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Dissertations / Theses on the topic 'Electric writing'

Author: Grafiati

Published: 28 June 2021

Last updated: 4 February 2022

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1

Chua, Grace (Grace W. J. ). "Singing the Brain Electric." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45342.

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Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2008.
Includes bibliographical references (p. [36]-[38]).
Singing the Brain Electric Brain pacemakers, scientists have found, can treat depression by correcting neural circuitry gone haywire. This thesis examines how such technology - a technique known as deep-brain stimulation, in which electrodes are implanted within the brain - was developed and how it works. We are introduced to a patient who received deep-brain stimulation for her refractory depression, and consider the risks, ethical issues, and questions of humanity and identity the technology raises.
by Grace Chua.
S.M.in Science Writing

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2

Youngquist, Sandra A. "The impact of electronic writing proficiency on student writing performance /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.

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3

Patten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.

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4

Raval, Rizu. "Smart Writing of Programmable Metallization Cell." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786883.

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In this project, a controller for performing smart writing on programmable metallization cell (PMC) is designed. The controller performs smart writing in two steps: first, data from the PMC cell is read and compared with input data; second, data is written into the PMC cell. The controller compares input data and in-cell data to determine the voltage across PMC. If input data is different from in-cell data and input data is logic 1, then voltage across PMC is set to +0.8V. Similarly, if input data is different from in-cell data and input data is logic 0, then voltage across PMC is changed to -0.5V. If input data and in-cell data are the same, then voltage across PMC is set to 0V. For reading operation, voltage across PMC is set to 0.1V and PMC current is compared to reference current. Simulation results demonstrate that the controller successfully performs smart writing and reading in every scenario mentioned above. Such features are unique among prevailing memory controllers and reduce the energy consumption of the controller.

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5

Dhankhar, Meena. "Paměťová buňka založená na magnetických vortexech." Doctoral thesis, Vysoké učení technické v Brně. CEITEC VUT, 2021. http://www.nusl.cz/ntk/nusl-442336.

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Magnetické vortexy jsou charakterizovány směrem stáčení magnetizace a polarizací vortexového jádra, přičemž každá z těchto veličin nabývá dvojice stavů. Ve výsledku jsou tak k dispozici čtyři možné stabilní konfigurace, čehož může být využito v multibitových paměťových zařízeních. Tato dizertační práce se zabývá selektivním zápisem stavů magnetického vortexu v magnetickém disku pulzem elektrického proudu stejně jako jejich následným elektrickým čtením. Před samotnou realizací elektrických měření byla provedena statická měření přepínání stavů vortexu pomocí různých proudových pulzů v kombinaci s technikami MFM a následně MTXM. Následně byl realizován dynamický odečet stavu vortexu kompletně založený na elektrických měřeních. Ovládání cirkulace vortexu je založeno na geometrické asymetrii vytvořené oříznutím magnetického disku a vytvořením fazety. Plochý okraj disku definuje preferenční smysl stáčení cirkulace během procesu nukleace vortexu. Řízení polarity se obvykle provádí ve dvou krocích. V prvním kroku, homogenně magnetizovaná vrstva s kolmou magnetickou anizotropií umístěná na dně disku definuje výchozí polaritu vortexu v době nukleace. V druhém kroku, je-li to nutné, je polarita vortexu přepnuta pomocí rychlého proudového pulzu. Proto je možné nastavit požadovaný stav cirkulace vysláním nanosekundového pulsu s nízkou amplitudou, následované nastavením polarity pikosekundovým pulsem s vysokou amplitudou. Stavy vortexů jsou pak detekovány elektrickou spektroskopií prostřednictvím anizotropní magnetorezistence. Vzorky pro všechna statická a dynamická měření byly připraveny pomocí elektronové litografie v kombinaci s lift-off procesem.

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6

Gladden, Mary Ann. "Training second graders in self-evaluation of manuscript letter formation through use of an electronic card reader." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1234449383.

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7

Yang, Weijia. "Femtosecond laser writing in transparent materials." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/65510/.

