Bibliografias temáticas / ANOVA (Computer program language)

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Literatura científica selecionada sobre o tema "ANOVA (Computer program language)"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "ANOVA (Computer program language)"

Gyamfi, George, e Panida Sukseemuang. "Effect of Tell Me More on EFL undergraduate students’ English Language achievement". Open Praxis 9, n.º 4 (16 de dezembro de 2017): 449. http://dx.doi.org/10.5944/openpraxis.9.4.724.

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This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners’ achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners’ achievement. Data was collected from the scores of students at four proficiency levels who did the placement, progress and achievement tests in the TMM program for the 2015 academic year. The analysis of the data indicated an improvement in English language achievement for the beginner and advanced proficiency levels after the use of the TMM program. However, TMM did not have any effect on students of intermediate+ and intermediate proficiency levels. The ANOVA and pairwise comparison analysis revealed a significant difference between the proficiency levels. The analysis of the time on task was striking. It raises concerns about the use of time as the sole indicator for assessment. The findings suggest that learning goals and assessment have the capacity to influence the use of computer-assisted language learning technologies. The study therefore will guide instructors on how to design curriculums for autonomous online learning and improve ways of assessment.

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Schetz, Katherine F. "An Examination of Software used with Enhancement for Preschool Discourse Skill Improvement". Journal of Educational Computing Research 11, n.º 1 (julho de 1994): 51–71. http://dx.doi.org/10.2190/237d-t6cg-8d8h-dwpd.

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The purpose of this study was to determine whether commercially available software used with enhancement could improve discourse skills in Head Start students over improvements obtained without enhancement, and over improvements of ordinary classroom instruction. Head Start students ( N = 93) in the software conditions received instruction over three months. Pretest/posttest scores on the Preschool Language Assessment Instrument of the seventy-eight students who completed the program were analyzed with a 3 × 2 repeated measures analysis of variance (ANOVA). No statistically significant differences were found for treatment. A significant difference was found for time. A 3 × 2 analysis of variance with the first factor treatment group and the second factor level of functioning (high/low) was also computed. There was no significant main effect for treatment. However, a significant main effect on the PLAI I score for low functioning students was found in both computer training conditions. Suggestions for future research are provided.

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Al-Qudah, Fatima Zaki Mohammad. "Improving English Pronunciation Through Computer-Assisted Programs In Jordanian Universities". Journal of College Teaching & Learning (TLC) 9, n.º 3 (9 de julho de 2012): 201. http://dx.doi.org/10.19030/tlc.v9i3.7085.

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The purpose of this research is to investigate the effect of using computer- assisted programs for teaching English pronunciation on students' performance in English Language pronunciation in Jordanian universities. To achieve the purpose of the study, a pre/post-test was constructed to measure students' level in English pronunciation. The sample of the study consisted of 149 third year students; (73) male students and (76) female students from Al Zaytoonah university during the second semester of the academic year 2010/2011. The subjects of the study were distributed into two groups (experimental and control). The experimental group was trained on English pronunciation using computer-assisted program while the control group was trained using the printed material. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' English pronunciation. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable (male and female). The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' performance due to gender.

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Alghazo, Emad M., Sumaya Daoud e Jamal Hassan Abu-Attiyeh. "Breaking Sound Barriers: Cultivating Expressive Language in Children with Hearing Impairment Through a Computer-Based Intervention Program". World Journal of English Language 14, n.º 3 (7 de março de 2024): 284. http://dx.doi.org/10.5430/wjel.v14n3p284.

