Dissertations / Theses: 'Language programs'

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ChausseÌ¹, Jean-Paul. "Impact of language immersion programs on foreign language /." Wright-Patterson Air Force Base, Ohio : Air Force Institute of Technology, 2008. http://handle.dtic.mil/100.2/ADA494349.

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Kushman, Nate. "Generating computer programs from natural language descriptions." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101572.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 159-169).
This thesis addresses the problem of learning to translate natural language into preexisting programming languages supported by widely-deployed computer systems. Generating programs for existing computer systems enables us to take advantage of two important capabilities of these systems: computing the semantic equivalence between programs, and executing the programs to obtain a result. We present probabilistic models and inference algorithms which integrate these capabilities into the learning process. We use these to build systems that learn to generate programs from natural language in three different computing domains: text processing, solving math problems, and performing robotic tasks in a virtual world. In all cases the resulting systems provide significant performance gains over strong baselines which do not exploit the underlying system capabilities to help interpret the text.
by Nate Kushman.
Ph. D.

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Thies, William Frederick 1978. "Language and compiler support for stream programs." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/46793.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 153-166).
Stream programs represent an important class of high-performance computations. Defined by their regular processing of sequences of data, stream programs appear most commonly in the context of audio, video, and digital signal processing, though also in networking, encryption, and other areas. Stream programs can be naturally represented as a graph of independent actors that communicate explicitly over data channels. In this work we focus on programs where the input and output rates of actors are known at compile time, enabling aggressive transformations by the compiler; this model is known as synchronous dataflow. We develop a new programming language, StreamIt, that empowers both programmers and compiler writers to leverage the unique properties of the streaming domain. StreamIt offers several new abstractions, including hierarchical single-input single-output streams, composable primitives for data reordering, and a mechanism called teleport messaging that enables precise event handling in a distributed environment. We demonstrate the feasibility of developing applications in StreamIt via a detailed characterization of our 34,000-line benchmark suite, which spans from MPEG-2 encoding/decoding to GMTI radar processing. We also present a novel dynamic analysis for migrating legacy C programs into a streaming representation. The central premise of stream programming is that it enables the compiler to perform powerful optimizations. We support this premise by presenting a suite of new transformations. We describe the first translation of stream programs into the compressed domain, enabling programs written for uncompressed data formats to automatically operate directly on compressed data formats (based on LZ77). This technique offers a median speedup of 15x on common video editing operations.
(cont.) We also review other optimizations developed in the StreamIt group, including automatic parallelization (offering an 11x mean speedup on the 16-core Raw machine), optimization of linear computations (offering a 5.5x average speedup on a Pentium 4), and cache-aware scheduling (offering a 3.5x mean speedup on a StrongARM 1100). While these transformations are beyond the reach of compilers for traditional languages such as C, they become tractable given the abundant parallelism and regular communication patterns exposed by the stream programming model.
by William Thies.
Ph.D.

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Alobaid, Adnan Othman. "Testing, Assessment, and Evaluation in Language Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613422.

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This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings. The second article explores the efficacy of (Integrating Self-assessment Techniques into L2 Classroom Assessment Procedures) by examining the accuracy of CEFR self-assessment rubric compared to students' TOEFL scores, and the extent to which gender and levels of language proficiency cause any potential score underestimation. By obtaining data from 21 ESL students attending the Center for English as a Second Language at University of Arizona, the findings revealed no statistically significant correlations between participants' self-assessed scores and their TOEFL scores. However, the participants reported that the CEFR self-assessment rubric is accurate in measuring their levels of language proficiency. On the other hand, the third article (Quality Assurance and Accreditation as Forms for Language Program Evaluation: A Case Study of Two EFL Departments in A Saudi University) provides a simulated program evaluation based on an integrated set of standards of the NCAAA (the National Commission for Academic Accreditation and Assessment) and CEA (the Commission on English Language Program Accreditation). The findings indicated that the standards of the mission, curriculum, student learning outcomes, and program development, planning, and review, were partially met, whereas the standards of teaching strategies, assessment methods, and student achievement were not.

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Nagulakonda, Vikram. "Assertion seeding development of program instrumentation through iterative formal analysis /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1080.

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Thesis (M.S.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 80 p. : ill. Includes abstract. Includes bibliographical references (p. 33-35).

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Barreto, Maria de los Angeles. "A Comparison of Two Language-Supported Instruction Programs for English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6304.

