在目前3D虛擬環境中，虛擬人物的動作多半是以動作抓取等離線方式錄製後，再以罐裝動作的方式呈現。該動作經過編碼後會以固定的格式進行傳送，然後由客戶端撥放該動畫內容。通常而言，固定的格式規範會限制電腦動畫表現與延展的能力。這篇論文我們提出了一套以XML為基礎的動畫語言，稱為eXtensible Animation Markup Language(XAML)來解決這樣的問題。這套語言設計的目的是為了讓開發者能夠彈性地選擇不同層次的指定方式來產生虛擬演員的動畫；同時使用者可以藉由已經定義好的動畫合成新的動畫內容，或是更改已定義動畫的部分內容來產生一套新的動畫。除此之外，XAML為客製化腳本語言提供延展擴充的機制，開發者可以透過plug-in、內嵌XAML引擎或轉換腳本等方式達到擴充XAML的目的。我們同時使用JAVA實作了一套能夠解譯XAML的動畫引擎，使用者不但可以利用XAML腳本命令產生相對應的3D動畫顯示，也可以透過該動畫引擎所提供的函式庫對場景中的3D物件進行控制。另外，我們也設計了一個具語音對話功能的多人虛擬環境系統，以驗證XAML語言的可行性及有效性。 / Character animations on most virtual environment systems are canned motions created off-line through motion capture techniques. The motions are then en-coded and transmitted with a fixed format and played at the client side. The rigid specification format for computer animation and multimedia presentation in general has greatly affected the development of 3D contents. In this thesis, we propose an XML-based scripting language, called eXtensible Animation Markup Language (XAML). The language is designed to describe character animations at various command levels and to compose a new animation from existing ani-mation clips. Furthermore, one can use plug-in, embeding or translation to in-corporate other customized scripting languages or new functions into XAML. We have implemented an animation engine in Java that can interpret the script-ing language and render 3D animations based on the user’s interactive XAML commands or the provided application programming interface. In addition, we have designed a speech-enabled multi-user virtual environment system based on XAML to verify the feasibility and effectiveness of such a language.

Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivETM is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivETM to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in increasingly difficult situations. The purpose of this study was to investigate the effectiveness of TeachLivETM on preservice special education teachers’ delivery of error correction, specific praise, and praise around in the virtual environment and in authentic classroom settings. Four preservice special educators who were teaching on provisional licenses in upper elementary language arts classrooms participated in this multiple baseline study across target skills. Participants attended weekly TeachLivETM sessions as a group, where they engaged in three short teaching turns followed by structured feedback. Participants’ proficiency with the target skills was analyzed on three weekly assessments. First, participants’ mastery of current and previous target skills was measured during their third teaching turn of the intervention session (i.e., TeachLivETM training assessment). Next, participants’ proficiency with all skills, including those that had not been targeted yet in intervention, were measured immediately following intervention sessions (i.e., TeachLivETM comprehensive assessment). Finally, teachers submitted a weekly video recording of a lesson in their real classroom (i.e. classroom generalization assessment). Repeated practice and feedback in TeachLivETM promoted participants’ mastery of essential target skills. Specifically, all participants demonstrated proficiency with error correction, specific praise, and praise around on both the TeachLivETM training assessment and the more complex TeachLivETM comprehensive assessment, with a strong pattern of generalized performance to authentic classroom settings. Participants maintained proficiency with the majority of the target skills in both environments when assessed approximately one month after intervention was discontinued. Implications of the study are discussed, including the power of interleaved practice in TeachLivETM and how generalization and maintenance may be impacted by the degree of alignment between virtual and real teaching scenarios.

In a large class of distributed embedded systems, most of the code generation models in use today target at object-oriented applications. Distributed computing using procedural language applications is challenging because there are no compatible code generators to test the partitioned programs mapped on to the multi-processor system. In this thesis, we design a code generator to produce procedural language code for a distributed embedded system. Unpartitioned programs along with the partition primitives are converted into independently executable concrete implementations. The process consists of two steps, first translating the primitives of the unpartitioned program into equivalent code clusters, and then scheduling the implementations of these code clusters according to the data dependency inherent in the unpartitioned program. Communication and scheduling of the partitioned programs require the original source code to be reverse engineered. A reverse engineering tool is used for the creation of a metadata table describing the program elements and dependency trees. This data gathered, is used by Parallel Virtual Machine message passing system for communication between the partitioned programs in the distributed environment. The proposed Code Generation Model has been implemented using C and the experimental results are presented for various test cases. Further, metrics are developed for testing the quality of the results taking into consideration the correctness and the execution of time.

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Magistro darbe dėmesys skiriamas virtualiems socialiniams tinklams, jų pagalba vykdomiems komunikaciniams procesams bei realios tarptautinės komunikacinės patirties poveikiui, virtualiame socialiniame tinkle vykdomiems komunikacijos procesams. Ši tema aktuali, nes virtualūs socialiniai tinklai užima vis svaresnes pozicijas globalios komunikacijos kontekste. Virtualios socializacijos procesams vykdyti, būtinas individo realioje erdvėje turimų kontaktų, sukaupto socialinio kapitalo bei komunikacinės patirties integravimas į virtualių socialinių tinklų sukurtas bendravimo sistemas. Magistro darbo objektas virtualūs socialiniai tinklai kaip tarptautinės komunikacijos priemonė. Darbo Tikslas – ištirti, kokią įtaką reali tarptautinė komunikacija turi virtualiame socialiniame tinkle vykstantiems komunikaciniams procesams. Iškelti uždaviniai: išsiaiškinti pagrindinius virtualaus socialinio tinklo veikimo principus; nustatyti realaus ir virtualaus socialinio tinklo sąsajas; išanalizuoti socialinio kapitalo formavimąsi virtualioje erdvėje; įvertinti realios ir virtualios komunikacijos procesų tarpusavio sąveiką; įvertinti realios komunikacijos reikšmę virtualios komunikacijos dinamikai; išsiaiškinti socialinio pasitikėjimo dėmens svarbą virtualios komunikacijos procesuose. Naudojant dokumentų, dokumentinių šaltinių analizę nustatyta, virtualūs socialiniai tinklai veikia plotmėje, kurioje išnyksta riba tarp viešos ir privačios individo erdvės. Socialiniai aspektai perkeliami į virtualią... [toliau žr. visą tekstą] / The Master‘s paper work focuses on virtual social networks and active communication processes online. This topic is actual as virtual social networks takes a commanding lead in the context of global communication. In order to achieve basic goals social capital, communication experience and process of socialisation must be integrated into well based online social networking systems. The object of the master‘s paper is virtual social networks as the mean of international communication. The target of the work is to investigate what kind of impact does the real face to face communication has on the communication processes in the virtual social networks. The tasks set: to find out the main aspects of how does virtual social network works; evaluate the connections between real and online social capital; analyze formation processes of social capital in online sphere; see how real communication affects dynamics of virtual online communication; evaluate the impact of social trust while communicating online. Using the analysis of documents, documentary sources, it was determined that the virtual social networks exists in the space where is no feel of any physical boundaries that limits communication processes. Social communication strength is based on major success and popularity of virtual social networks. Also, it was evaluated that user can’t materialise processes that is happening in online world, but he collects big amount of experience, that has a major impact in the real life... [to full text]