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Optical waveguides (type-I), with perfect mode matching to the standard single-mode fibre and with an overall insertion loss of ~1 dB, have been demonstrated in high index bismuth borate glass by femtosecond laser direct writing. Broadening of the transmitted light source by as much as 500 nm was demonstrated through a waveguide with a length of 1.8 cm. Finally, passive waveguide components such as Y-splitters and directional couplers have also been fabricated using this writing technique. Self-assembled, sub-wavelength periodic structures (type-II) are induced in fused silica by a tightly focused, linearly polarized, femtosecond laser beam. Two different types of periodic structures, the main one with period (ΛE) in the direction of the laser beam polarization and the second with period (Λk) in the direction of the light propagation, are identified from the cross-sectional images of the modified regions using scanning electron microscopy. The period ΛE is proportional to the wavelength of the writing laser and the period Λk in the head of the modified region remains approximately the wavelength of light in fused silica. A new phenomenon in ultrafast laser processing of transparent optical materials, in particular silica glass, manifested as a change in material modification by reversing the writing direction, is observed. The effect resembles writing with a quill pen and is interpreted in terms of new physical effect - anisotropic trapping of electron plasma by a tilted front of the ultrashort laser pulse. Different types of modifications are induced in fused silica by controlling the pulse front tilt. Birefringent modification is demonstrated in the chalcogenide glass by femtosecond laser direct writing. The optical axis of the birefringent region is not determined by the laser polarization direction. It is observed that the information on the direction of writing can be recorded and be rewritable in the chalcogenide glass. Finally, a unique non-reciprocal photosensitivity is identified for the lithium niobate crystal for ultrafast laser direct writing. Therefore, in a non-centrosymmetric medium, modification of the material can be different when light propagates in opposite directions.

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8

Phares, Madeleine Margaux. "Your brain on 9 volts : the specter and hype of electrical brain stimulation." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106762.

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Thesis: S.M. in Science Writing, Massachusetts Institute of Technology, Department of Humanities, Graduate Program in Science Writing, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 24-26).
The potential of electricity to improve the brain has captivated many. Electrical gadgets attract the rich and the poor, the educated and uneducated, the scientist and the charlatan. Over hundreds of years, people have tried everything from shocking away headaches with live torpedo fish, to bombarding patients' brains with so much current that their bodies convulse. A more innocuous technology has since emerged: transcranial direct current stimulation, or tDCS. All it takes to build is a small battery, two wires, two electrodes, and salt water. The idea is that by priming the brain with a mild electrical current, an incoming stimulus would be easier to process. In other words: less mental effort to learn something new, like recovering from a stroke or improving ski jump performance. Three primary communities are interested in tDCS today: do-it-yourselfers, clinical researchers, and neurotechnology companies. They want it for different reasons, and yet they are still wary of one another. But tDCS, in all of its simplicity, is actually not so simple-and neither is the human brain. What makes it so appealing to so many people of so many different backgrounds? How does it work? And does it deliver?
by Madeleine Margaux Phares.
S.M. in Science Writing

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9

Le, Riche Pierre (Pierre Jacques). "Handwritten signature verification : a hidden Markov model approach." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51784.

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Thesis (MEng)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: Handwritten signature verification (HSV) is the process through which handwritten signatures are analysed in an attempt to determine whether the person who made the signature is who he claims to be. Banks and other financial institutions lose billions of rands annually to cheque fraud and other crimes that are preventable with the aid of good signature verification techniques. Unfortunately, the volume of cheques that are processed precludes a thorough HSV process done in the traditional manner by human operators. It is the aim of this research to investigate new methods to compare signatures automatically, to eventually speed up the HSV process and improve on the accuracy of existing systems. The new technology that is investigated is the use of the so-called hidden Markov models (HMMs). It is only quite recently that the computing power has become commonly available to make the real-time use of HMMs in pattern recognition a possibility. Two demonstration programs, SigGrab and Securitlheque, have been developed that make use of this technology, and show excellent improvements over other techniques and competing products. HSV accuracies in excess of99% can be attained.
AFRIKAANSE OPSOMMING: Handgeskrewe handtekening verifikasie (HHV) is die proses waardeur handgeskrewe handtekeninge ondersoek word in 'n poging om te bevestig of die persoon wat die handtekening gemaak het werklik is wie hy voorgee om te wees. Banke en ander finansiele instansies verloor jaarliks biljoene rande aan tjekbedrog en ander misdrywe wat voorkom sou kon word indien goeie metodes van handtekening verifikasie daargestel kon word. Ongelukkig is die volume van tjeks wat hanteer word so groot, dat tradisionele HHV deur menslike operateurs 'n onbegonne taak is. Dit is die doel van hierdie navorsmg om nuwe metodes te ondersoek om handtekeninge outomaties te kan vergelyk en so die HHV proses te bespoedig en ook te verbeter op die akkuraatheid van bestaande stelsels. Die nuwe tegnologie wat ondersoek is is die gebruik van die sogenaamde verskuilde Markov modelle (VMMs). Dit is eers redelik onlangs dat die rekenaar verwerkingskrag algemeen beskikbaar geraak het om die intydse gebruik van VMMs in patroonherkenning prakties moontlik te maak. Twee demonstrasieprogramme, SigGrab en SecuriCheque, is ontwikkel wat gebruik maak van hierdie tegnologie en toon uitstekende verbeterings teenoor ander tegnieke en kompeterende produkte. 'n Akkuraatheid van 99% of hoer word tipies verkry.