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Despite language differences, English Language Learners (ELLs) in U.S. public schools are assessed by the same standardized tests of English Language Arts (ELA) skills as are their English-speaking peers. ELLs have routinely performed poorly on the New York State ELA standardized assessment. ELLs are a significant portion of the population in New York City public schools; therefore, their continued poor performance puts some of these schools at risk for closure. Guided by Thomas's and Collier's framework for understanding Dual Language Immersion programs, the purpose of this quantitative quasi-experimental, archival study was to determine if significant differences in ELA standardized assessment scores exist for ELLs attending an English as a New Language (ENL) program when compared to those attending a Dual Language (DL) program. A mixed-model ANOVA (N = 24 ELLs tested in 2014, 2015, and 2016) indicated that scores increased significantly during the 3-year period, but there were no significant differences in scores for the ENL program students compared to the DL program students. An ANCOVA (N = 366 ELLs tested in 2016 evenly distributed in each program) showed that, when controlling student disability status, DL program students scored significantly higher than ENL program students. These findings formed the basis of a professional development curriculum designed to guide educators and administrators in the implementation of effective DL programs and teaching strategies to support ELLs' achievement. When supported with research-based programs in their schools, ELLs can achieve more academically, thereby fostering social change over time as more ELLs enter the workforce uniquely qualified to succeed in a diverse, global economy.

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Cook, Philip John. "Incremental compilation in language-based environments /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19173.pdf.

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Khazaal, Natalie Michaylova. "Sectarianism, language, and language education in Lebanese theater, television, and film." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467886891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Chou, Robert Shih-pei. "A program design language for COBOL." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/13200.

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Harbin, James Terry. "Hispanic parents' perspective of english language learner programs /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=3&did=1441185771&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218830163&clientId=22256.

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Sellards, Regula. "Pedagogy and Successful Practices in Dual Language Programs." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.

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The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.

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Stout, Timothy G. "Understanding Successful Japanese Language Programs: Utah Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2047.

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Recent world events have caused Americans to reassess national political, economic, and educational priorities, resulting in a shift towards Asia. The schools in response have begun to introduce less commonly taught languages, such as Japanese and Chinese. Many Utah public schools have tried to implement less commonly taught language programs. Some have succeeded, and other others have not. The purpose of this study was to understand how and why some schools were able to successfully integrate less commonly taught language programs, and why others were not.The results of this study suggest that the factors relating to students’ interests and the teacher/administrator relationship were the most important positive factors affecting the success of the Japanese programs with staying power. It was also found that the factors relating to funding issues and student enrollment were the most important negative factors affecting the failure of the long-term Japanese programs that were eliminated.

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Coleman, Jesse J. "The design, construction, and implementation of an engineering software command processor and macro compiler /." Online version of thesis, 1995. http://hdl.handle.net/1850/12219.

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Martin, Walter E. "Cview, a graphical program generator for the C programming language /." Online version of thesis, 1988. http://hdl.handle.net/1850/10224.

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Chalfant, Charles Garrett. "Making a Case for using Effective Reading Programs: A Program Evaluation of Wilson Fundations." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898786.

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Students who struggle to read at an early age are likely to continue struggling for not only the rest of their schooling, but the rest of their lives. Schools need to begin adopting research-based reading programs and measuring their effectiveness formatively throughout the school year. Research suggests that effective reading programs need to include phonics, phonemic awareness, fluency, vocabulary and comprehension. During the 2018-2019 school year, Wilson Fundations was implemented in K-2 at Summit Academy, a high-poverty Pre-K-8th grade school in Flat Rock, MI. The purpose was to uncover the potential effects of using Wilson Fundations as a reading program, while focusing on fidelity of implementation and the change in student achievement while the Wilson Fundations program was in place. To do so, I examined the teachers’ fidelity of implementation, student performance on Wilson Fundations unit tests, and I also used statistical analyses to compare the growth of student achievement on NWEA MAP from Fall 2018 and Winter 2019 to Fall 2017 to Winter 2018. Previous research assessed the impact of Wilson Fundations on special populations, such as special education and students needing tiered reading intervention, but failed to measure the effectiveness of Wilson Fundations on student achievement across entire grade levels as a Tier 1 reading program. The results in this study suggest that student achievement in reading across all grade levels in K-2 experienced a significant positive change while the Wilson Fundations program was being implemented (p < 0.05). Based on the observations and RIT growth percentages on the NWEA MAP, the classrooms with the highest fidelity of implementation percentage also demonstrated the highest growth for their students.

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Hinch, Melinda A. "A comparison of two oral language facilitation programs for kindergarten children with language impairments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ30957.pdf.

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Parsons, Carmen Patrice. "Parent-centered language intervention : the effectiveness of two programs." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30269.