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The aim of this study was to assess the effectiveness of a linguistic educational program in improving expressive language skills among individuals with mild hearing impairment in the UAE. To achieve this goal, the researchers designed a computer-based program that targeted expressive language abilities in children with language disorders. The study recruited 30 children who were randomly assigned to either an experimental group, who received the computer-based program, or a control group, who underwent traditional training methods at centers. After conducting an analysis of covariance (ANCOVA), the data showed that the experimental group exhibited noteworthy enhancements in expressive language skills compared to the control group. Moreover, the statistical analysis unveiled that the academic level (grade) had a significant influence on the results, with the third level demonstrating the most substantial progress. However, gender did not appear to have any impact on the findings. Ultimately, the results were thoroughly reviewed and deliberated, culminating in the formulation of a set of recommendations.

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Ma, Guo Qiang, e Xiao Juan Wang. "An Efficient Algorithm Optimization of CT Images Segmentation Based on K-Means Clustering". Applied Mechanics and Materials 530-531 (fevereiro de 2014): 386–89. http://dx.doi.org/10.4028/www.scientific.net/amm.530-531.386.

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Computer tomography image (CT Image) segmentation algorithms have a number of advantages. However, most of these image segmentation algorithms suffer from long computation time because the number of pixels and the encoding parameters is large. We optimized the k-means clustering program with MATLAB language in order to improve the efficiency and stability of k-clustering algorithm in CT image segmentation. One hundred CT images are used to test the proposed method code and compare with the k-means function of the MATLAB R2012a Statistics Toolbox. We analyzed the difference of the two kinds program running time using single factor analysis of variance (ANOVA) and observed the efficiency and robustness of the segmentation results. The experimental results show that the optimized k-means clustering algorithm code has higher efficiency and robustness of segmentation. High performance of the proposed k-means clustering program is illustrated in terms of both the evaluation performance and computation time, compared with some current segmentation methods. It is empirically shown that the proposed k-means clustering program is robust and efficient for CT images segmentation.

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Hamad, Ali Ahmad Bani. "The Impact of Providing Computer Language Experience on the Reading Readiness among Preschool Children". Modern Applied Science 12, n.º 7 (19 de junho de 2018): 27. http://dx.doi.org/10.5539/mas.v12n7p27.

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This study aim to identify the effect of computer literacy on reading readiness among preschool children. The study sample consisted of (49) preschool children studying at the First University Kindergarten distributed into to two groups: experimental and control. The language experience of the experimental group was presented to students through using the computer for two years. A program has been designed for this purpose using the Multimedia Builder software. In order to answer the study questions, the mathematical averages, standard deviations, ANCOVA and MANCOVA analysis were used. The results of the study showed that there was an effect of computer experience in the six dimensions of reading readiness (visual recognition, auditory distinction, understanding, information, auditory recall, and visual recall) and this effect is related to the group variable. However, there were no statistically significant effect of sex variable over all the dimensions of the Reading readiness scale.

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Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives". Journal of Education Culture and Society 10, n.º 2 (2 de setembro de 2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.

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Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers. Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

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Nezakatgoo, Behzad. "The Effects of Portfolio Assessment on Writing of EFL Students". English Language Teaching 4, n.º 2 (1 de junho de 2011): 231. http://dx.doi.org/10.5539/elt.v4n2p231.

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The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.

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ELDaou, Badrie, e Farah Jalloul. "The effect of training individuals with mild intellectual disability in scaffolding strategies and computer software on their generalization skills". World Journal on Educational Technology: Current Issues 8, n.º 3 (28 de julho de 2017): 277. http://dx.doi.org/10.18844/wjet.v8i3.2036.