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10

楊文信 and Man Shun Yeung. "The historical writings of Wang Shizhen, 1526-1590h[electronic resource] =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31210648.

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11

Waring, Jennifer W. "The impact of writing on student achievement /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.

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12

Walsh, Kate. "Through the spyglass." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/walshk/katewalsh.pdf.

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13

Chitescu, Simona I. "Risen moon over unnamed city." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-2/rp/chitescus/simonachitescu.pdf.

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14

Wentworth, Hillary B. "Something like strings." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/wentworthh/hillarywentworth.pdf.

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15

Shepherd, Megan J. "Little wandering statues." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/shepherdm/meganshepherd.pdf.

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16

Slacks, Jarvis. "Joke's mercy." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/slacksj/jarvisslacks.pdf.

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17

Miller, Janie. "Learning from a jar." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/millerj/janiemiller.pdf.

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18

Bond, Erin Seabolt. "Lightning in January." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/bonde/erinbond.pdf.

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19

Manasco, Pamela. "String theory." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/manascop/pamelamanasco.pdf.

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20

Carlyle, Jennifer Leigh. "The size of the moon." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/crawfordn/nicholascrawford.pdf.

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21

Hudson, Ashley Elizabeth. "The valley talks back." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/hudsona/ashleyhudson.pdf.

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22

Moore, Joel Scott. "Midway Park." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/moorej/joelmoore.pdf.

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23

Mott, Jason. "This drawing of a man in costume." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/mottj/jasonmott.pdf.

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24

Parker, Miriam. "What's bad for the Jews and other migratory snow birds." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/parkerm/miriamparker.pdf.

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25

Robon, Melissa. "Heavy weather." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/robonm/melissarobon.pdf.

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26

Ronfeldt, Lindsey Gail. "Undone things." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/ronfeldtl/lindseyronfeldt.pdf.

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27

Demeo, Elizabeth. "Accidental necessity." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/demeoe/elizabethdemeo.pdf.

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28

Smith, Jessica Moyd. "Be the monster." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/smithj/jessicasmith.pdf.

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29

James, Elizabeth I. "Intermittent waves of unusual size and force." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/jamese/elizabethjames.pdf.

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30

Shepard, Jennifer L. "Pretend, life." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/shepardj/jennifershepard.pdf.

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31

Malpass, Christopher S. "Cabaret in purgatory." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/malpassc/christophermalpass.pdf.

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32

Beresna, Martynas. "Polarization engineering with ultrafast laser writing in transparent media." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/349212/.

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In this thesis novel developments in the field of femtosecond laser material processing are reported. Thanks to the unique properties of light-matter interaction on ultrashort time scales, this direct writing technique allowed the observation of unique phenomena in transparent media and the engineering of novel polarization devices. Using tightly focused femtosecond laser pulses’, high average power second harmonic light was generated in the air with two orders of magnitude higher normalised efficiency than reported by earlier studies. We also demonstrated optical vortex generation in the air as a result of spin-orbital momentum coupling in the frequency doubling process. The ultrashort laser pulses were also explored as a tool for micro-bubble formation. Due to the high refractive index contrast at the interface of a bubble and the glass substrate we observed edge birefringence, which could be utilised for optical vortex generation or as a radial polarizer. The experimental observation was supported by a theoretical model. Finally, a series of birefringent optical elements were developed based on self-assembled nanostructures induced by ultrashort laser pulses in fused silica. The process was discovered a decade ago and mostly was regarded as a scientific curiosity. However, we demonstrated that these nanostructures can be used as the building blocks for novel optical elements based on spatially varying birefringent properties.