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Speech-Language Pathologists have long recognized the importance of parental involvement in intervention with young communicatively impaired children. Over the years, a wide variety of parent-centred intervention programs and options have been proven effective with this population (Fey, 1986). Yet it remains unclear which specific variables are important in determining the success of such programs. The purpose of this study was to determine the impact, if any, of individualized support and feedback on the effectiveness of parent-centred language intervention. To answer this question, the families of 8 language-delayed children were enroled in two treatment programs, one which included an individualized component (Group II), and one which did not (Group I). Program efficacy was measured in terms of the progress shown by the children on language variables measured in pre- and post-test assessments. To compare the relative effects of the two treatment approaches, the progress demonstrated by children in Treatment Group I was compared to that shown by children in Group II. Results yielded two major findings. First, the children whose parents received individualized support and feedback (Group II) made greater gains on specific language goals than those whose parents received group instruction alone (Group I). It was concluded that an individualized component to parental training had a measurable positive effect on subsequent language development. Second, this effect was found to be most pronounced for children functioning at early stages of language development (i.e., demonstrating a productive vocabulary of 50 words or less).
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Bessette, Josee. "Government French language training programs: Statutory civil servants' experiences." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26852.

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This collective case study explores second language (L2) training experiences from the perspectives of six Canadian statutory civil servants and examines factors that may have influenced their L2 learning experience. Three instruments were used to collect data: a preliminary questionnaire, an in-depth questionnaire, and an interview protocol. Findings reveal that a language and culture connection, opportunities to use the L2, and a short-term intensive cultural and linguistic immersion experience in particular were all associated with more positive L2 learning experiences. Negative comments regarding L2 learning experiences revolved around the anxiety and stress surrounding the one-shot summative nature of the oral exam, and seemingly no link between instruction and evaluation. This research contributes to the growing literature on factors affecting the L2 learning processes and outcomes. Furthermore, it may be beneficial for future candidates, language teachers, L2 program planners and curriculum designers within the Public Service Commission (PSC) and similar contexts.

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Peyton, Kari C. "Literacy programs identification and assessment of English language learners /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/.

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Protzenko, Jonathan. "Mezzo : a typed language for safe effectful concurrent programs." Paris 7, 2014. http://www.theses.fr/2014PA077159.

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Cette thèse décrit comment obtenir de plus fortes garanties de sûreté pour les programmes en utilisant Mezzo, un langage de programmation inspiré par ML, et muni d'un système de types novateur. Les programmes écrits en Mezzo bénéficient de plus fortes garanties, com¬parés à des programmes équivalents écrits dans un dialecte de ML: absence de séquencements critiques (« race conditions »), suivi des changements d'états au travers du système de types, et une notion de possession qui facilite le raisonnement modulaire et la compréhension des programmes. Mezzo n'est pas la premier langage à s'attaquer à cet objectif louable : une première partie s'efforce donc de situer Mezzo dans son contexte, en présentant des travaux emblématiques de la recherche en langages de programmation, travaux qui ont constitué des sources d'inspiration ou ont servi de points de comparaison. Une seconde partie présente le langage. Tout d'abord, au travers d'une riche palette d'exemples, qui permettent d'illustrer les fonctionnalités du lan¬gage ainsi que les gains de sûreté qui en découlent. Puis, dans une partie suivante, de manière formelle, en détaillant les différentes règles qui gouvernent le système de types de Mezzo. Mezzo n'existe pas seulement sur le papier : une dernière partie décrit la manière dont le lan¬gage est implémenté, en formalisant les algorithmes utilisés dans le typeur et en détaillant les techniques utilisées pour déterminer la validité d'un programme
The present dissertation argues that better programming languages can be designed and implemented, so as to provide greater safety and reliability for computer programs. I sustain my daims through the example of Mezzo, a programming language in the tradition of ML, which I co-designed and implemented. Programs written in Mezzo enjoy stronger properties than programs written in traditional ML languages: they are data-race free; state changes can be tracked by the type system; a central notion of ownership facilitates modular reasoning. Mezzo is not the first attempt at designing a better programming language; hence, a first part strives to position Mezzo relative to other works in the literature. I present landmark results in the field, which served either as sources of inspiration or points of comparison. The subsequent part is about the design of the Mezzo language. Using a variety of examples, I illustrate the language features as well as the safety gains that one obtains by writing their programs in Mezzo. In a subsequent part, I formalize the semantics of the Mezzo language. Mezzo is not just a type system that lives on paper: the fmal part describes the implementation of a type-checker for Mezzo, by formalizing the algorithms that I designed and the various ways the type-checker ensures that a program is valid

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Colon, Valeriana. "International Student Participation in Postsecondary U.S. English Language Programs." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5626.