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Abstract Objective: The study aimed at investigating the effect of scaffolding strategies as thinking out loud and verbalization of instructions strategies on the generalization skills of language-related concepts in mildly intellectual disabled students. Method: Twenty-seven subjects in three treatments were trained in solving a pattern of the Thurston letter series task. Group1 students received language concepts through training in verbal instructions and thinking out loud strategy. Group 2 students received language concepts training through computers. Group 3 students received training in language concepts through thinking out loud, verbal instructions and computer software. Pre-training measures to subjects’ chronological age, Verbal Analogies Test and training trials were collected. Training measures pertaining to acquisition, maintenance and generalization of pattern completion tasks were collected. Mean scores and standard deviations were obtained for each dependent measure. Results: The treatment effect was studied by a series of one way ANOVAS and a tukey post hoc test, which revealed that there was a significant difference between group1 and group 2, since the difference between the means (m1- m3) = -2.556 and p= 0.000. Also, the difference is shown between group 2 and group 3 since the difference between the means (m2- m3) = -2.333 and p= 0.000 and in both cases p is less than 0.05. Moreover, group 3 had a higher mean (M= 3.89) than group2 (M= 1.56) and group1 (M= 1.33). Conclusion: Group 3 had the ability to become self –regulated by solving the untrained letter patterns. Thus, we can conclude that training in scaffolding strategies, such as thinking out loud and verbalization of instruction strategies, helped individuals with an intellectual disability to acquire metacognitive strategies. This enabled them to generalize the learning experience and become self-regulated and better problem solvers. Also, using a computer program promoted the use of metacognitive strategies. Once students internalize target strategies, they can transfer these to second language patterns; therefore, it enhances the generalization of learning individuals with an intellectual disability. Recommendations for further research were discussed. Keywords: Metacognitive strategies, intellectual disability, language related- concepts, thinking out loud; computer training, verbal instructions, scaffolding strategy.

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Jamshed, Mohammad, Iftikhar Alam, Sultan Al Sultan e Sameena Banu. "Using artificial intelligence for English language learning: Saudi EFL learners' opinions, attitudes and challenges". Journal of Education and e-Learning Research 11, n.º 1 (16 de fevereiro de 2024): 135–41. http://dx.doi.org/10.20448/jeelr.v11i1.5397.

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The study investigates EFL (English as a Foreign Language) learners' opinions, attitudes and the challenges of incorporating AI-powered teaching and learning. It also examines how their ideas and attitudes are affected by demographic variables. 258 students were selected using a random sampling method from a population comprising students studying in different levels of programs at the College of Science and College of Business Administration, Prince Sattam bin Abdul-Aziz University, KSA. A questionnaire was self-developed using some modified items from prior studies as the study looks at how certain independent variables (e.g., study level, residential background and parents' educational level) affect the dependent variable (e.g., learners' opinions, attitudes and challenges for AI-powered learning and teaching). The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students held a high level of positive opinions and attitudes towards AI-powered learning. However, the analysis found that many students thought implementing AI-powered learning was challenging. A one-way ANOVA showed no significant difference based on respondents' residential background and parental education. However, respondents differed significantly based on their level or year of study. The study findings will assist administrators and course teachers in using AI-powered technologies to overcome challenges and prepare students for achievement in the English language.

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Teses / dissertações sobre o assunto "ANOVA (Computer program language)"

Stratton, David. "A program visualisation meta language". Thesis, University of Ballarat, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/63588.

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The principle motivation of this work is to define an open PV architecture that will enable a variety of visualisation schemes to interoperate and that will encourage the generation of PV systems and research into their efficacy. Ultimately this may lead to more effective pedagogy in the field of computer programming and hence remove a barrier to students entering the profession.
Doctorate of Philosophy

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Shepherd, David. "Natural language program analysis combining natural language processing with program analysis to improve software maintenance tools /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 176 p, 2007. http://proquest.umi.com/pqdweb?did=1397920371&sid=6&Fmt=2&clientId=8331&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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Richardson, Joel E. "E a persistent systems implementation language /". Madison, Wis. : University of Wisconsin-Madison, Computer Sciences Dept, 1989. http://catalog.hathitrust.org/api/volumes/oclc/20839601.html.

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Gordon, Christopher Todd. "A visual language for ADA program unit specifications". Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-06232009-063007/.

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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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Leoutsarakos, Nikolaos. "A context sensitive command language /". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63274.

