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1	Facilitating comprehension of Swift programs Chernenko, Andrii January 2018 (has links) Program comprehension is the process of gaining knowledge about software system by extracting it from its source code or observing its behavior at runtime. Often, when documentation is unavailable or missing, this is the only reliable source of knowledge about the system, and the fact that up to 50% of total maintenance effort is spent understanding the system makes it even more important. The source code of large software systems contains thousands, sometimes millions of lines of code, motivating the need for automation, which can be achieved with the help of program comprehension tools. This makes comprehension tools an essential factor in the adoption of new programming languages. This work proposes a way to fill this gap in the ecosystem of Swift, a new, innovative programming language aiming to cover a wide range of applications while being safe, expressive, and performant. The proposed solution is to bridge the gap between Swift and VizzAnalyzer, a program analysis framework featuring a range of analyses and visualizations, as well as modular architecture which makes adding new analyses and visualizations easier. The idea is to define a formal model for representing Swift programs and mapping it to the common program model used by VizzAnalyzer as the basis for analyses and visualizations. In addition to that, this paper discusses the differences between Swift and programming languages which are already supported by VizzAnalyzer, as well as practical aspects of extracting the models of Swift programs from their source code. software comprehension program analysis program model VizzAnalyzer Swift programming language Computer Sciences Datavetenskap (datalogi)
2	Realizace dopravní výchovy na 1. stupni ZŠ / Realization of Traffic Education in Primary School Kadavá, Markéta January 2014 (has links) To follow, the focus of this diploma thesis is how traffic education can be properly incorporated into the first stage of our primary school curriculum and the different possibilities how the whole subject should be taught. Theoretical part deals with traffic education as part of education and also defines the term - traffic education, the meaning and the aim of traffic education area all together with short view into traffic education concept and comparision to abroad. In this part you can also find overview of implementation and content of outputs for each grade at the first stage of primary school together with various materials which can be used in traffic education. There is prepared short functional model of traffic education lesson for each grade in accordance with RVP (framework education program) in research part. These lessons has been tried out. An important aspect of teaching model is that there is no need of speacial material and it is not time consuming. Teaching model is also commented by several teachers from various cities, types of schools and different lenth of teaching practise and supplemented by possible conection with other subjects or cross-cutting themes. Key words: traffic education, trafic safety, traffic risks, utility, educational program, model, primary school
3	Design And Implementation Plan For The "i Am Potential" Financial Literacy Education Program Louis, Tureka 01 January 2014 (has links) This Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program’s design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) – an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The “I Am Potential” Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. The iv model accommodates the subsequent addition of coursework for enhancement in other life domains. Financial literacy financial illiteracy adult education personal finance financial education financial literacy education working poor poverty social service financial literacy program program model Education
4	International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed Nelson, LIsa V. 25 August 2015 (has links) No description available. Higher Education Administration Higher Education Teacher Education Social Research Ethnic Studies Educational Leadership Education Educational Theory African American Studies School Administration Recreation Latin American Studies international service learning service learning foundational elements group dynamic diversity personalizing diversity outcomes ISL model international service learning program model recruitment recruiting motivation qualitative connections

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