Throughout this book, the concept of framing is used to look at art, photography, scientific drawings and cinema as visually constituted, spatially bounded productions. The way these genres relate to that which exists beyond the frame, by means of plastic, chemically transposed, pencil-sketched or moving images allows us to decipher the particular language of the visual and at the same time circumscribe the dialectic between presence and absence that is proper to all visual media. Yet, these kinds of re-framing owe their existence to the ruptures and upheavals that marked the demise of certain discursive systems in the past, announcing the emergence of others that were in turn overturned.
Jean Rouch made important, innovative ethnographic films in West Africa from the late 1940s to the 1970s. There is an evident contrast – in subject and style – between his films about young Africans in the years prior to national independences and the more traditional ethnographic films, in the wake of Griaule, largely focused on the "primitive" and on the "profound Truth" assumed to reside in the Dogon cosmogony. This dualism, which reflects the evolution underway in French ethnography, is a source of tension in Rouch's corpus of film. In the footsteps of Leiris and Balandier, post-War French ethnography was, at that time, apprehending the rapid changes that Africa was experiencing and was attempting to reconfigure its own theoretical foundations. Rouch may have seemed to be at odds with this new paradigm when filming the Dogon, but at the same time he made films which gave voice and personal identity to their protagonists, foreseeing novel forms of intercultural reflections, akin to the concept of "regards croisés" that certain post-Modern analysts would later prone. In the films about societal shifts in Africa, Rouch mixed as it suited him fiction with the most vital subjects: de-colonialization, modernization, politics, the sociology of population migrations from rural to urban. The watershed work of Balandier, his Sociologie des Brazzavilles noires in particular, and those of Rouch, with les Maîtres fous, Moi, un noir and Jaguar, echoed each other, offering a dynamic approach to African culture. However, the tangible dichotomy in Rouch's work, with respect to subjects traditional or modern, is not a quirk but rather a trademark reflecting Rouch's unique itinerary, woven through a transformational period in French ethnology, representing a source of tension within his works, begging to be further explored and contextualized.
Jean Rouch made important, innovative ethnographic films in West Africa from the late 1940s to the 1970s. There is an evident contrast – in subject and style – between his films about young Africans in the years prior to national independences and the more traditional ethnographic films, in the wake of Griaule, largely focused on the "primitive" and on the "profound Truth" assumed to reside in the Dogon cosmogony. This dualism, which reflects the evolution underway in French ethnography, is a source of tension in Rouch's corpus of film. In the footsteps of Leiris and Balandier, post-War French ethnography was, at that time, apprehending the rapid changes that Africa was experiencing and was attempting to reconfigure its own theoretical foundations. Rouch may have seemed to be at odds with this new paradigm when filming the Dogon, but at the same time he made films which gave voice and personal identity to their protagonists, foreseeing novel forms of intercultural reflections, akin to the concept of "regards croisés" that certain post-Modern analysts would later prone. In the films about societal shifts in Africa, Rouch mixed as it suited him fiction with the most vital subjects: de-colonialization, modernization, politics, the sociology of population migrations from rural to urban. The watershed work of Balandier, his Sociologie des Brazzavilles noires in particular, and those of Rouch, with les Maîtres fous, Moi, un noir and Jaguar, echoed each other, offering a dynamic approach to African culture. However, the tangible dichotomy in Rouch's work, with respect to subjects traditional or modern, is not a quirk but rather a trademark reflecting Rouch's unique itinerary, woven through a transformational period in French ethnology, representing a source of tension within his works, begging to be further explored and contextualized.
The visionary Satyajit Ray (1921-1992) is India's most famous director. His visual style fused the aesthetics of European realism with evocative symbolic realism, which he based on classic Indian iconography, the aesthetic and narrative principles of rasa, the energies of shakti and shakta, the principles of dharma, and the practice of darsha dena/ darsha lena. He incorporated these aesthetic elements in a self-reflective manner as a means of observing and recording the human condition in a rapidly changing world. This unique amalgam of self-expression expanded over four decades that cover three periods of Bengali history, offering a fictional ethnography of a nation in transition from agricultural, feudal societies to a capitalist economy. His films show the emotional impact of the social, economic, and political changes, on the personal lives of his characters. They expand from the Indian declaration of Independence (1947) and the period of industrialization and secularization of the 1950s and 1960s, to the rise of nationalism and Marxism in the 1970s, followed by the rapid transformation of India in the 1980s. Through the Eyes of his characters, Ray's films reflected upon the changes in the conscious collective of the society and the time they were produced, while offering a historical record of this transformation of his imagined India, the 'India' that I got to know while watching his films; an 'India' that I can relate to. The paper highlights an affinity between Ray's method of filmmaking with ethnography and Kantian anthropology. For this, it returns to the notion of the charismatic auteur as a narrator of his time, working within the liminal space in-between fiction and reality, subjectivity and objectivity, culture and history respectively, in order to reflect upon the complementary ontological relationship between the charismatic auteur and the role of the amateur anthropologist in an ever-changing world.
