Studio e analisi di software per il porting di codice a 64 bit

XCModel è un sistema CAD, basato su NURBS, realizzato ed utilizzato in ambiente accademico. È composto da quattro pacchetti per la modellazione 2D, 3D e la resa foto-realistica, ognuno dotato di una propria interfaccia grafica. Questi pacchetti sono in costante evoluzione: sia per le continua evoluzioni dell’hardware che ai cambiamenti degli standard software. Il sistema nel complesso raccoglie la conoscenza e l’esperienza nella modellazione geometrica acquisita nel tempo dai progettisti. XCModel, insieme ai suoi sottosistemi, sono stati progettati per diventare un laboratorio di insegnamento e ricerca utile a sperimentare ed imparare metodi ed algoritmi nella modellazione geometrica e nella visualizzazione grafica. La natura principalmente accademica, e la conseguente funzione divulgativa, hanno richiesto continui aggiornamenti del programma affinché potesse continuare a svolgere la propria funzione nel corso degli anni. La necessità di continuare a ad evolversi, come software didattico, anche con il moderno hardware, è forse il principale motivo della scelta di convertire XCModel a 64 bit; una conversione che ho svolto in questa tesi. Come molte altre applicazioni realizzate a 32 bit, la maggior parte del codice viene eseguito correttamente senza problemi. Vi sono però una serie di problematiche, a volte molto subdole, che emergono durante la migrazione delle applicazioni in generale e di XCModel in particolare. Questa tesi illustra i principali problemi di portabilità riscontrati durante il porting a 64 bit di questo pacchetto seguendo il percorso da me intrapreso: mostrerò gli approcci adottati, i tool utilizzati e gli errori riscontrati.

Trans-floating-point arithmetic removes nine quadrillion redundancies from 64-bit IEEE 754 floating-point arithmetic

IEEE 754 floating-point arithmetic is widely used in modern, general-purpose computers. It is based on real arithmetic and is made total by adding both a positive and a negative infinity, a negative zero, and many Not-a-Number (NaN) states. Transreal arithmetic is total. It also has a positive and a negative infinity but no negative zero, and it has a single, unordered number, nullity. Modifying the IEEE arithmetic so that it uses transreal arithmetic has a number of advantages. It removes one redundant binade from IEEE floating-point objects, doubling the numerical precision of the arithmetic. It removes eight redundant, relational,floating-point operations and removes the redundant total order operation. It replaces the non-reflexive, floating-point, equality operator with a reflexive equality operator and it indicates that some of the exceptions may be removed as redundant { subject to issues of backward compatibility and transient future compatibility as programmers migrate to the transreal paradigm.

High-Q hybrid 3D-2D slab-3D photonic crystal microcavity.

The radiation loss in the escaping light cone with a two-dimensional (2D) photonic crystal slab microcavity can be suppressed by means of cladding the low-Q slab microcavity by three-dimensional woodpile photonic crystals with the complete bandgap when the resonance frequency is located inside the complete bandgap. It is confirmed that the hybrid microcavity based on a low-Q, single-defect photonic crystal slab microcavity shows improvement of the Q factor without affecting the mode volume and modal frequency. Whereas 2D slab microcavities exhibit Q saturation with an increase in the number of layers, for the analyzed hybrid microcavities with a small gap between the slab and woodpiles, the Q factor does not saturate.

O CAD 3D aplicado na validação de protótipos na indústria do vestuário

Pós-graduação em Design - FAAC

A computer graphic technique for finding numerical methods for ordinary differential equations.

On cover: COO-1469-0106.

The use of a computer graphic organizer for persuasive composition writing by Hispanic students with specific learning disabilities

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (measured by T-units, the shortest grammatical sentence without fragments), and overall organization. Data were collected and analyzed throughout baseline and intervention. Participants were taught persuasive writing and the writing process prior to baseline. During baseline, participants were given a prompt and asked to use paper and pencil to plan their compositions. A computer was used for typing and editing. Intervention required participants to use a computer graphic organizer for planning and then a computer for typing and editing. The planning sheets and written composition were printed and analyzed daily along with the time each participant spent on planning. The use of computer graphic organizers had a positive effect on the planning and persuasive writing compositions. Increases were noted in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. Minimal to negligible increases were noted in the mean number of arguments planned and written. Varying effects were noted in the percent of transferred arguments and there was a decrease in the T-unit mean length. This study extends the limited literature on the effects of computer graphic organizers as a prewriting strategy for Hispanic students with SLD. In order to fully gauge the potential of this intervention, future research should investigate the use of different features of computer graphic organizer programs, its effects with other writing genres, and different populations.

