Automatic Verification of Message-Based Device Drivers

We develop a practical solution to the problem of automatic verification of the interface between device drivers and the OS. Our solution relies on a combination of improved driver architecture and verification tools. It supports drivers written in C and can be implemented in any existing OS, which sets it apart from previous proposals for verification-friendly drivers. Our Linux-based evaluation shows that this methodology amplifies the power of existing verification tools in detecting driver bugs, making it possible to verify properties beyond the reach of traditional techniques.Comment: In Proceedings SSV 2012, arXiv:1211.587

Television news and the symbolic criminalisation of young people

This is an Author's Accepted Manuscript of an article published in Journalism Studies, 9(1), 75 - 90, 2008, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/14616700701768105.This essay combines quantitative and qualitative analysis of six UK television news programmes. It seeks to analyse the representation of young people within broadcast news provision at a time when media representations, political discourse and policy making generally appear to be invoking young people as something of a folk devil or a locus for moral panics. The quantitative analysis examines the frequency with which young people appear as main actors across a range of different subjects and analyses the role of young people as news sources. It finds a strong correlation between young people and violent crime. A qualitative analysis of four “special reports” or backgrounders on channel Five's Five News explores the representation of young people in more detail, paying attention to contradictions and tensions in the reports, the role of statistics in crime reporting, the role of victims of crime and the tensions between conflicting news frames.Arts and Humanities Research Counci

3D audio visual courseware requirements for training self-care skills for children with autism

This research is a study on assistive learning tool for autism in doing daily task by using audio visual techniques. Autism is a developmental disability of the brain, much like dyslexia, mental retardation, or attention deficit disorder. Autism is a developmental disability, but many autistic people appear to function as related and frequently quite intelligent. Autistic people are also good in visual. It is because they are visual thinkers. The problem of these special children is that they are not independent. Therefore teacher or parent should ask or teach them repeatedly until they can manage the job by themselves in doing their daily jobs. Autism children also are lack of eye contact. Actually they have the eye contact but less than normal children. Therefore, this study is proposing audio visual assistive tools to help them in stimulating independence in autistic children. The objectives of this research are to investigate the requirement of using audio visual for occupational treatment of autistic children, to identify suitable development modul for autism, to design and develop asistive Audio Visual learning tools for occupational therapies of autism treatment and to evaluate the effectiveness of the learning tools and dependency level of the autistic children in doing daily tasks. The study incorporates music, multisensory stimulation and video usage in developing the assistive learning tools. Music is included in animation as a part of the treatment. Animation is a technique that can visualize characters or movement as same as in the real live. Music is taken from the existing music and often heard by the children so that they are not surprised or feel weird when listening to the new music. The design and methodology used in this research is the Participatory design which is related and suitable to the prosess of developing the assistive tools for the autistic children. Participatory design is an approach to design the tools by actively involving all stakeholders in the design process in order to ensure the product designed meets their needs and is usable. It focuses on the repeated patterns of the behavior until it happens instantaneously. Ten autistic children for private and public schools in Melaka are taken part in this study. The kids were called one by one in a room. For each prototype, the kids were shown the tools repeatedly. The reaction and responses the kids listed and recorded. Every two weeks, the kids tested without using the tool to see whether ro not they can remember or not the step. The whole testing period took about two month. The data collected include the responses and dependency of autistic children prior and after using this audio visual tool. The result shown that audio visual tools can help autistic children on their remembering the steps for doing self-care tasks, when the tools were played repeatedly. It can be seen that the independency of the autistic children were gradually increased. Additionally, the application can be a learning tool that can be used by the teachers and the parents for teaching the autistic children. It is hoped that this research can contribute and usefull for training self care skills to teacher, parents and also autistic children

An Internationally Adopted Child\u27s Transition: A Family Story

The goal of this study was to contribute to the literature on international adoption by conducting a case study with one adoptive family. Data was collected using a semi-structured, in-depth interview that was audio recorded and transcribed word-for-word. The interview questions asked about family configuration, language background and use, adoptive family decisions about cultural inclusiveness, and the transition from home to school. The analysis was member-checked following coding for the themes that emerged. Results indicated that lingering differences from reduced exposure to language in the first year of life took the form of subtle language differences that continued through the early school years. These were offset through family and community supports that facilitated successful transition to school. The culmination of the study is a family’s story that may help others appreciate the joys and challenges of international adoption

Teacher Power in EFL Classroom: Associations with Classroom Interaction

Instructional communication is a field that studies behaviors that facilitate leaning in classroom communication. One among these behaviors is teacher power which refers to the transactional process where in teachers are granted different power bases. This study tried to investigate teacher power bases in terms of classroom interaction by involving a writing skills teacher and his 30 students in a first year writing classroom. The students responded to a questionnaire and the lessons were audio recorded and transcribed. Binary logistic regression was computed to see how the teacher power bases relate with classroom interaction permissibility while qualitative data is transcribed and thematically analyzed. The results indicated that the teachers’ major power originates from legitimate and expert power bases as well as reward sources and this is negatively associated with classroom interaction. Therefore, it is suggested that the teacher bases his lessons on alternative power sources that can permit students interactions.  Keywords: teacher power, teacher power bases/ sources, classroom interaction& classroom interaction patterns DOI: 10.7176/JLLL/59-02 Publication date: August 31st 201

Spartan Daily, March 12, 1970

Volume 57, Issue 83https://scholarworks.sjsu.edu/spartandaily/5373/thumbnail.jp

The impact of presenter speech personality on learner participation during televised instruction

Interaction between educator and learners is widely considered crucial for effective instruction. The TeleTuks Schools community project involved  several hundred learners watching daily broadcasts that aimed to offer academic support to matriculants via interactive television (lTV). While technology permitted bi-directional audio contact with the presenter in the studio, Grade 12 viewers seldom phoned in to ask questions or make  comments about the content being presented on screen. These infrequentresponses were unexpected and called for explanation. An initial  proposition suggested that learners lacked sufficient proficiency in the medium of instruction - English - and thus refrained from participating. Methods used for data gathering included analyses of telelessons, learner and adult interviews and open-ended survey questions. Findings revealed that limited English was not the primary cause of low responsiveness but rather a combination of presenter-related factors. This paper focuses specifically on presenters' speech personality, speed of delivery,  immediacy behaviours and questioning styles. These constructs have contributed to the formulation of an instructional dissonance theory and recommendations are deemed applicable to any face-to-face instructional contexts as well as blended learning environments where verbal interaction is prevalent.Keywords: interactive television, instructional dissonance, interaction, poor learner responsiveness, presenter dominanc

Human Interaction in Teaching and Learning: A University Approach to Improvement

Public education, although beset with criticism from its inception, is in the midst of weathering its most severe storm. One need only note the newspaper headlines for a week to see the myriad of demands being placed upon the schools. On one hand, there is increased demand for productivity--what Talcott Parsons, in his book, The Social System, would call instrumental education (education for usefulness)--and on the other, there is the insistence upon strengthening humanism in teaching and learning--again drawing on Talcott Parsons--called expressive education (education for self-fulfillment) (1). It seems clear from the volumes being published that expressive education is receiving prime attention at the moment