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33

Floreani, Filip. "Writing and characterisation methods for UV-photosensitivity based devices and their applications." Thesis, Aston University, 2004. http://publications.aston.ac.uk/8008/.

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The underlying work to this thesis focused on the exploitation and investigation of photosensitivity mechanisms in optical fibres and planar waveguides for the fabrication of advanced integrated optical devices for telecoms and sensing applications. One major scope is the improvement of grating fabrication specifications by introducing new writing techniques and the use of advanced characterisation methods for grating testing. For the first time the polarisation control method for advanced grating fabrication has successfully been converted to apodised planar waveguide fabrication and the development of a holographic method for the inscription of chirped gratings at arbitrary wavelength is presented. The latter resulted in the fabrication of gratings for pulse-width suppression and wavelength selection in diode lasers. In co-operation with research partners a number of samples were tested using optical frequency domain and optical low coherence reflectometry for a better insight into the limitations of grating writing techniques. Using a variety of different fabrication methods, custom apodised and chirped fibre Bragg gratings were written for the use as filter elements for multiplexer-demultiplexer devices, as well as for short pulse generation and wavelength selection in telecommunication transmission systems. Long period grating based devices in standard, speciality and tapered fibres are presented, showing great potential for multi-parameter sensing. One particular scope is the development of vectorial curvature and refractive index sensors with potential for medical, chemical and biological sensing. In addition the design of an optically tunable Mach-Zehnder based multiwavelength filter is introduced. The discovery of a Type IA grating type through overexposure of hydrogen loaded standard and Boron-Germanium co-doped fibres strengthened the assumption of UV-photosensitivity being a highly non-linear process. Gratings of this type show a significantly lower thermal sensitivity compared to standard gratings, which makes them useful for sensing applications. An Oxford Lasers copper-vapour laser operating at 255 nm in pulsed mode was used for their inscription, in contrast to previous work using CW-Argon-Ion lasers and contributing to differences in the processes of the photorefractive index change.

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34

Lalla, Himal. "E-mail forensic authorship attribution." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/360.

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E-mails have become the standard for business as well as personal communication. The inherent security risks within e-mail communication present the problem of anonymity. If an author of an e-mail is not known, the digital forensic investigator needs to determine the authorship of the e-mail using a process that has not been standardised in the e-mail forensic field. This research project examines many problems associated with e-mail communication and the digital forensic domain; more specifically e-mail forensic investigations, and the recovery of legally admissible evidence to be presented in a court of law. The Research Methodology utilised a comprehensive literature review in combination with Design Science which results in the development of an artifact through intensive research. The Proposed E-Mail Forensic Methodology is based on the most current digital forensic investigation process and further validation of the process was established via expert reviews. The opinions of the digital forensic experts were an integral portion of the validation process which adds to the credibility of the study. This was performed through the aid of the Delphi technique. This Proposed E-Mail Forensic Methodology adopts a standardised investigation process applied to an e-mail investigation and takes into account the South African perspective by incorporating various checks with the laws and legislation. By following the Proposed E-mail Forensic Methodology, e-mail forensic investigators can produce evidence that is legally admissible in a court of law.

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35

Mortensen, Jennifer A. "Children's perceptions of the graphic features they use to differentiate writing from drawing." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1467793.

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36

Zareekbatani, Alireza. "Technology and L2 writing : EFL student perspectives on electronic feedback using online learning logs." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17297.

