since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. the question of whether teachers should provide feedback on grammar in the writing assignments of english as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

Languages with implicit parallelism are easier to program in than those with explicit parallelism, but finding and efficiently exploiting parallelism in general-purpose programming languages by parallelizing compilers is hard. A compiler for a Very High Level Language, designed for a specific application domain, has more knowledge about its application domain and may use this knowledge to gener...

Explicit nite element programs for non-linear dynamics are of rather simple logical structure. If the inherent characteristics of this logic are exploited in the design and implementation of a parallel computer program, the result can be a lucid, extendible, and maintainable code. The design of an explicit, nite element, structural dynamics program is discussed to some detail, and it is demonst...

Abstraction, counterexample-guided refinement, and interpolation are techniques that are essential to the success of predicate-based program analysis. These techniques have not yet been applied together to explicit-value program analysis. We present an approach that integrates abstraction and interpolationbased refinement into an explicit-value analysis, i.e., a program analysis that tracks exp...

Abstraction, counterexample-guided refinement, and interpolation are techniques that are essential to the success of predicate-based program analysis. These techniques have not yet been applied together to explicit-value program analysis. We present an approach that integrates abstraction and interpolation-based refinement into an explicit-value analysis, i.e., a program analysis that tracks ex...

OBJECTIVE We investigated the effects of an explicit problem-solving skills training program using a metacomponential approach with 33 outpatients with moderate acquired brain injury, in the Hong Kong context. METHOD We compared an experimental training intervention with this explicit problem-solving approach, which taught metacomponential strategies, with a conventional cognitive training ap...