An overview of the Fortran D programming system

Languages and Compilers for Parallel Computing - Lecture Notes in Computer Science ◽

10.1007/bfb0038655 ◽

2006 ◽

pp. 18-34 ◽

Cited By ~ 6

Author(s):

S. Hiranandani ◽

K. Kennedy ◽

C. Koelbel ◽

U. Kremer ◽

C. -W. Tseng

Keyword(s):

Programming System ◽

Fortran D

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A Static Performance Estimator in the Fortran D Programming System

Advances in Parallel Computing - Languages, Compilers and Run-Time Environments for Distributed Memory Machines ◽

10.1016/b978-0-444-88712-2.50011-1 ◽

1992 ◽

pp. 119-138 ◽

Cited By ~ 4

Author(s):

Vasanth Balasundaram ◽

Geoffrey Fox ◽

Ken Kennedy ◽

Ulrich Kremer

Keyword(s):

Programming System ◽

Static Performance ◽

Fortran D

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The Design of General Off-Line Graphical Robot Programming System

Recent Patents on Mechanical Engineering ◽

10.2174/2212797609666161107152053 ◽

2017 ◽

Vol 9 (4) ◽

pp. 343-352

Author(s):

Zheng Zhang ◽

Yonggang Peng ◽

Yuhui Li

Keyword(s):

Robot Programming ◽

Programming System

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Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System Third Edition

Topics in Early Childhood Special Education ◽

10.1177/0271121420981712 ◽

2021 ◽

pp. 027112142098171

Author(s):

Michael D. Toland ◽

Jennifer Grisham ◽

Misti Waddell ◽

Rebecca Crawford ◽

David M. Dueber

Keyword(s):

Field Test ◽

Programming System ◽

Eligibility Determination ◽

Fit Statistics ◽

Reliability Estimates ◽

Test Version ◽

Acceptable Model ◽

Cutoff Scores ◽

Area Classification

Rasch and classification analyses on a field-test version of the Assessment, Evaluation, and Programming System Test—Third Edition (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

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