Nécropole et bourgade d'artisans : l'évolution des sites de Bobigny (Seine-Saint-Denis), entre La Tène B et La Tène D

3 fig. URL : http://racf.revues.org//index654.htmlInternational audienc

An Architecture Description Language for Embedded Hardware Platforms

Embedded software development relies on various tools - compilers, simulators, execution time estimators - that encapsulate a more-or-less detailed knowledge of the target hardware platform. These tools can be costly to develop and maintain:significant benefits could be expected if they were automatically generated from models expressed in a dedicated modeling language.In contrast with Hardware Description Languages (HDLs), that focus on the internal structure and behavior of an electronic board of chip, Hardware Architecture Description Languages consider hardware as a platform for software execution. Such a platform will be described in terms of low-level programming interface (processor instruction set),resources (processing elements, memory and peripheral devices) and elementary services (arithmetic and logic operations, bus transactions).This paper gives an overview of HARMLESS (Hardware ARchitecture Modeling Language for Embedded Software Simulation), a new domain-specific language for modeling embedded hardware platforms. HARMLESS and its associated tools follow the Model-Driven Engineering philosophy: metamodeling and model transformations have been successfully applied to the automatic generation of processor simulators

An Architecture Description Language for Embedded Hardware Platforms

Embedded software development relies on various tools - compilers, simulators, execution time estimators - that encapsulate a more-or-less detailed knowledge of the target hardware platform. These tools can be costly to develop and maintain:significant benefits could be expected if they were automatically generated from models expressed in a dedicated modeling language.In contrast with Hardware Description Languages (HDLs), that focus on the internal structure and behavior of an electronic board of chip, Hardware Architecture Description Languages consider hardware as a platform for software execution. Such a platform will be described in terms of low-level programming interface (processor instruction set),resources (processing elements, memory and peripheral devices) and elementary services (arithmetic and logic operations, bus transactions).This paper gives an overview of HARMLESS (Hardware ARchitecture Modeling Language for Embedded Software Simulation), a new domain-specific language for modeling embedded hardware platforms. HARMLESS and its associated tools follow the Model-Driven Engineering philosophy: metamodeling and model transformations have been successfully applied to the automatic generation of processor simulators

Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: a four-year longitudinal study.

International audienceThe development of phonological and orthographic processing was studied from the middle of Grade 1 to the end of Grade 4 (age 6; 6-10 years) using the effects of regularity and of lexicality in reading aloud and in spelling tasks, and using the effect of pseudohomophony in a silent reading task. In all the tasks, signs of reliance on phonological processing were found even when indicators of reliance on orthographic processing appeared. Multiple regression analyses were conducted to determine which early skills predict later reading achievement. Pseudoword and irregular word scores were used as measures for phonological and orthographic skills, respectively. Only middle of Grade 1 phonological reading skills accounted for independent variance in end of Grade 4 orthographic skills. Conversely, from the middle to the end of Grade 1, and from the end of Grade 1 to the end of Grade 4, both orthographic and phonological skills accounted for independent variance in later orthographic skills. In the prediction of phonological skills, only the unique contribution of earlier phonological skills was significant. Thus, phonological and orthographic processing appear to be reciprocally related, rather than independent components of written word recognition. However, very early reliance on the phonological procedure seems to be the bootstrapping mechanism for reading acquisition

French normative data on reading and related skills: From 7 to 10 year-olds

International audienceTo set-up standardized norms on the development of reading and related skills in French, we have developed a new tool, EVALEC. The data were collected at the end of Grades 1, 2, 3 and 4 (about 100 children for each level). EVALEC includes four tests focused on written word processing (3 reading aloud tests, 1 silent reading test); both accuracy scores and processing time (time latency and vocal response duration for the reading aloud tests) were recorded. EVALEC also includes tests of phonemic and syllabic awareness, phonological short-term memory, and rapid naming; the latter test is presented in non-reading and in reading contexts in order to compare the impact of the time constraint in both domains. We assessed the effects of regularity (regular vs. irregular words), graphemic length and graphemic complexity (regular words with only single letter graphemes vs. those with digraphs such as "ch" and those with contextual graphemes such as "g") on the reading of high frequency words. We also compared the effect of graphemic length and graphemic complexity on regular word versus pseudoword reading as well as the effect of the length of the items (short vs. long items) on irregular word versus pseudoword reading. According to the ANOVAs, for word reading, the effects of sublexical factors appeared stronger for the youngest children, but regular words were always read better and faster than irregular words. However, these lexical factors did not have the same effect for words and pseudowords. Their impact, when positive, was greater for words (e.g. the graphemic length), while the negative effects were especially marked for pseudowords (e.g. the length of the items). Among the correlations, those between accuracy and latency time were never significant for the youngest children, thus suggesting that some beginning readers favored accuracy to the detriment of speed while others adopted the opposite strategy. Concerning the correlations between the reading and the reading-related tests, only the correlations between phonemic awareness and reading were significant and only with the youngest children. In addition, the correlations between the two rapid naming tests (reading and non-reading tests) were not significant most of the time. These data would allow researchers and speech therapists to assess the reading and reading-related skills of dyslexics as compared to average reader