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The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learners’ perspectives on using e-feedback to reduce their local and global mistakes, and (c) the type of self-regulated learning (SRL) behaviours, according to EFL students’ self-reports, electronic feedback and learning logs called forth in cognitive, affective, and metacognitive domains. The participants (n=48) were high-intermediate to advanced EFL learners from four cohorts enrolled on an International English Language Testing System (IELTS) preparation course in a branch of the Institute of Science and Technology in Tehran. Each cohort went through 84 face-to-face tutorial sessions in four months. During this period, they also wrote essays and received e-feedback on 12 IELTS Writing Task 2 prompts with a minimum of drafting work three times for each on an e-learning platform (www.ekbatani.ir) specially designed for this study. The data from all four cohorts were collected over the course of 11 months, using semi-structured interviews, online structured and unstructured learning logs, and an open-ended questionnaire to provide an in-depth picture of student perceptions of this technology mediation. Through a purely qualitative research design, the log, interview, and open-ended questionnaire data were analysed, categorised and coded. The findings represented students’ perceptions of the benefits of the e-feedback and learning logs as (i) offering a motivating and empowering means of providing EFL writing support, (ii) enhancing the thinking and problem-solving processes, (iii) a flexible and fast scaffolding approach for L2 writing improvement, and (iv) encouraging student writers’ active knowledge construction by helping them notice mistakes, focus on writing specifics, overcome the fear of writing, and grow confidence in L2 learning. The self-reported data indicated perceived limitations including (i) the time-consuming nature of the e-feedback processes, (ii) the occasional need for face-to-face discussions, peer feedback addition, providing supplements to e-feedback such as on-demand e-tutorials, and (iii) increased workload for the teacher in proportion to the number of students. Specific writing improvement was perceived to be locally in the use of punctuation signs and grammar, in spelling skills and the scope of vocabulary; and globally in organising ideas, finding ideas in the form of blueprints, and developing ideas into full-length essays. The student perceptions demonstrated that the learner-centred e-feedback environment created different affordances for students’ cognitive, affective, and metacognitive behaviours: (i) cognitively, it assisted the use and development of various learning strategies, enhanced student EFL writing experience, and increased awareness of error patterns in their essays; (ii) affectively, it supported students’ motivational processes, ability to appraise their progress, restore, and sustain positivity, and greater perceived self-efficacy beliefs in their own L2 writing skills; finally, (iii) metacognitive affordances included the ability to rethink and amend their plans as well as seek out support, ability to reflect on the writing processes holistically, ability to self-monitor to remain on course, and ability to devise and implement a plan of action mostly by finding a strategy to deal with mistakes and by taking greater caution in writing their future drafts. Despite arising from a particular contextual framework with the experience of particular cohorts of students, the findings can hopefully be of value to researchers and practitioners in the fields of online language pedagogy, second language acquisition (SLA), EFL writing, and computer-assisted language learning (CALL) with communication uses. The findings can assist language courseware designers, e-feedback platform developers, and L2 writing course administrators to support and enhance their practices and decisions, especially in providing and implementing ICT and SRL initiatives in EFL writing.

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37

Moser, Ann Hager. "Theories, Techniques, and the Impacts of Computer-mediated Conferencing in a University Writing Center: Toward a Model for Training Programs." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30170.

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In 1984, Stephen North said of writing center research: "There is not a single published study of what happens in writing center tutorials" (433). In the eighteen years since then, writing center practitioners and scholars have produced impressive research and development work, but few empirical studies have added to the sub-field of computer-mediated writing conferencing, though there are more than 300 online writing labs, OWLs, listed on the National Writing Centers Association website. This study started with the understanding that there are significant behavior, communication, and tutoring technique differences between online tutoring and face-to-face tutoring that can affect tutor training, which the research from the fields of computers and composition, computer-mediated communication, and writing centers shows. The purpose of this research was to describe the nature of the online writing lab tutorial. Qualitative analysis was used to prepare a full picture of the online tutoring sessions of three tutors over a six-week period in the Radford University Writing Center. The researcher took the role of participant/observer/interviewer for the sessions. Interviews and talk during conferences with the tutors, were transcribed, coded and contextualized, adding to the understanding of the tutor?s online work. Using a functional analysis model created by Gere and Abbott (1985) and applied by Hewett (1999), transcripts of the tutorial conferences were divided by linguistic idea units and coded according to function, intent, and consciousness. Additionally, a coding scheme was created out of the interview transcripts and from the tutorial responses of this study that focused on the technical and social aspects of the online conferencing, which helped objectify the nature of computer-mediated conference.
Ph. D.

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38

Hendrickson, Kathryn Elizabeth. "Writing and connecting IoT and mobile applications in MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119767.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 111-112).
As the "Internet of Things" (IoT) grows and becomes more prevalent in society, it is important that everyone is able to understand and take advantage of IoT technology. I present the IoT Embedded Companion, a system integrated with MIT App Inventor that allows users to design and program IoT applications alongside a mobile app. This system uses the same block-based programming language as MIT App Inventor and includes live development features that allow users to see changes to their application in real-time while it runs on the mobile device and IoT device. The resulting projects consist of a mobile application and autonomous IoT program that together create the IoT application. Both the mobile app and the IoT program share global variables that either system can read and write, allowing the components to act together as a single application. In addition to writing the IoT Embedded Companion, I designed a curriculum for a workshop to teach and test the IoT Embedded Companion targeting middle-school aged students and held two iterations of the workshop. My findings indicate that students as young as middle school level are able to understand the concepts of IoT and that learning about it expands their knowledge of computing capabilities.
by Kathryn Elizabeth Hendrickson.
M. Eng.

