Com a presença cada vez maior de sistemas computacionais e novas tecnologias no cotidiano das pessoas, garantir que eles não falhem e funcionem corretamente tornou-se algo de extrema importância. Além de indicar a qualidade do sistema, assegurar seu bom funcionamento é essencial para se evitar perdas, desde financeiras até de vidas. Uma das técnicas utilizadas para esta finalidade é a chamada verificação formal de programas. A partir da especificação do sistema, descrita numa linguagem formal, são definidas propriedades a serem satisfeitas e que certificariam a qualidade do software. Estas propriedades devem então ser implementadas para uso num verificador, que é a ferramenta responsável por executar a verificação e informar quais propriedades foram satisfeitas e quais não foram; no caso das propriedades terem sido violadas, o verificador deve indicar aos desenvolvedores os possíveis locais com código incorreto no sistema. A desvantagem do uso da verificação formal é, além do seu alto custo, a necessidade de haver pessoas com experiência em métodos formais para definir propriedades a partir da especificação formal do sistema, e convertê-las numa representação que possa ser entendida pelo verificador. Este processo de definição de propriedades é particularmente complexo, demorado e suscetível a erros, por ser feito em sua maior parte de forma manual. Para auxiliar os desenvolvedores na utilização da verificação formal em programas escritos em Java, propomos neste trabalho a geração de representação de propriedades para uso direto num verificador. As propriedades a serem geradas são objetivos de teste derivados da especificação formal do sistema. Estes objetivos de teste descrevem o comportamento esperado do sistema que deve ser observado durante sua execução. Ao estabelecer que o universo de propriedades corresponde ao universo de objetivos de teste do programa, garantimos que as propriedades geradas em nosso trabalho descrevem o comportamento esperado do programa por meio de caminhos de execução que levam a um estado de aceitação da propriedade, ou a um estado de violação. Assim, quando o verificador checa o objetivo de teste, ele consegue dar como resultado o veredicto de sucesso ou falha para a propriedade verificada, além de dados da cobertura dos caminhos de execução do programa que podem ser usados para análise do comportamento do programa que levou ao sucesso ou falha da propriedade verificada. / The task of guaranteeing that computational systems do not fail and work correctly has become extremely important with the growing presence of new technologies in people\'s lives. Therefore, it is essential to ensure that such systems work properly to confirm their high-quality and to avoid financial and even life losses. One of the techniques used to this purpose is called formal verification of programs. From the system specification, which should be described in a formal language, we define properties that must be satisfied during system execution to guarantee the software quality. Then, these properties are checked using a verifier, which is the tool responsible for running the verification and for notifying whether the property was satisfied by the program; if the property was violated, it indicates to software developers the possible location of faults in the system. The disadvantages of using formal verification are the high cost to apply this technique in practice, and the necessity of having people with experience in formal methods to derive the properties from system specification and define them in a formal representation that can be read by a program verifier. This particular task of deriving a property from system specification and defining it to be checked by a verifier is complex, time-consuming and error-prone, since it is usually done by hand. To help software developers in the application of formal verification in Java programs, we propose in this work the generation of properties formal representation for direct use in a verifier. The generated properties are test purposes, which are derived from system formal specification and present the desirable system behavior that must be observed during the system execution. Establishing that the universe of properties correspond to the universe of test purposes of a program, we guarantee that the generated properties describe the expected program behavior through execution traces that lead to either an accept state or a refuse state. Thus, when the verifier checks the test purpose, it can give a success/fail verdict for the property, and provide traces coverage data that can be used to analyze the program behavior that led to that verdict.

Para o ensino em cursos relacionados à mecânica são fundamentais aulas teóricas e práticas de programação em máquinas CNC. Um grande incentivo para o aluno é ver sua programação transformada em uma peça que possa ser manuseada. Porém, dado o seu alto investimento, muitas escolas técnicas, de tecnologia e engenharia não disponibilizam máquinas CNC para os alunos. Desta forma, é apresentado neste trabalho o desenvolvimento de uma fresadora CNC de baixo custo. Com o emprego do método de combinação de variantes e o método de análise morfológica, os elementos mecânicos para o projeto da fresadora foram selecionados. Assim, foi possível desenvolver o conceito desse equipamento e fazer a estimativa de seu custo. Com a aplicação de análise de valor, utilizando as técnicas FAST, de Mudge e COMPARE, foi possível avaliar pontos críticos que acarretam em custos desnecessários. Com isso, pode-se avaliar como trabalhar com a transferência de recursos. / Courses related to mechanical sciences must offer to their students theoretical and practical lectures on CNC machine programming. The possibility of viewing the transformation of a programme in to a manageable part constitutes an incentive to the students. A CNC machine is an essential piece of equipment for such practical classes. A number of schools cannot have a CNC machine because of its high cost. Thus, in the present work, the development of a low-cost CNC milling machine as an alternative for academic purposes is presented. For the selection of the mechanical elements of the CNC machine, a combination of variants method and morphological analysis was used. Then, the design concept was carried out and its cost estimated. Using the value analysis through the FAST, Mudge and COMPARE techniques, the critical points that could increase unnecessary machine cost were examined. It was possible to assess how to work with the resources transference.

Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning.

A sample of agricultural parcels in Salt Lake County, Utah was analyzed to determine the effects on assessed values and per acre taxes under alternative assessment methods; assessment according to market value or agricultural value (preferential treatment). The assessed value changes and tax shifting between all classes of taxable property in the county were calculated with and without the preferential assessment of agricultural land and at assessment levels equalized for all classes. Variations in assessed value, agricultural and market values and assessment ratios were analyzed for the parcels in the sample by location and size of the parcel, present use, occupation of the owner, and the degree of development of the surrounding land. Under preferential treatment the total assessed value of agricultural land would not be lower than the 1967 level. Farm land qualifying for preferential treatment would have lower per acre taxes.

This study is an interpretive narrative that seeks understanding of self as a human being and as a school leader through examining my lived experiences over seventeen years. To interpret my reflections on these experiences, I retell and interrogate my narratives and some writings of contemporary authors on leadership and on the purposes of education. I develop propositions about leadership that provide me with preliminary understandings about leading others. After listening to various professional voices heard as I participated in local, state and national professional activities Australia-wide, I am compelled though to go beyond my propositions and subject them to more intense scrutiny, drawing on the works of philosophers such as Aristotle, Plato and Aquinas, to broaden and deepen my understanding of self as a school leader. I come to a desiring of a virtuous kind of leadership that is deeply moral and ethical. This eros, this passion for understanding, provokes a turning point in my study towards looking for guidance and inspiration from various religions such as Christianity, Islam, Buddhism and Hinduism, about possibilities for wisdom and virtue in leadership. Thus, my narrative, the getting of wisdom of a school leader, releases new insights about the role of self-knowledge, love and “the good” in leading education.

Research Doctorate - Doctor of Philosophy (PhD) / In this dissertation, Van Davy makes a case for a cohesive system of schools which can serve the public — both the national interest and individual interests — while directly addressing the current national schooling system’s failure: * to replace, for the entire student cohort...high levels of student boredom with high interest and engaging curriculum and pedagogy; * to replace, for low SES and indigenous students...low levels of learning outcomes, low enrolment levels in senior schooling, and only brief experience of curriculum choice with a curriculum paradigm providing intrinsic value, understanding of pathways from disempowerment to empowerment, curriculum choice from the earliest years, and schooling outcomes which, over time, equal those of the national cohort of students * to replace a citizenry divided in its support for public, church-based, and exclusionary schools with a community united in its support for a socially agreed set of social purposes for schooling and a new curriculum paradigm, one half of which is generated by this set of social purposes * to address a major political issue: social cohesion The proposed new and cohesive system of schools is envisaged to meet the needs - both Common Good and Individual Good - of the citizenry. It will grow from an earlier and pre-requisite national social agreement around a set of political goals which together sketch a preferred future society - these political goals in the hands of education specialists will generate an "essential" curriculum as one of two elements in a new two-tiered curriculum to be followed from the earliest until the latest years of schooling. The second element, occupying the other half of the curriculum from the earliest to the latest years of schooling, will be an elective curriculum designed to encourage all students to pursue their own interests in as much depth as desired. Studies of sectarian studies will be included in the elective curriculum. Davy’s analysis ranges across a number of disciplines, fusing together a number of viewpoints: historical, political theory, educational performance, and educational theory. It searches Australia’s schooling outcomes, identifies low SES and Aboriginal outcomes as major areas of failure, and challenges a number of widely accepted schooling practices. In the process, Davy discovers OECD and ACER data, but little official interest or analysis, concerning widespread boredom amongst Australia’s students. He argues that, in respect of both low SES students and student boredom, system responsibilities such as the nature of Australia’s curriculum, could be just as implicated as concerns for “teacher quality.” Davy’s interest extends beyond the purely educational. He examines the purposes that public and non-public school authorities articulate, as well as reasons parents give for enrolling their children in schools. From this research Davy identifies several issues and suggests that very considerable “choice” in schooling could be found in a different curriculum paradigm, and that both public and non-public schools are deficient when measured against widely-accepted concerns for religious freedom, social cohesion, and fundamental democratic principles. For Davy, a major political issue confronting Australia is the national imperative of “social cohesion.” He searches Australia’s schooling history for evidence of any social agreement around the social purposes of schooling, including more recent attempts to formulate “essential" and “new basics” and “national” curriculum. He concludes that while many educators, and the OECD, refer to the need for a pre-requisite set of social purposes that outline a preferred future society, the politics of schooling has not permitted this to eventuate and, given the absence of this management fundamental, “it is not surprising that schooling systems are shaped by internal logics (ideologies, religions, personalities, internal politics, quest for advantage and/or privilege) rather than wider concerns for the shape of the globe’s and nation’s future, and the advancement of the twins: Common Good and Individual Good.” With these problems laid bare — low SES and indigenous outcomes, student boredom, and social cohesion — Davy addresses all three simultaneously. He draws confidence from contemporary political theorists proposing political processes which engage the public in a “deliberative democracy.” He constructs a surrogate “foundation of agreed principles” which, he deduces, the processes of deliberative democracy might lead the Australian people to construct, then outlines a step-by-step means by which these principles can generate an essential curriculum for all Australian children, while encouraging a full range of choice within an elective stream. The political processes of open collaboration throughout civil society which produces the social agreement may produce a new political context. This new, less adversarial and more trusting political context is seen to be fertile ground for the replacement of Australia’s fractured schooling system with a cohesive schooling system for the Australian public — an Australian schooling system — to be managed nationally.