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Yessenov, Kuat T. "A lightweight specification language for bounded program verification". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53184.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 63-64).
This thesis presents a new light-weight specification language called JForge Specification Language (JFSL) for object-oriented languages such as Java. The language is amenable to bounded verification analysis by a tool called JForge that interprets JFSL specifications, fully integrates with a mainstream development environment, and assists programmers in examining counter example traces and debugging specifications. JFSL attempts to address challenges of specification languages such as inheritance, frame conditions, dynamic dispatch, and method calls inside specifications in the context of bounded verification. A collection of verification tasks illustrates the expressiveness and conciseness of JForge specifications and demonstrates effectiveness of the bounded verification technique.
by Kuat T. Yessenov.
M.Eng.

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Gibson, Barbara Brunner. "Ada as a design specification language /". Online version of thesis, 1988. http://hdl.handle.net/1850/10215.

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Ouren, Leslie Serine. "Integrating computer software within the Houghton Mifflin Language Arts program". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2918.

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This project was created for third grade teachers who use the Houghton Mifflin Language Arts series and want to integrate computer software into their writing curriculum. The website created includes all the writing assignments that the students are to complete and the required software used to complete the assignment.

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Livros sobre o assunto "ANOVA (Computer program language)"

Dario, Basso, ed. Permutation tests for stochastic ordering and ANOVA: Theory and applications with R. London ; New York: Springer, 2009.

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Dario, Basso, ed. Permutation tests for stochastic ordering and ANOVA: Theory and applications with R. London ; New York: Springer, 2009.

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Reid, Glenn C. PostScript language program design. Reading, Mass: Addison-Wesley, 1988.

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Inc, Apple Computer, ed. HyperCard script language guide: The HyperTalk language. Reading, Mass: Addison-Wesley, 1988.

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Systems, Adobe, ed. PostScript language reference. 3^a ed. Reading, Mass: Addison-Wesley, 1999.

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Deitel, Harvey M. C: How to program. 6^a ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2010.

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1945-, Deitel Harvey M., e Deitel Harvey M. 1945-, eds. C++: How to program. 7^a ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2010.

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1945-, Deitel Harvey M., ed. C: How to program. 6^a ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2010.

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Company, Addison-Wesley Publishing, ed. HyperCard IIgs script language guide: The HyperTalk language. Reading, Mass: Addison-Wesley Pub. Co., 1991.

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Johnston, Howard. Learning to program. Englewood Cliffs, NJ: Prentice/Hall International, 1985.

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Capítulos de livros sobre o assunto "ANOVA (Computer program language)"

Weik, Martin H. "language program". In Computer Science and Communications Dictionary, 871. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_9931.

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Weik, Martin H. "program design language". In Computer Science and Communications Dictionary, 1347. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_14835.

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Craven, Paul Vincent. "What Is a Computer Language?" In Program Arcade Games, 33–40. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1790-0_3.

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Volpano, Dennis, e Geoffrey Smith. "Language Issues in Mobile Program Security". In Lecture Notes in Computer Science, 25–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68671-1_3.

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Li, Yixuan, Julian Parsert e Elizabeth Polgreen. "Guiding Enumerative Program Synthesis with Large Language Models". In Computer Aided Verification, 280–301. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65630-9_15.

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AbstractPre-trained Large Language Models (LLMs) are beginning to dominate the discourse around automatic code generation with natural language specifications. In contrast, the best-performing synthesizers in the domain of formal synthesis with precise logical specifications are still based on enumerative algorithms. In this paper, we evaluate the abilities of LLMs to solve formal synthesis benchmarks by carefully crafting a library of prompts for the domain. When one-shot synthesis fails, we propose a novel enumerative synthesis algorithm, which integrates calls to an LLM into a weighted probabilistic search. This allows the synthesizer to provide the LLM with information about the progress of the enumerator, and the LLM to provide the enumerator with syntactic guidance in an iterative loop. We evaluate our techniques on benchmarks from the Syntax-Guided Synthesis (SyGuS) competition. We find that GPT-3.5 as a stand-alone tool for formal synthesis is easily outperformed by state-of-the-art formal synthesis algorithms, but our approach integrating the LLM into an enumerative synthesis algorithm shows significant performance gains over both the LLM and the enumerative synthesizer alone and the winning SyGuS competition tool.