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Alshahrani, Ali Ayed Saeed. "Preparing ESL students for university level writing : the influence of using an electronic portfolio as a learning tool on ESL students' writing motivation and perforrmance." Thesis, University of Newcastle upon Tyne, 2011. http://hdl.handle.net/10443/1544.

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Thousands of English as a Second Language students in Western universities strive to meet the daily challenge of preparing written assignments. These texts need to comply with the demands and preferences of their university lecturers with regard to clarity of meaning, the logical flow of ideas and the use of an academic vocabulary. However, a characteristic of ESL students’ written work is a weakness of content and a lack of logical organisation of their ideas (Roberts and Cimasko 2008). In many intensive English language programmes, students are taught to use the process-writing approach, the success of which is related to how it is perceived and introduced to the students (Lefkowitz 2009). Atkinson (2003) emphasised that the process-writing approach perceives writing to be a cognitive process that is highly private or individualistic, where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their text. However, writing has been increasingly recognized as a socially and culturally situated activity connecting people with each other in ways that carry particular social meanings (Hyland 2003). Despite this view of writing as a social act, Lefkowitz (2009) claimed that many English Language Programme Centres (ELPCs) superficially implement process-writing in class by aiding students in revising their essays to achieve grammatical accuracy; however the generation, formation and revision of ideas are considered to be of less importance. This study investigates the use of an electronic portfolio (TaskStream e-portfolio) in an ESL writing course as a tool to support students as they work through the key phases of the writing process. The aim was to help them adopt a consistent approach to their writing practice (self-consistency), to encourage a positive view of the value and importance of writing (self-belief), to foster a realistic appraisal of their strengths and weaknesses as writers (self-judgement), and to examine the relationship between these characteristics and the students’ overall writing performance. To that end, the study addressed four main questions: • Does utilising a web-based learning platform encourage a change in ESL learners’ writing self-belief? • Does utilising a web-based learning platform encourage a change in ESL students’ writing self-efficacy? • Does utilising a web-based learning platform encourage ESL students to consistently apply a process approach to writing? • Does utilizing a web-based learning platform lead to a change in ESL students’ overall writing performance? Using a non-equivalent pre-/post-test quasi-experimental research design, 46 ESL students from the same English Language Centre were recruited. The students were divided into a control group and an experimental group and the study ran during the spring and summer terms of 2010. A mixed methodology was used, consisting of an online questionnaire, writing sampling, online tracking and interviews in order to collect relevant data. The findings from the pre-test showed no significant differences between the participants in the two groups. The post-intervention results indicated no significant improvement among the control group’s motivational constructs and performance in writing, whereas significant differences were found in the experimental group’s writing performance and in the students’ perceived value with regard to writing, writing self-concept, writing self-efficacy and writing process approach self-consistency, following the implementation of the web-based course. However, no significant differences in ESL students’ anxiety about writing were observed. These findings suggested that e-portfolio software has the potential to promote change in ESL students’ writing self-belief and performance. Limitations of the study are discussed, implications of the findings explored, and recommendations for further research in this field are suggested.

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Ma, Bruce Wai Leung. "The study of teacher written feedback : the effectiveness of electronic feedback on student writing revisions." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12018/.