The visionary Satyajit Ray (1921-1992) is India's most famous director. His visual style fused the aesthetics of European realism with evocative symbolic realism, which he based on classic Indian iconography, the aesthetic and narrative principles of rasa, the energies of shakti and shakta, the principles of dharma, and the practice of darsha dena/ darsha lena. He incorporated these aesthetic elements in a self-reflective manner as a means of observing and recording the human condition in a rapidly changing world. This unique amalgam of self-expression expanded over four decades that cover three periods of Bengali history, offering a fictional ethnography of a nation in transition from agricultural, feudal societies to a capitalist economy. His films show the emotional impact of the social, economic, and political changes, on the personal lives of his characters. They expand from the Indian declaration of Independence (1947) and the period of industrialization and secularization of the 1950s and 1960s, to the rise of nationalism and Marxism in the 1970s, followed by the rapid transformation of India in the 1980s. Through the Eyes of his characters, Ray's films reflected upon the changes in the conscious collective of the society and the time they were produced, while offering a historical record of this transformation of his imagined India, the 'India' that I got to know while watching his films; an 'India' that I can relate to. The paper highlights an affinity between Ray's method of filmmaking with ethnography and Kantian anthropology. For this, it returns to the notion of the charismatic auteur as a narrator of his time, working within the liminal space in-between fiction and reality, subjectivity and objectivity, culture and history respectively, in order to reflect upon the complementary ontological relationship between the charismatic auteur and the role of the amateur anthropologist in an ever-changing world.
"Colorblindness, A Life: Race, Film, and the Articulation of an Ideology," offers a political and cultural biography of the racial ideology of colorblindness from its emergence as a coherent racial ideology in the years after the civil rights movement to its dominant influence in social policy in the 1990s. Most importantly, the project reveals the manner in which colorblindness became the racial project of neoliberalism. This elaboration of colorblindness as an ideology and cultural form is best understood through an examination of film during the period of my study. Beginning in the second-half of the 1970s, Hollywood developed its own set of filmic aesthetics, narratives, and tropes that advocated colorblindness. Moreover, Hollywood was not only central to the articulation of the ideology, it also depended upon colorblindness in the New Hollywood era. In the post-civil rights era, then, colorblindness, neoliberalism, and film are constitutive of and inextricable from one another.The project illustrates three key themes. First, colorblindness is the racial project of neoliberalism. The 1970s were characterized by an anti-government ethos that extended across racial and political lines that neoconservatives used in the 1970s to attack issues like affirmative action and busing as part of a movement intent on dismantling of the welfare state. Out of these struggles emerged a neoliberal notion of "individual" colorblind freedom that neoconservatives, beginning in the mid-seventies, successfully sold as the antidote to the "reverse discrimination" of government mandated "group" rights. The growing popularity of neoliberal economics in the seventies was not merely the result of the seeming failures of Keynesianism to cure stagflation. Instead, the mounting opposition to the "overreach" of the federal government in busing and affirmative action was fundamental in building the appeal of a return to uncompromising laissez faire economics.Secondly, colorblindness, although post-racial in theory, has served as a tool for whites to realign and reconstitute white supremacy within a post-civil rights political correctness. Beginning in the late seventies, white Republicans and moderate Democrats alike used colorblindness to eliminate race-conscious programs intended to promote racial equality. These efforts have only exacerbated racial inequality.Lastly, my dissertation asserts that film served as a key battleground for the culture wars out of which the ideology of colorblindness formed. Yet just as colorblindness needed film to form its cultural cohesion, film needed colorblindness to reinvent itself in the desperate economic times of the post-Classical era. Beginning in the 1970s, movies capitalized upon the volatile racial, social, and economic struggles in the decades after the civil rights movement that shaped colorblindness and have continued to appeal to colorblind sentiments for profit. By the end of the 1980s, Hollywood was increasingly turning to historical dramas that imagined colorblind white heroes at the center of black freedom struggles--emancipation and the civil rights movement, specifically. And by the 1990s, entirely new colorblind film genres, most notably in what I term the "Teacher Film," had emerged.