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Postsecondary English language education is a growing industry in the United States. While there has been considerable research on international student mobility in higher education, there is limited research on the population’s participation in U.S. English language programs (ELPs). The purpose of the study was to apply existing theories and data analysis to understand postsecondary English language program participation and create a foundation for future studies. This exploratory study examined the characteristics of international students enrolled in U.S. postsecondary ELPs. The researcher investigated the relationship between ELP enrollment with U.S. higher education enrollment as well as the relationship between ELP enrollment by destination location, ELP provider type, gender and country of origin. Finally, the researcher analyzed the completion rate of international students in U.S. postsecondary ELPs by gender and country of origin. Data from 2004-2014 were collected from the Student and Exchange Visitor Information System and the Institute of International Education’s Open Doors Report. Data analysis was conducted through quantitative methods. Findings of this study may help educators reflect on the form and function of current English language programs to improve the quality of future ELPs.

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Pham, Huong Thi Lan. "Teacher perceptions of English for Specific Purposes (ESP) programs." Thesis, Argosy University/San Francisco Bay Area, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663239.

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The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the limitations of their contextual conditions and impose a higher level of impact on transformation and development of ESP programs.

The collected data were analyzed by using Statistical Package for Social Sciences (SPSS) software. The questionnaire included 32 items that were rated on a four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistics including means and standard deviations were used to answer Research Question 1. Independent samples t-tests and ANOVAs were used for research question 2 to determine how the groups were different from one another. The results pointed out aspects of ESP programs that were perceived similarly and differently by groups of respondents based on the gender, age, educational backgrounds, and ESP teaching experience.

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Calnan, Paul W. "EXTRACT, Extensible Transformation and Compiler Technology." Link to electronic thesis, 2003. http://www.wpi.edu/Pubs/ETD/Available/etd-0429103-152947.

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Kessler, Greg. "Computer Assisted Language Learning Within Masters Programs for Teachers of English to Speakers of other Languages." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125514948.

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Reig, Galilea Fermín Javier. "Compiler architecture using a portable intermediate language." Connect to e-thesis, 2002. http://theses.gla.ac.uk/686/.

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Thesis (Ph.D.) - University of Glasgow, 2002.
Ph.D. thesis submitted to the Department of Computing Science, University of Glasgow, 2002. Includes bibliographical references. Print version also available.

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Houston, Ruth Anne. "Fast mapping and success in French immersion programs." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28910.

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As a result of the high price paid in time and concern by students, parents and educators in educating a child in French Immersion only to find that s/he would be better off in an English classroom, a predictor is needed to decide early in a child's life whether or not s/he is a good candidate for French Immersion. A 'good candidate' would be someone who would be able to learn French and , as a corollary, not be handicapped academically by being instructed in French. The present study is an examination of the L2 learning aspect of French Immersion. In particular this paper will explore the possibility that 'fast mapping',the ability to quickly make a partial representation of the meaning, form and use of a word after hearing it only a few times, may be a predictor of success in acquiring a second language irrespective of overall academic achievement. In a procedure adapted from Dollaghan (1985) eighteen students in Grade 2 French Immersion, seventeen in Grade 3 French Immersion and five former French Immersion students now in the Grade 3 English program were exposed to an unusually shaped, as yet unnamed object in the course of a hiding game. This object was randomly assigned one of a set of nonsense names. The children were then administered a 10 minute oral French Comprehension Test as a distractor before being tested for their comprehension and production of the new word. The scores on these tasks, which are an indication of "fast mapping" skill, did not correlate with i) number of years exposure to a second language, ii) age, iii) teacher ratings of oral French or iv) academic ability, v) oral French comprehension or vi) inclusion in French Immersion. This suggests that this set of fast mapping tasks is not a good predictor of success in second language learning or French Immersion. More research is needed to ascertain the reciprocal effect of L2 learning on fast mapping skills, the development of fast mapping skills with age, and the effect of a more complex fast mapping task on the fast mapping performance of school age children.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Maclean, William Brian. "The development of an instrument for evaluating computer assisted language programs." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862767X.

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Junaidu, Sahalu B. "A parallel functional language compiler for message-passing multicomputers." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/13450.