The demand for English for Specific Purposes (ESP) in Vietnam is very great. In Hanoi alone, there are more than 20 universities and colleges in which English Foreign Language (EFL) is taught in the curriculum. Much has been done to improve the task of teaching and learning ESP. Not much work has been done, however, about ESP teachers, their roles, responsibilities and position in the process of learning and teaching. It is inevitable that the teacher plays a decisive part in English learning and teaching. It is therefore the purpose of this study is to explore and investigate the roles and functions of the ESP teacher. This investigation has been carried out through questionnaire, class observation and interviews with teachers. Factors are identified which make ESP teachers successful and effective. The study concludes by suggesting ways in which ESP teachers training in Vietnam could be improved

As a result of the New Economic Reform in Vietnam, the need for more business people proficient in the English language is constantly growing. This need requires the Hanoi Foreign Trade College, which is officially charged with the training of business people for the whole country, to devise relevant curricula for short courses in Business English. The purpose of this report is to examine some major theoretical and practical issues in English for Specific Purposes (ESP) and in syllabus design that can provide course designers at the Hanoi Foreign Trade College with a deeper insight into the problems essential to the development of their work. The report consists of five chapters: (i) Chapter One is the Introduction. It gives the background to the study, pointing to changes in Vietnam and the role of the HFTC in adapting to meet the new need created by these changes. (ii) Chapter Two deals with the methodology employed in the data collection and discusses its findings. (iii) Chapter Three looks at some major theoretical issues in English for Specific Purposes with a view to applying this theory to the practical needs for Business English in Vietnam. (iv) Chapter Four is directly concerned with the planning of the short courses in Business English for Vietnam which are the central focus of this study. (v) Chapter Five is the Summary and contains recommendations for future development of the proposed short courses.

For many students, listening to academic lectures is one of the hardest listening skills (Lebauer, 1988). There are various possible reasons for this: the jargon and specialised words of the field that are used; also the language that is used is often at a more formal level; the lecture situation which is unidirectional with the listener having little role to play, and no control of the oral message; the expectations that the listener is assumed to have in listening to lectures which depends on many factors such as attitude, motivation, linguistic knowledge and world experience. Trying to find an answer to where difficulties lie is the purpose of this study, with the focus on the type of problems that post-graduate non-native students of English might have had during their study in a native English academic environment. Chapter one presents the purpose and significance of study, and deals with a few problems in the history of the teaching of listening in Vietnam. Chapter two looks at the different developments in understanding the listening processes in general and listening to lectures in particular. Chapter three studies difficulties that non-native speakers of English may face in lecture listening. Chapter four mentions some of the recommendations that the study implies.

Vietnam has been sending a lot of people overseas for study and training but the results obtained from overseas study and training are not satisfactory owing to language deficiency. This has prompted the present study which aims to investigate the language problems and language needs of Vietnamese going overseas for study and training. Chapter 1 presents the justification and objectives of this Study Project Report. Chapter 2 gives some insight into the definition of English for Specific Purposes (ESP), its development, and the situation of English language teaching and ESP teaching in Vietnam. Chapter 3 discusses the nature of analysis and its role in ESP course design, types of needs of learners of English, and the methods of collecting information for needs analysis. Chapter 4 examines the noticeable problems of Vietnamese learners of English in overseas settings in terms of difficulties in language, study skills, and cultural differences by carrying out through a survey and a case study. Chapter 5 specifies three kinds of English that Vietnamese in general will needs for study and training in overseas settings: English for survival needs, English for social needs, and English for descipline-specific needs. Finally, some conclusions and recommendations are presented in the last chapter.