1. Beyond the Mad Men: Consumer Engineering and the Rise of Marketing Management, 1920s–1970s: An Introduction -- I. Twentieth-Century Marketing: Aspirations and Limits, Costs, and Benefits -- 2. Marketing as "Consumer Engineering"? A Concept in Transatlantic Perspective, 1930s–1960s -- 3. What Does "Fast Capitalism" Mean for Consumers? Examples of Consumer Engineering in the United States -- 4. A Theoretical Exploration of Consumer Engineering: Implicit Contracts and Market Making -- II. Consumer Engineers and Transatlantic Exchanges at Mid-Century -- 5. Shopping Malls and Social Democracy: Victor Gruen's Postwar Campaign for Conscientious Consumption in American Suburbia -- 6. Consumer-Based Research: Walter Landor and the Value of Packaging Design in Marketing -- 7. German-Style Consumer Engineering: Victor Vogt's Verkaufspraxis, 1925–1950 -- III. Consumer Engineering Practices in Postwar Europe -- 8. Consumer Credit as a Marketing Tool: The French Experience in European and Transatlantic Comparison, 1950s–1960s -- 9. Adidas and the Creation of a Transnational Market for German Athletic Shoes, 1948–1978 -- 10. Imagined Images, Surveyed Consumers: Market Research as a Means of Consumer Engineering, 1950s–1980s -- IV. Consumer Engineering and Consumer Movements -- 11. Marketing a New Society or Engineering Kitchens? IKEA and the Swedish Consumer Agency -- 12. "The Consumer Crusader": Hugo Schui and the German Consumers Association -- 13. Consumer Engineering by Belgian Consumer Movements: From Modern Marketing with a Transnational Touch to Late-Modern Insecurities, 1957–2000
Maverick Movies tells the improbable story of New Line Cinema, a company that cut a remarkable path through the American film industry and movie culture. Founded in 1967 as an art film distributor, New Line made a small fortune running John Waters's Pink Flamingos at midnight screenings in the 1970s and found reliable returns with the Nightmare on Elm Street franchise in the 1980s. By 2001, the company competed with the major Hollywood studios and reached global box office success with the Lord of the Rings franchise. Blurring boundaries between high and low culture, between independent film and Hollywood, and between the margins and the mainstream, New Line Cinema epitomizes Hollywood's shift in focus from the mass audience fostered by the classic studios to the multitude of niche audiences sought today. "At long last, a top film scholar takes a deep dive into New Line Cinema's remarkable and most unlikely history. Mining a wealth of primary sources and trade press accounts, and with access to New Line's renegade founder Bob Shaye himself, Daniel Herbert deftly recounts the company's rags-to-riches saga and firmly situates New Line as one of the most important Hollywood studios in the past half century." — THOMAS SCHATZ, author of The Genius of the System: Hollywood Filmmaking in the Studio Era "Exhibiting the same archival dexterity he brought to Videoland, Herbert reconsiders how New Line's eclecticism both predicted and reflected broader changes in US film culture of the late twentieth century. This book will revitalize the field of distribution studies." — CAETLIN BENSON-ALLOTT, author of The Stuff of Spectatorship: Material Cultures of Film and Television "Focusing on New Line Cinema, an indie outfit rooted in 1960s college-campus film culture that in the 1990s briefly became the tail that wagged the dog at the WB, Herbert crafts a compelling road map of the volatile movie industry of postclassical Hollywood." — JON LEWIS, author of Road Trip to Nowhere: Hollywood Encounters the Counterculture
A dialogue with Linda Nochlin, the Maverick She -- 1970s : Why have there been no great women artists? -- Miriam Schapiro: recent work -- Some women realists -- Women artists after the French Revolution -- 1980s : Florine Stettheimer: rococo subversive -- Nancy Graves: the subversiveness of sculpture -- Morisot's Wet nurse: the construction of work and leisure in impressionist painting -- Zuka's French Revolution: a woman's place is public space -- 1990s : Pornography as a decorative art: Joyce Kozloff's patterns of desire -- Starting from scratch: the beginnings of feminist art history -- Mary Cassatt's modernity -- Sylvia Sleigh: portraits of women artists and writers -- Deborah Kass: portrait of the artist as an appropriator -- 2000s : Jenny Saville: floating in gender nirvana -- Mary Frank: encounters -- Seeing beneath the surface (Kathleen Gilje) -- A rage to paint: Joan Mitchell and the issue of femininity -- Sam Taylor-Wood: when the stars weep -- Alice Neel -- Unholy postures: Kiki Smith and the body -- Sarah Lucas: God is Dad -- "Why have there been no great women artists?" thirty years after -- Women artists then and now: painting, sculpture, and the image of the self -- Cecily Brown: the erotics of touch -- Existence and beading: the work of Liza Lou -- Black, white, and uncanny: Miwa Yanagi's Fairy tale -- Old-age style: late Louise Bourgeois -- 2010s : Sophie Calle: word, image and the end of ekphrasis -- Ellen Altfest: a new, new realism -- Natalie Frank: the dark side of the fairy tale