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The research presented in this thesis is about the design and implementation of Naira, a parallel, parallelising compiler for a rich, purely functional programming language. The source language of the compiler is a subset of Haskell 1.2. The front end of Naira is written entirely in the Haskell subset being compiled. Naira has been successfully parallelised and it is the largest successfully parallelised Haskell program having achieved good absolute speedups on a network of SUN workstations. Having the same basic structure as other production compilers of functional languages, Naira's parallelisation technology should carry forward to other functional language compilers. The back end of Naira is written in C and generates parallel code in the C language which is envisioned to be run on distributed-memory machines. The code generator is based on a novel compilation scheme specified using a restricted form of Milner's 7r-calculus which achieves asynchronous communication. We present the first working implementation of this scheme on distributed-memory message-passing multicomputers with split-phase transactions. Simulated assessment of the generated parallel code indicates good parallel behaviour. Parallelism is introduced using explicit, advisory user annotations in the source' program and there are two major aspects of the use of annotations in the compiler. First, the front end of the compiler is parallelised so as to improve its efficiency at compilation time when it is compiling input programs. Secondly, the input programs to the compiler can themselves contain annotations based on which the compiler generates the multi-threaded parallel code. These, therefore, make Naira, unusually and uniquely, both a parallel and a parallelising compiler. We adopt a medium-grained approach to granularity where function applications form the unit of parallelism and load distribution. We have experimented with two different task distribution strategies, deterministic and random, and have also experimented with thread-based and quantum- based scheduling policies. Our experiments show that there is little efficiency difference for regular programs but the quantum-based scheduler is the best in programs with irregular parallelism. The compiler has been successfully built, parallelised and assessed using both idealised and realistic measurement tools: we obtained significant compilation speed-ups on a variety of simulated parallel architectures. The simulated results are supported by the best results obtained on real hardware for such a large program: we measured an absolute speedup of 2.5 on a network of 5 SUN workstations. The compiler has also been shown to have good parallelising potential, based on popular test programs. Results of assessing Naira's generated unoptimised parallel code are comparable to those produced by other successful parallel implementation projects.

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Metz, Gale Lynn. "The units of measure consistency checker for the entity-relationship-attribute requirements model." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9941.

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Akhter, Adeel, and Hassan Azhar. "Statistical Debugging of Programs written in Dynamic Programming Language : RUBY." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1993.

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Debugging is an important and critical phase during the software development process. Software debugging is serious and tough practice involved in functional base test driven development. Software vendors encourages their programmers to practice test driven development during the initial development phases to capture the bug traces and the associated code coverage infected from diagnosed bugs. Application’s source code with fewer threats of bug existence or faulty executions is assumed as highly efficient and stable especially when real time software products are in consideration. Due to the fact that process of development of software projects relies on great number of users and testers which required having an effective fault localization technique. This specific fault localization technique can highlight the most critical areas of software system at code as well as modular level so that debugging algorithm can be used to debug the application source code. Nowadays many complex or simple software systems are in corporation with open bug repositories to localize the bugs. Any inconsistency or imperfection in early development phase of software product results in low efficient system and less reliability. Statistical debugging of program source code for visualization of fault is an important and efficient way to select and rank the suspicious lines of code. This research provides guidelines for practicing statistical debugging technique for programs coded in Ruby programming language. This thesis presents statistical debugging techniques available for dynamic programming languages. Firstly, the statistical debugging techniques were thoroughly observed with different predicate base approaches followed in previous work done in the subject area. Secondly, the new process of statistical debugging for programs coded in Ruby programming language is introduced by generating dynamic predicates. Results were analyzed by implementing multiple programs written in Ruby programming language with different complexity level. The analysis of experimentation performed on candidate programs depict that SOBER is more efficient and accurate in bug identification than Cause Isolation Scheme. It is concluded that despite of extensive research in the field of statistical debugging and fault localization it is not possible to identify majority of the bugs. Moreover SOBER and Cause Isolation Scheme algorithms are found to be two most mature and effective statistical debugging algorithms for bug identification with in software source code.
Address: School of Computing Blekinge Institute of Technology SE-371 79 Karlskrona, Sweden Phone: +46-(0)455-385804 Fax: +46-(0)455-385057

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Ashby, Thomas James. "Design and optimisation of scientific programs in a categorical language." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/11553.

