões de exercícios para serem trabalhados em sala de aula, com uma breve resolução. / The aims of this work is teachers working in the final grades of elementary school. It aspires to show that it is possible to introduce the study of Modular congruence this educational segment, seeking to facilitate the resolution of numerous problem situations. The motivation for choosing this theme is that there is the possibility to make it simpler to solve many problems worked at this stage of education and are even requested for admittance exams to military schools and mathematical Olympiads for that level of education. We begin with a brief summary about integer numbers, their basic operations, also recalling the concept of prime numbers, where the sieve of Eratosthenes is presented; the lcm (least common multiple) and the gcd (greatest common divisor), along with the Euclidean algorithm. We present some examples of problem situations and solved exercises involving debris left by a division and then, we give the definition of modular congruence . Finally , we present suggestions for exercises to be worked in the classroom, with a short resolution.

No description available.

The recent political conflict in Zimbabwe has attracted the attention of policymakers, academics and the media alike in the neighbouring countries of the region, across the African continent and internationally. While the story of an ageing African liberation hero turned dictator who, through autocratic rule, has governed his country and his people to the ground in order to maintain power is captivating, a key element of the fascination is the critical diplomatic role played by South Africa from 2000 onward. Foreign policy in post-apartheid South Africa on paper is driven by human rights and democracy, conflict prevention and conflict resolution through peaceful means, and the promotion of African interests in world affairs. However, after observing South Africa’s involvement in the Zimbabwe conflict between 2000 and 2009, South Africa’s foreign policy appears to be propelled more by African solidarity and sovereignty, anti-imperialism, and a softer interpretation of preventive diplomacy than its international counterparts. Thabo Mbeki’s preventive diplomacy toward Zimbabwe during his presidency was slow to produce results, lacked transparency and frustrated many, yet, when examined under a preventive diplomacy theoretical lens, Mbeki’s policy did eventually garner success through the signing of the Global Political Agreement (GPA) and the formation of an inclusive government in Zimbabwe. This dissertation examines the role of preventive diplomacy in South Africa’s foreign policy toward Zimbabwe under Mbeki’s leadership and determines the point at which South Africa switched from an approach of preventive diplomacy to one of conflict resolution and conflict management. The concept of ‘preventive diplomacy’ is often focused on government-to-government relations or the high level diplomacy of intergovernmental organizations such as the United Nations (UN). Multi-track diplomacy expands on this traditional interpretation and considers the preventive diplomacy contributions of a variety of non-state actors to the practice of conflict prevention. This dissertation uniquely moulds the preventive diplomacy theoretical framework of Michael Lund with Kumar Rupesinghe’s concept of multi-track diplomacy to form a more comprehensive illustration of the role of preventive diplomacy in the approach of multiple actors towards the Zimbabwe conflict. The more inclusive preventive diplomacy theoretical framework is then applied to the conflict in Zimbabwe between 2000 and 2009. Through the application of a preventive diplomacy framework which incorporates the concept of multi-track diplomacy it is then possible to observe the South African government’s preventive diplomacy approach toward Zimbabwe first between 2000 and 2007 and then as mandated by SADC between 2007 and 2009 and finally compare it with the diplomacy of multi-track actors such as the UN, Zimbabwe-based and South African-based civil society organizations, the Zimbabwean Diaspora, religious groups, and financial institutions. The examination of the larger role of preventive diplomacy in the Zimbabwe conflict situation leads to the understanding that each diplomatic effort is interlinked. Therefore the culminating event of the South African government’s preventive diplomacy approach in the Global Political Agreement could not have been achieved without the preventive diplomacy efforts of a multitude of actors who were also committed to preventing violence and finding a lasting solution to the conflict in Zimbabwe. / Dissertation (MA)--University of Pretoria, 2012. / Political Sciences / unrestricted