Anachronism Effects: Ventriloquism and Popular Media, argues that the seemingly outmoded cultural phenomenon of ventriloquism is a key site for understanding Western anxieties about media and mediation at the turn of the twenty-first century. Ventriloquism achieved mainstream popularity in the Vaudevillian era through its comedic dramatizations of the foibles of everyday communication. Subsequently translated into the audiovisual contexts of phonography, film, and television, the art boasts a growing plethora of media afterlives, while also serving as political shorthand for the mechanical reproduction of another's speech. Anachronism Effects insists that ventriloquism's circulation as a popular metaphor, and continued prevalence as a form of contemporary entertainment, offers a unique template for tracing the transmissions of power and knowledge through diverse media platforms, as well as through racialized, gendered, and queer bodies, in the information age—even as the practice continues to evoke the cultural detritus of a prior historical moment.Anachronism Effects thus attends to the myriad ways in which ventriloquism has evolved as a distinct cultural object, as the art of "saying what people want to say but can't say" by displacing this unspeakable or unsavory speech onto a dummy. From the radically race-critical 1970s vinyl record albums of the African-American ventriloquist duo Richard and Willie; to the late 1980s-early 1990s lip-synch scandal wrought by the "ventriloquism" of the Afro-German pop group Milli Vanilli; to the contemporary televisual, cinematic, and multimedia performances of the self-deprecating British ventriloquist Nina Conti and her jingoistic American counterparts Terry Fator and Jeff Dunham, the project's case studies illuminate what it means to "vent" in both senses of the term, particularly in the context of the perceived dynamics of silencing or "correctness" that often accompanies contemporary political discourse. The dissertation's initial case studies notably coalesce around highly politicized celebrations of national history (the mid-1970s U.S. Bicentennial, the early 1990s "reunification" of Germany), while its later chapters take up post-9/11 U.S. fantasies of a return to a folkloric national past. In each instance, ventriloquism's play with the alignments and disconnections between body and voice enacts a material working-through of the temporal contradictions elided by national historical discourses.
Als Konzept ist die "historische Stadt" relativ neu. Entwickelt wurde sie während der 1970er und 1980er Jahre aus den Grundideen der städtebaulichen Moderne. Das lässt sich besonders gut am Beispiel Ost-Berlin belegen. In dieser Zeit setzte sich hier eine heterogene Allianz von Führungskadern, Architekten und Intellektuellen für ein städtisches Umfeld ein, das die individuelle Erfahrung von Geschichtlichkeit vermittelt. Diese Ideen schlugen sich in den 1980er Jahren in einer Reihe von Prestigeprojekten nieder. In der Vorbereitung auf die 750-Jahrfeier von Berlin 1987 ließ die DDR-Führung einige der jahrzehntelang geschmähten Mietshausviertel renovieren und mit Insignien historischen Alltagslebens ausschmücken. Gleichzeitig wurden eine Reihe repräsentativer Bauprojekte geplant und teilweise realisiert, die sich stark an historische Bauformen anlehnen. Die historische Stadt vermengte Elemente verschiedener vergangener Epochen zu einer undifferenzierten Vorstellung von "der Vergangenheit." Diese Entwicklung beruhte auf einer Elastizität der sprachlichen Äußerungen von Städtebauern und Theoretikern. Im Laufe der 1970er und 1980er Jahre behielten Begriff wie "Wohnraumerhaltung" oder "Rekonstruktion" einerseits ihren positiven Klang bei, veränderten andererseits aber radikal ihre Bedeutung. In ähnlicher Weise wurde die quasi-biologische Konzeption der Stadt als Organismus, aus dem "überaltete" Wohnviertel nach Beendigung ihrer "Lebensdauer" entfernt werden müssen, Schritt für Schritt außer Kraft gesetzt. Durch Renovierungs- und Neubauprojekte initiierte die Ost-Berliner Führungsspitze und ihre ausführenden Organe eine Renaissance zahlreicher, lange vernachlässigter Stadtteile, die nach der Wiedervereinigung zu gehobenen Wohn- und Geschäftsvierteln wurden. Trotz der umfassenden personellen Neuordnung nach dem Ende der DDR muss die Ost-Berliner Städtebaupolitik vor und nach der Wiedervereinigung als Kontinuität und nicht als Bruch verstanden werden. Ungeachtet der