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Harf, Mait, Kristiina Kindel, Vahur Kotkas, Peep Küngas e Enn Tyugu. "Automated Program Synthesis for Java Programming Language". In Lecture Notes in Computer Science, 157–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45575-2_17.

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Wen, Cheng, Jialun Cao, Jie Su, Zhiwu Xu, Shengchao Qin, Mengda He, Haokun Li, Shing-Chi Cheung e Cong Tian. "Enchanting Program Specification Synthesis by Large Language Models Using Static Analysis and Program Verification". In Computer Aided Verification, 302–28. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65630-9_16.

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AbstractFormal verification provides a rigorous and systematic approach to ensure the correctness and reliability of software systems. Yet, constructing specifications for the full proof relies on domain expertise and non-trivial manpower. In view of such needs, an automated approach for specification synthesis is desired. While existing automated approaches are limited in their versatility, i.e., they either focus only on synthesizing loop invariants for numerical programs, or are tailored for specific types of programs or invariants. Programs involving multiple complicated data types (e.g., arrays, pointers) and code structures (e.g., nested loops, function calls) are often beyond their capabilities. To help bridge this gap, we present AutoSpec, an automated approach to synthesize specifications for automated program verification. It overcomes the shortcomings of existing work in specification versatility, synthesizing satisfiable and adequate specifications for full proof. It is driven by static analysis and program verification, and is empowered by large language models (LLMs). AutoSpec addresses the practical challenges in three ways: (1) driving AutoSpec by static analysis and program verification, LLMs serve as generators to generate candidate specifications, (2) programs are decomposed to direct the attention of LLMs, and (3) candidate specifications are validated in each round to avoid error accumulation during the interaction with LLMs. In this way, AutoSpec can incrementally and iteratively generate satisfiable and adequate specifications. The evaluation shows its effectiveness and usefulness, as it outperforms existing works by successfully verifying 79% of programs through automatic specification synthesis, a significant improvement of 1.592x. It can also be successfully applied to verify the programs in a real-world X509-parser project.

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Leidner, Jochen L., e Michael Reiche. "Language-Model Assisted Learning How to Program?" In Communications in Computer and Information Science, 425–38. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-50485-3_41.

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Anqi, Xing, e Zheng Yanqun. "International Chinese Language Education Online Teacher Training Program and Practice". In Computer Science and Education, 271–85. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2446-2_25.

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Roșu, Grigore. "From Rewriting Logic, to Programming Language Semantics, to Program Verification". In Lecture Notes in Computer Science, 598–616. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23165-5_28.

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Trabalhos de conferências sobre o assunto "ANOVA (Computer program language)"

Yang, Xiaoli, Rong Ge e Charles Tseng. "Visualizing genetic recombination with interactive computer program". In 2010 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2010. http://dx.doi.org/10.1109/icalip.2010.5685128.

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Kim, Sung-Hun, Jin-Tak Choi e Kil-Hong Joo. "Development of Cyber Sign Language Interpreting App Program for Deaf". In Next Generation Computer and Information Technology 2017. Science & Engineering Research Support soCiety, 2017. http://dx.doi.org/10.14257/astl.2017.145.03.

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Ling, Xiang, Guoqing Wu e Bo Huang. "Comparing program to requirement and design using language acceptance". In 2012 2nd International Conference on Computer Science and Network Technology (ICCSNT). IEEE, 2012. http://dx.doi.org/10.1109/iccsnt.2012.6525961.