The use of computer graphic organizers for narrative writing by elementary school students with Specific Learning Disabilities

Writing is an academic skill critical to students in today's schools as it serves as a predominant means for demonstrating knowledge during school years (Graham, 2008). However, for many students with Specific Learning Disabilities (SLD), learning to write is a challenging, complex process (Lane, Graham, Harris, & Weisenbach, 2006). Students SLD have substantial writing challenges related to the nature of their disability (Mayes & Calhoun, 2005). ^ This study investigated the effects of computer graphic organizer software on the narrative writing compositions of four, fourth- and fifth-grade, elementary-level boys with SLD. A multiple baseline design across subjects was used to explore the effects of the computer graphic organizer software on four dependent variables: total number of words, total planning time, number of common story elements, and overall organization. ^ Prior to baseline, participants were taught the fundamentals of narrative writing. Throughout baseline and intervention, participants were read a narrative writing prompt and were allowed up to 10 minutes to plan their writing, followed by 15 minutes for writing, and 5 minutes of editing. During baseline, all planning was done using paper and pencil. During intervention, planning was done on the computer using a graphic organizer developed from the software program Kidspiration 3.0 (2011). All compositions were written and editing was done using paper and pencil during baseline and intervention. ^ The results of this study indicated that to varying degrees computer graphic organizers had a positive effect on the narrative writing abilities of elementary aged students with SLD. Participants wrote more words (from 54.74 to 96.60 more), planned for longer periods of time (from 4.50 to 9.50 more minutes), and included more story elements in their compositions (from 2.00 to 5.10 more out of a possible 6). There were nominal to no improvements in overall organization across the 4 participants. ^ The results suggest that teachers of students with SLD should considering use computer graphic organizers in their narrative writing instruction, perhaps in conjunction with remedial writing strategies. Future investigations can include other types of writing genres, other stages of writing, participants with varied demographics and their use combined with remedial writing instruction. ^

The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (measured by T-units, the shortest grammatical sentence without fragments), and overall organization. Data were collected and analyzed throughout baseline and intervention. Participants were taught persuasive writing and the writing process prior to baseline. During baseline, participants were given a prompt and asked to use paper and pencil to plan their compositions. A computer was used for typing and editing. Intervention required participants to use a computer graphic organizer for planning and then a computer for typing and editing. The planning sheets and written composition were printed and analyzed daily along with the time each participant spent on planning. The use of computer graphic organizers had a positive effect on the planning and persuasive writing compositions. Increases were noted in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. Minimal to negligible increases were noted in the mean number of arguments planned and written. Varying effects were noted in the percent of transferred arguments and there was a decrease in the T-unit mean length. This study extends the limited literature on the effects of computer graphic organizers as a prewriting strategy for Hispanic students with SLD. In order to fully gauge the potential of this intervention, future research should investigate the use of different features of computer graphic organizer programs, its effects with other writing genres, and different populations.

Visualização 3D de uma imagem digital

Pós-graduação em Ciências Cartográficas - FCT

Metamorphic epiphany -- 3D animation

As far back as I can remember, I have always been interested in studio art. Whether it be painting, drawing, printmaking, or photography, it has consistently been a part of my life. Upon enrolling in Colby, I became interested in computers and decided to major my undergraduate college career in Computer Science. Not forgetting past interests, I continued my studio art education, taking several classes within the Art department. In due time, I began combining interests and began studying Computer Graphics and Design. With limited resources in this field at Colby, the majority of my computer graphic education and experience has been done on my own time apart from regular classroom work. As time progressed, so did my interests. Starting with simple image manipulation of digitally scanned photographs, I moved on to Web Page design, eventually leading to Desktop Publishing. Ultimately, I wanted to take a step further and expand my overall computer graphic knowledge by learning 3D modeling and animation. With even fewer resources in 3D animation at Colby, I perceived having trouble finding the information and tools I would need to gain the necessary skills for this new field. The Senior Scholars program gave me the opponunity to find and acquire the necessary tools to pursue my interest. This program also allowed me to devote the proper amount of time required for learning these new tools.

Reconhecimento de faces 3D com Kinect

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)