Harmless, a Hardware Architecture Description Language Dedicated to Real-Time Embedded System Simulation

International audienceValidation and Verification of embedded systems through simulation can be conducted at many levels, from the simulation of a high-level application model to the simulation of the actual binary code using an accurate model of the processor. However, for real-time applications, the simulated execution time must be as close as possible to the execution time on the actual platform and in this case the latter gives the closest results. The main drawback of the simulation of application's software using an accurate model of the processor resides in the development of a handwritten simulator which is a difficult and tedious task. This paper presents Harmless, a hardware Architecture Description Language (ADL) that mainly targets real-time embedded systems. Harmless is dedicated to the generation of simulator of the hardware platform to develop and test real-time embedded applications. Compared to existing ADLs, Harmless1) offers a more flexible description of the Instruction Set Architecture (ISA) 2) allows to describe the microarchitecture independently of the ISA to ease its reuse and 3) compares favorably to simulators generated by the existing ADLs toolsets

Guide pratique de l’orthographe rectifiée

De nombreuses études récentes indiquent que l’opacité de l’orthographe a un impact négatif sur l’apprentissage de la lecture. Ainsi, alors qu’apprendre à lire en anglais nécessite plusieurs années, ce n’est pas le cas en espagnol, en allemand, ou en français, langues qui ont une orthographe moins opaque que l’anglais. De même, les difficultés d’apprentissage de la lecture sont plus sévères quand l’orthographe est plus opaque. L’opacité de l’orthographe a donc un cout social important. Ce sont des arguments nouveaux en faveur d’une simplification de notre orthographe. L’objectif de cet article est de présenter les dernières modifications (celles de 1990) de l’orthographe du français. Il comprend un avant-propos incluant un rapide historique des différentes réformes (des premières éditions du dictionnaire de l’Académie au XVIIe siècle, à celles de 1740 et de 1835). Cet historique est suivi par une explication des motifs pouvant permettre de comprendre les résistances qui bloquent les réformes actuelles (avec des extraits d’une lettre adressée par F. Brunot au ministre de l’Instruction publique au début du XXe siècle). Les trois autres parties de l’article concernent les modifications de 1990. La première comprend un rapide historique de ces modifications, incluant les derniers textes officiels émanant de l’Éducation nationale (textes de 2008, qui précisent que cette orthographe est devenue la référence : Bulletin Officiel n° 3 du 19 juin et n° 6 du 28 aout) ainsi qu’une mise au point à propos de l’application de ces modifications par les dictionnaires et les correcteurs orthographiques. Cette partie est suivie par une présentation de ces modifications, dans l’ordre suivant : Accent circonflexe ; Tréma ; Consonnes doubles ; Mots étrangers ; Trait d’union ; Pluriel des mots composés ; Modifications plus ciblées ; Note pour les lexicographes. Le texte se termine par la liste des principaux mots modifiés, présentés par ordre alphabétique.Many recent studies indicate that opaque orthography impedes reading acquisition. Thus, while learning to read in English takes several years, this is not the case in Spanish, German, or French, languages with less opaque orthographies. Reading difficulties are also more severe when the orthography is more opaque. Orthographic opacity thus imposes a social cost. These are new arguments in favor of a simplification of orthography. The goal of this paper is to present the most recent changes in French orthography (1990). Its introduction includes a foreword with a brief history of the various reforms (from the first editions of the dictionary of the Academy in the seventeenth century to those of 1740 and 1835). This history is followed by an exploration of the possible reasons for the persistent resistance to reforms (with passages from a letter sent by Brunot to the Minister of Education in the early twentieth century). The other three parts of the paper deal only with the 1990 changes. The first includes a brief history of these changes, with the presentation of the last official documents from the French Ministry of Education (which indicate that these changes are now the benchmark: Official Bulletin of the French Ministry of Education, No. 3 of June 19, 2008, and No. 6 of August 28, 2008), as well as a brief update concerning the implementation of these changes in dictionaries and spell checkers. This part is followed by a presentation of these changes, in the following order: Circumflex; Diaeresis; Double consonants; Foreign words; Hyphen; Plural of compound words; Other changes; Note for lexicographers. The last part includes a list of the words with modified spelling, in alphabetical order

Permo-Triassic Deposits: from shallow water to base of slope

Conference on the Geology of Oman, Muscat, Oman, Field Guidebook A0