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The effectiveness of teacher written feedback has been a subject of debate in second language writing for decades. The most basic debate in this area among ESL writing researchers is whether teacher written feedback in various forms has any positive effects on student writing revisions. Among other researchers, Ferris, Lee, Ene & Upton and Stevenson & Phakiti argued that while the effectiveness of error feedback in the traditional paper-and-pen form (Ferris, 1999, 2002, 2003, 2004, 2006 and Lee, 2008a, 2008b), computer-facilitated form (Ene & Upton, 2014) or computer-generated form (Stevenson & Phakiti, 2013) was not conclusive, more research should be done to explore in what ways error feedback can be improved. Indeed, the heterogeneity of these studies characterized by different focus, research designs, institutional and instructional contexts, and participant backgrounds, alongside some methodological flaws and misinterpretation of findings identified in my critical review has possibly undermined the validity and reliability of the studies, giving rise to these mixed results for both paper-and-pen feedback and computer-based feedback. As such, the causality between different forms of feedback treatment and their outcomes of error reduction is questioned. With the primary interest in improving the effectiveness of teacher written feedback in error correction, ‘Mark My Words’ (‘MMWs’), the interactive-based electronic feedback system, was designed in such a way to accommodate individual learners’ language needs and to be more responsive to various error types. This study focused on examining on the effectiveness of ‘Mark My Words’ (‘MMWs’), as a kind of computer-facilitated feedback (i.e. electronic feedback), in improving students’ error reduction in their writing revisions, under a controlled condition. The mixed methods approach was adopted, namely the ‘error count’ method and ‘questionnaire’, in this study. The participants were 62 second-year engineering students enrolled in an English for Specific Purposes course in a Hong Kong University. Efforts were made to avoid the impact of extraneous variables on the validity and reliability of the research outcomes under such controlled condition. The positive results of this study can contribute some sort of concrete evidence to the growing body of literature of the ‘effectiveness of teacher written feedback’ and ‘second language writing’, thus clarifying some mixed results of the previous research.

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Johannsen, Frances Rebecca. "Fe of life." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1140.

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Wellington, Iain. "Direct UV writing of structures in lithium niobate and lithium tantalate." Thesis, University of Southampton, 2007. https://eprints.soton.ac.uk/50699/.

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This thesis presents results from fabrication of UV direct write structures in lithium niobate and lithium tantalate. Unassisted direct writing of surface channel waveguides using lambda = 244 nm cw light resulted in polarisation specific waveguides fabricated on z- cut crystals. Waveguides were characterised using mode profiles, propagation losses, numerical aperture and refractive index measurements. In z-cut congruent lithium niobate, waveguides were written on the +z and -z faces producing structures that guided TM polarisation only with +z face waveguides exhibiting the lowest propagation loss of ~ 2 dB/cm, a maximum refractive index difference of ~ 8 x 10Surface ferroelectric domain reversal via illumination of single pulsed lambda = 266 nm light through a phasemask on +z face congruent lithium niobate produced ordered alignment of domain lines along the crystallographic y-axes with minimum domain separation width of ~ 2 μm. Results from high temperature exposures and multipulse regimes are presented and a domain formation mechanism is proposed via an Nb anti-site model.

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Branham, Cassandra A. "Electronic Peer Feedback in a Collaborative Classroom." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3987.

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This study examines the ways in which frequency and reflexivity affect student engagement with the peer feedback process. I study the peer e-feedback sessions conducted via My Reviewers in a pilot model of Composition 2 at a large research university in the southeast in order to determine if an increased focus on the peer feedback activity might enhance the effectiveness of the process. Through textual analysis and survey results, I determine that an increased focus on electronic peer feedback along with an increase in frequency and reflexivity helps to minimize some common criticisms of the peer feedback process. In this pilot model, the instructor plays an increased role in the peer feedback process and students are also asked to create a detailed revision plan. These elements of the process help to address the criticism that students have difficulty addressing the validity of peer feedback and minimizes the likelihood that students will incorporate incorrect feedback into their revision plans (Ferris; Stanley). Additionally, students in this study demonstrate an increased understanding of the purpose of the feedback process through an increase in revision-oriented comments as they gain more experience with the activity.

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Cutler, Cody. "The benefits and costs of writing a POSIX Kernel in a high-level language." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122734.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 73-78).
This dissertation presents an evaluation of the use of a high-level language (HLL) with garbage collection to implement a monolithic POSIX-style kernel. The goal is to explore if it is reasonable to use an HLL instead of C for such kernels, by examining performance costs, implementation challenges, and programmability and safety benefits. This dissertation contributes Biscuit, a kernel written in Go that implements enough of POSIX (virtual memory, mmap, TCP/IP sockets, a logging file system, poll, etc.) to execute significant applications. Biscuit makes liberal use of Go's HLL features (closures, channels, maps, interfaces, garbage collected heap allocation), which subjectively made programming easier. The most challenging puzzle was handling the possibility of running out of kernel heap memory; Biscuit benefited from the analyzability of Go source to address this challenge. On a set of kernel-intensive benchmarks (including NGINX and Redis) the fraction of kernel CPU time Biscuit spends on HLL features (primarily garbage collection and thread stack expansion checks) ranges up to 13%. The longest single GC-related pause suffered by NGINX was 115 microseconds; the longest observed sum of GC delays to a complete NGINX client request was 582 microseconds. In experiments comparing nearly identical system call, page fault, and context switch code paths written in Go and C, the Go version was 5% to 15% slower.
by Cody Cutler.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science

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Bjorklund, Patricia. "Nine lives in purgatory." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/rp/bjorklundp/patriciabjorklund.pdf.