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This thesis presents an investigation into the use of advanced computer languages for scientific computing, an examination of performance issues that arise from using such languages for such a task, and a step towards achieving portable performance from compilers by attacking these problems in a way that compensates for the complexity of and differences between modem computer architectures. The language employed is Aldor, a functional language from computer algebra, and the scientific computing area is a subset of the family of iterative linear equation solvers applied to sparse systems. The linear equation solvers that are considered have much common structure, and this is factored out and represented explicitly in the language as a framework, by means of categories and domains The flexibility introduced by decomposing the algorithms and the objects they act on into separate modules has a strong performance impact due to its negative effect on temporal locality. This necessitates breaking the barriers between modules to perform cross component optimisation In this instance the task reduces to one of collective loop fusion and array contraction Traditional approaches to this problem rely on static heuristics and simplified machine models that do not deal well with the complex trade-offs involved in targeting modem computer architectures. To rectify this we develop a technique called iterative collective loop fusion that empirically evaluates different candidate transformations in order to select the best available. We apply our technique to programs derived from the iterative solver framework to demonstrate its effectiveness, and compare it against other techniques for collective loop fusion from the literature, and more traditional approaches such as using Fortran, C and/or high-performance library routines. The use of a high level categorical language such as Aldor brings important benefits in terms of elegance of expression, comprehensibility, and code reuse. Iterative collective loop fusion outperforms the other collective loop fusion techniques. Applying it to the iterative solver framework gives programs with performance that is comparable with the traditional approaches.

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Marshall, Andrew. "A Computationally Easy Indexing of a Language of While Programs." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206215586.

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Wendelborn, Andrew Lawrence. "Data flow implementations of a lucid-like programming language." Title page, contents and summary only, 1985. http://web4.library.adelaide.edu.au/theses/09PH/09phw471.pdf.

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Naeem, Nomair A. "Programmer-friendly decompiled Java." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101644.

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Java decompilers convert Java class files to Java source. Common Java decompilers are javac-specific decompilers since they target bytecode produced from a particular javac compiler. We present work carried out on Dava, a tool-independent decompiler that decompiles bytecode produced from any compiler. A known deficiency of tool-independent decompilers is the generation of complicated decompiled Java source which does not resemble the original source as closely as output produced by javac-specific decompilers. This thesis tackles this short-coming, for Dava, by introducing a new back-end consisting of simplifying transformations.
The work presented can be broken into three major categories: transformations using tree traversals and pattern matching to simplify the control flow, the creation of a flow analysis framework for an Abstract Syntax Tree (AST) representation of Java source code and the implementation of flow analyses with their use in complicated transformations.
The pattern matching transformations rewrite the ASTs to semantically-equivalent ASTs that correspond to code that is easier for programmers to understand. The targeted Java constructs include If and If-Else aggregation, for-loop creation and the removal of abrupt control flow. Pattern matching using tree traversals has its limitations. Thus, we introduce a new structure-based data flow analysis framework that can be used to gather information required by more complex transformations. Popular compiler analyses e.g., reaching definitions, constant propagation etc. were implemented using the framework. Information from these analyses is then leveraged to perform more advanced AST transformations.
We performed experiments comparing different decompiler outputs for different sources of bytecode. The results from these experiments indicate that the new Dava back-end considerably improves code comprehensibility and readability.

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O'Bagy, Janalee. "The implementation of generators and goal-directed evaluation in Icon." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184491.

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Generators and goal-directed evaluation provide a rich programming paradigm when combined with traditional control structures in an imperative language. Icon is a language whose goal-directed evaluation is integrated with traditional control structures. This integration provides powerful mechanisms for formulating many complex programming operations in concise and natural ways. However, generators, goal-directed evaluation, and related control structures introduce implementation problems that do not exist for languages with only conventional expression evaluation. This dissertation presents an implementation model using recursion that serves as a basis for both an interpreter and a compiler. Furthermore, in the case of the compiler, optimizations can be performed to improve the efficiency of Icon programs, mainly by reducing the general evaluation strategy whenever possible. The dissertation describes a compile-time semantic analysis used to gather information about the properties of expressions and how they are used at their lexical sites. The optimizations that can be performed using this information are illustrated in the context of the compiler model described in the dissertation.

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Riddick, L. Alline Bagley. "A comparison of student performance in partial immersion and FLES programs." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39769.

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Jones, Philip E. C. "Common subexpression detection in dataflow programs /." Title page, contents and summary only, 1989. http://web4.library.adelaide.edu.au/theses/09SM/09smj78.pdf.

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Cardwell, Jacqueline Ann. "The English language skills of minority language children in French immersion programs : a follow-up investigation." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27403.