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Qin, Yi, e Guonian Wang. "A computer-aided Chinese pronunciation training program for English-speaking learners". In 2014 International Conference on Asian Language Processing (IALP). IEEE, 2014. http://dx.doi.org/10.1109/ialp.2014.6973499.

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Menotti, Ricardo, Joao M. P. Cardoso, Marcio M. Fernandes e Eduardo Marques. "LALP: A Novel Language to Program Custom FPGA-Based Architectures". In 2009 21st International Symposium on Computer Architecture and High Performance Computing (SBAC-PAD). IEEE, 2009. http://dx.doi.org/10.1109/sbac-pad.2009.23.

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Qin, Weida, Yinhu Wei e Ricai Luo. "Program Design and Implementation of Y Class Matrix Eigenvalue Based on Python Language". In 2022 Asia-Pacific Computer Technologies Conference (APCT). IEEE, 2022. http://dx.doi.org/10.1109/apct55107.2022.00022.

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Dovhopolova, Hanna. "COMPUTER PROGRAM AS A METHOD OF DEVELOPING STUDENTS’ FOREIGN LANGUAGE COMMUNICATION SKILLS". In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.07.2020.v3.02.

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Jin, Yuqiang, Yuliang Chen, Zijian Lin e Junwei Lei. "Research on PID control and Simulation with M Language of Matlab Program". In 2nd International Conference on Electronics, Network and Computer Engineering (ICENCE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icence-16.2016.98.

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Yu-ping Yang, Li-yan Zhang, Chun-ying Wu e Lie Cao. "Teaching method and practice about the course of program language design in college". In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529385.

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Jiang, Yinjian, e Jianhua Zhao. "Designing a Team Teaching Program for Language Teaching and Learning: A Case Study". In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.446.

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Relatórios de organizações sobre o assunto "ANOVA (Computer program language)"

Ponce, Juan, Mercedes Onofa e Paul E. Carrillo. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. Inter-American Development Bank, dezembro de 2010. http://dx.doi.org/10.18235/0011199.

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This paper studies the effects of information and communication technologies (ICT) in the school environment on educational achievement. To quantify these effects, the impact is evaluated of a project run by the municipality of Guayaquil, Ecuador, which provides computer-aided instruction in mathematics and language to students in primary schools. Using an experimental design, it is found that the program had a positive impact on mathematics test scores (about 0. 30 of a standard deviation) and a negative but statistically insignificant effect on language test scores. The impact is heterogeneous and is much larger for those students at the top of the achievement distribution.

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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina e Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.

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Striuk, Andrii M., e Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], fevereiro de 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.

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Markova, Oksana, Serhiy Semerikov e Maiia Popel. СoCalc as a Learning Tool for Neural Network Simulation in the Special Course “Foundations of Mathematic Informatics”. Sun SITE Central Europe, maio de 2018. http://dx.doi.org/10.31812/0564/2250.

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The role of neural network modeling in the learning сontent of special course “Foundations of Mathematic Informatics” was discussed. The course was developed for the students of technical universities – future IT-specialists and directed to breaking the gap between theoretic computer science and it’s applied applications: software, system and computing engineering. CoCalc was justified as a learning tool of mathematical informatics in general and neural network modeling in particular. The elements of technique of using CoCalc at studying topic “Neural network and pattern recognition” of the special course “Foundations of Mathematic Informatics” are shown. The program code was presented in a CofeeScript language, which implements the basic components of artificial neural network: neurons, synaptic connections, functions of activations (tangential, sigmoid, stepped) and their derivatives, methods of calculating the network`s weights, etc. The features of the Kolmogorov–Arnold representation theorem application were discussed for determination the architecture of multilayer neural networks. The implementation of the disjunctive logical element and approximation of an arbitrary function using a three-layer neural network were given as an examples. According to the simulation results, a conclusion was made as for the limits of the use of constructed networks, in which they retain their adequacy. The framework topics of individual research of the artificial neural networks is proposed.

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