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Wang, Yujuan. "Sistema automatizado para gravação de estruturas fotônicas." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2896.

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CAPES
Este trabalho apresenta um sistema automatizado que foi desenvolvido com o objetivo de fabricar estruturas fotônicas por meio da técnica de escrita direta com pulsos de laser de femtossegundo. Tal técnica consiste em focalizar finamente o feixe de laser em substratos transparentes e movimentar o substrato em direções paralela e perpendicular em relação à direção de propagação do feixe de laser. Procedimentos de controle automatizado referente ao feixe de laser e à translação, de substrato foram implementados e integrados, resultando num sistema totalmente automatizado para a gravação de estruturas fotônicas. Utilizando o sistema automatizado de gravação, guias de onda funcionais em forma de reta e com curvaturas foram fabricados com sucesso, cujos perfis de campo próximo demonstraram propagação monomodo da luz vermelha de 635 nm que foi injetada e guiada. Além disso, a possibilidade de gravar estruturas fotônicas 2D e 3D é confirmada pelas gravações de uma estrutura em forma de espiral logarítmica (2D) e uma estrutura fan-out (3D). Estes resultados demonstram que o sistema desenvolvido está totalmente pronto para o uso prático de fabricar diversas estruturas fotônicas com aplicações potenciais nas áreas de redes de comunicação moderna e de circuitos fotônicos integrados.
An automated system is reported in this work with the goal of fabricating photonic structures by the direct-write technique with femtosecond laser pulses. This technique uses a finely focused laser beam into transparent substrates and the translation of the substrate along directions parallel and perpendicular to the propagation direction of the incident laser beam. Control procedures related to laser pulses and sample translation were implemented and integrated, giving rise to a fully automated femtosecond writing system. Functional straight-line and curved waveguides have been successfully achieved with the automated writing system, where single mode propagation is observed from their near filed profiles when 635 nm light is injected and guided. In addition, the possibility of writing 2D and 3D photonic structures is confirmed by tracing a logarithmic spiral structure (2D) and a fan-out structure (3D). These results show that the developed system is fully operational in practice for the purpose of fabricating a variety of photonic structures with potential applications in modern communication networks and integrated photonic circuits.

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Han, Gina S. B. Massachusetts Institute of Technology. "Analysis of slurry composition for the direct ink writing of mayenite electride for use in thermionic cathodes." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/128417.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, May, 2019
Cataloged from PDF of thesis. "The Table of Contents does not accurately represent the page numbering"--Disclaimer page.
Includes bibliographical references (page 25).
Thermionic cathodes, for use in electric propulsion thrusters, often utilize materials of low work function to decrease operating temperature and thus decrease power consumption. The ability to form these materials into complicated geometries allows for design of more efficient thermionic cathodes, such as multi-channel hollow cathodes. Mayenite electride, a calcium aluminate ceramic with a cage-like lattice structure that traps in electrons, has been identified as a low-work function ceramic that could be used for these thermionic cathodes. This thesis explores an additive manufacturing (AM) process for mayenite electride components, including the synthesis process for insulating mayenite and the development of an acetone-based slurry composition for direct ink writing (DIW). As the ink composition is critical to the success of any direct ink writing process, an in depth analysis was performed on mayenite slurries, which focused on different solvents, binders, and the dispersion of the ceramic particles. Water and acetone-based slurries were developed with mayenite, and printing tests showed that the printing mayenite with acetone as the solvent is viable, but greater dispersion of the mayenite powder within the slurry is necessary. In order to make quality components, the mayenite powder needs to be ground to a finer powder, the slurry needs to be mixed more thoroughly, or a dispersant must be added.
by Gina Han.
S.B.
S.B. Massachusetts Institute of Technology, Department of Mechanical Engineering

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Virtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.

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Prabhaker, Sumanth. "Village of cults /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-3/prabhakers/sumanthprabhaker.pdf.

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Hodges, Lauren Breeden. "Landlords of the land : finding Florida's last cattlemen /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-3/hodgesl/laurenhodges.pdf.

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