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The purpose of this investigation was to re-evaluate the English language skills of a group of minority language children enrolled in French Immersion programs (experimental group) in order to establish whether these skills have been maintained, are better, or worse than the same skills in English children in French Immersion (English control group) or minority language children enrolled in regular English programs (minority control group). Of the original thirty children who participated in Davies' (1985) investigation, seven experimentals, seven minority controls and nine English controls were located again and able to participate in the 1989 follow-up study. English language comprehension was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test-R, and the Token Test for Children). Similarly, English metalinguistic skills were evaluated using two standardized tests which tap metalinguistic awareness at both the lexical and structural level (the Test of Language Competence and the Word Test). Finally, English language production was evaluated based on a picture-description sample elicited from each child. It was hypothesized that the English language skills of minority language children in French Immersion would, as was the case in 1985, continue to be as good as those of the English control and minority control groups. The results confirmed this hypothesis. In addition, the results showed the experimental group to be performing significantly better than the minority control group on vocabulary comprehension and interpretation of ambiguous sentences. The experimental group also performed significantly better than the English control group on vocabulary comprehension. The English control group scored higher than the minority control group on recognition of semantic absurdities. All three groups performed similarly on the picture description task. These results confirm that minority language children are excellent candidates for French Immersion and suffer no delays in English language ability over the long term. In fact, these children display certain linguistic advances over the other groups of children in this study.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Moss, Linda Macrae. "Benefits of school band programs on English language acquisition among English language learners| A quantitative study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572954.

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Immigrant and refugee students who have been entering the United States have a pressing challenge and that challenge is the learning and comprehension of the English language. School administration and faculty have struggled to meet the needs of immigrant and refugee students in urban schools. The purpose of the quantitative correlational study was to test the hypothesis that sixth, seventh, and eighth grade immigrant and refugee band students scored higher on the Arizona Instrument to Measure Standards (AIMS) test than did junior high immigrant and refugee non-band students in the reading and comprehension of the English language, as assessed by the 2010 and 2011 reading and 2011 writing test scores of the AIMS. The target population consisted of the immigrant and refugee student population in three junior high schools in the A1 district, a Title 1 district in Phoenix, Arizona. The federal government created and developed Title 1 schools in the United States for students who were living at or near poverty and who may have been at risk of failure. The data clerks, faculty, and administrative members collected the reading and writing scores of the band and non-band sixth, seventh, and eighth graders of the three junior high schools from the Microsoft Excel® program of the A1 District and the data were input into the Microsoft Excel program, then into the Statistical Package for the Social Sciences® (SPSS) program and analyzed. Two-tailed t-tests were conducted to analyze differences in the reading and writing scores between the band and non-band students in three junior high schools in Central Phoenix. A statistically significant difference in reading and writing scores was found between those students who were band participants and those who were not.

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Robson, Linda. "Language of Life-Giving Connection: The Emotional Tone of Language that Fosters Flourishing Campus Sustainability Programs." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428008477.

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Cardone, Richard Joseph. "Language and compiler support for mixin programming." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077428.

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Veeder, Nadine M. "An exploratory study of software development measures across COBOL programs." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9977.

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Pope, Nathan. "Hmong Parent Choice in Hmong Language Programs in Central Valley California." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788699.

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This research explores Hmong parents’ choices and experiences in choosing district provided educational programs that provide instruction in Hmong language for their children. The study involved interviews with district employees who have created, implemented and/or teach in district provided Hmong language programs. These interviews were followed by focus group interviews with Hmong parents about the choices and experiences of district provided Hmong language programs. Findings were that administrators were deeply committed to providing Hmong language programs to serve students identity and to provide an additive model of bilingualism that promotes the students English language learning as well as mother tongue learning; Hmong parents are very worried about potential language loss of their children’s Hmong language and they are actively looking for more Hmong language opportunities for their children; parents are very happy with Hmong language programs provided by district and want to see those programs expanded.

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麥建年 and William Brian Maclean. "The development of an instrument for evaluating computer assisted language programs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862767X.

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Alqahtani, Abdulmuhsen. "An Exploratory Study of Students' Expectations of Different Academic Programs: English language-related programs as a case study." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26174.

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This study aimed at investigating the differences in expectations between students with respect to their chosen programs between two English degree programs (Arts and Education). Eight research questions were formulated to pursue the purpose of this study. 351 students of English from the College of Education and the Faculty of Arts constituted the sample. The data was collected randomly through the use of survey questionnaire and was analyzed with the use of SPSS v11.0. Frequencies and percentage distributions as well as two independent-samples t-test statistical procedures were used to analyze the collected data. In general, the results showed that students' expectations played an important role in students' choice of the preferred program of study with respect to English language programs. Based on a given context, students were found to hold what could be termed 'global' expectations where students show similar expectation, and 'program-related' expectations. One main conclusion drawn from this study was that students' expectations were vital in students' decision to invest in continued participating in education. Students were significantly statistically differentiated as a function of different expectations, particularly economic expectations. However, expectations were not just confined to pecuniary benefits; students tended to value the non-pecuniary benefits as well. Hence, students, along with their expectations should be included in evaluating or revising the academic programs instead of relying thoroughly on signals coming from the labor market and employers. Implications for educational policies and recommendations for future research were included as well.
Ph. D.

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Doni, Pracner. "Translation and Transformation of Low Level Programs." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110184&source=NDLTD&language=en.

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This thesis presents an approach for working with low level source code that enables automatic restructuring and raising the abstraction level of the programs. This makes it easier to understand the logic of the program, which in turn reduces the development time.The process in this thesis was designed to be flexible and consists of several independent tools. This makes the process easy to adapt as needed, while at the same time the developed tools can be used for other processes. There are usually two basic steps. First is the translation to WSL language, which has a great number of semantic preserving program transformations. The second step are the transformations of the translated WSL. Two tools were developed for translation: one that works with a subset of x86 assembly, and another that works with MicroJava bytecode. The result of the translation is a low level program in WSL.The primary goal of this thesis was to fully automate the selection of the transformations. This enables users with no domain knowledge to efficiently use this process as needed. At the same time, the flexibility of the process enables experienced users to adapt it as needed or integrate it into other processes. The automation was achieved with a hill climbing algorithm.Experiments that were run on several types of input programs showed that the results can be excellent. The fitness function used was a built-in metric that gives the “weight” of structures in a program. On input samples that had original high level source codes, the end result metrics of the translated and transformed programs were comparable. On some samples the result was even better than the originals, on some others they were somewhat more complex. When comparing with low level original source code, the end results was always significantly improved.
U okviru ove teze se predstavlja pristup radu sa programima niskog nivoa koji omogućava automatsko restrukturiranje i podizanje na više nivoe. Samim tim postaje mnogo lakše razumeti logiku programa što smanjuje vreme razvoja.Proces je dizajniran tako da bude fleksibilan i sastoji se od više nezavisnih alata. Samim tim je lako menjati proces po potrebi, ali i upotrebiti razvijene alate u drugim procesima. Tipično se mogu razlikovati dva glavna koraka. Prvi je prevođenje u jezik WSL,za koji postoji veliki broj transformacija programa koje očuvavaju semantiku. Drugi su transformacije u samom WSL-u. Za potrebe prevođenja su razvijena dva alata, jedan koji radi sa podskupom x86 asemblera i drugi koji radi sa MikroJava bajtkôdom. Rezultat prevođenja je program niskog nivoa u WSL jeziku.Primarni cilj ovog istraživanja je bila potpuna automatizacija odabira transformacija, tako da i korisnici bez iskustva u radu sa sistemom mogu efikasno da primene ovaj proces za svoje potrebe. Sa druge strane zbog fleksibilnosti procesa, iskusni korisnici mogu lakoda ga prošire ili da ga integrišu u neki drugi već postojeći proces.Automatizacija je postignuta pretraživanjem usponom (eng. hill climbing).Eksperimenti vršeni na nekoliko tipova ulaznih programa niskog nivoa su pokazali da rezultati mogu biti izuzetni. Za funkciju pogodnosti je korišćena ugrađena metrika koja daje “težinu” struktura u programu. Kod ulaza za koje je originalni izvorni kôd bio dostupan, krajnje metrike najboljih varijanti prevedenih i transformisanih programa su bile na sličnom nivou. Neki primeri su bolji od originala, dok su drugi bili nešto kompleksniji. Rezultati su uvek pokazivali značajna unapređenja u odnosu na originalni kôd niskog nivoa.

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Cox, Nano Kathleen. "Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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Bender, Paul E. Howard Rebecca Moore Brooke Collin Gifford. "Subversive planning Critical administration of technology in and out of writing programs /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Hanson, Clyde Russell 1959. "Implementation of Fletcher-Reeves in the GOSPEL optimization package." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277144.

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Implementation of the Fletcher-Reeves optimization strategy into the GOSPEL optimization package is examined. An explanation of the GOSPEL package is provided, followed by the presentation of the Fletcher-Reeves strategy. Performance of all strategies in the updated GOSPEL package are compared for nine test cases. A user manual for GOSPEL operation as well as the source code are also included.

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Boyd, Richard Victor 1942. "PLAN GENERATION AND PROLOG (LOGIC, DECLARATIVE, WARPLAN)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291278.

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Dissertations / Theses on the topic 'Language programs'

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