politischen und wirtschaftlichen Unterschiede weist die städtebauliche Entwicklung in Ost-Berlin in den 1970er und 1980er Jahren starke Parallelen zu der im Westen auf. Sowohl in der DDR als auch in zahlreichen westlichen Ländern wurde mit der Erfindung der historischen Stadt reale und imaginäre Stadtgeschichte zunehmend kommerzialisiert und an lokale Eliten und Touristen vermarktet. Die historische Stadt wurde auch zum konzeptuellen Hintergrund für die zunehmend verbreitete Inszenierung und Deutung historischer Spuren im Stadtbild, mit der die neuen Mittelschichten politische und soziale Legitimation beanspruchten. ; The idea of a "historic city" is a rather recent phenomenon. As a conceptual framework, it evolved over the course of the 1970s and 1980s from the intellectual foundations of modernist urban design. This is especially well illustrated in East Berlin, where a heterogeneous group of politicians, architects, and scholars called for an urban environment that provides the individual experience of historicity. Their ideas were most prominently infused in a series of showcase projects built during the 1980s. For the celebration of Berlin's 750th anniversary in 1987, some of the long-despised late-19th-century tenement neighborhoods were remodeled and fitted out with the insignia of historic every-day life. In addition, a number of representative architectural ensembles were built that made use of different historic styles. The invention of the historic city collapsed the memories of different historic periods into a generic notion of "the past." This process relied on a specific elasticity of the language employed by designers and theorists. Over the course of the 1970s and 1980s, terms such as preservation or reconstruction retained a positive connotation while simultaneously time undergoing a radical change in meaning. In the same way, the quasi-biological conception of the city as a body with a life cycle, where "obsolete" neighborhoods had to be regularly demolished, was gradually suspended. Through both remodeling and new construction, the East German leaders and their collaborators initiated a renaissance of once neglected neighborhoods, which after the German reunification became prime locations for upscale housing and retail. Construction policy before and after the German reunification therefore has to be seen as a continuous development rather than a break. Despite the different political and economic system in the German Democratic Republic, East Berlin design politics during the 1970s and 1980s paralleled the approaches in Western countries, where real and imagined urban history was increasingly commodified and marketed to local elites and tourists. The historic city also became the conceptual background for a widely practiced exegesis of historic residues, through which Berlin's middle classes claimed social and political legitimacy.
As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 73 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo The University of The West Indies, Mona Gilles Lubeth The University of The West Indies, Mona Abstract: As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. Keywords: CARICOM, French for international trade, international conferences, Language for Specific Purposes (LSP), methodology Introduction Language for Specific Purpose (LSP) has developed with the expansion of international trade and the development of multilingual and multicultural working teams. Short language courses are designed at the request of enterprises or institutions in order to meet the specific demands related to the work environment. Though LSP courses have been in existence for more than three decades, their introduction in the academic programs of language majors is quite recent and has been a hot debate for several years at MLA and ADFL meetings. In the Caribbean, with the development of integration, the need for LSP has been felt as the CARICOM (Caribbean Community) started to look beyond the English-speaking Caribbean and opened itself to non-English-speaking territories (Surinam and Haiti joined the organization in 1995 and 2002 respectively while Cuba and the Dominican Republic have observer status). These political trends impacted on our foreign language offerings, stressing the need to open our curriculum to professionally oriented courses. The Department of Modern Languages and Literatures and the language sections of the two other campuses TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 74 had various responses: at the St. Augustine Campus (Trinidad and Tobago), a Latin American Studies program was developed; at Cave Hill (Barbados), a cross-faculty program in Management Studies with a minor in a foreign language was approved; at Mona, LSP courses were developed and students from other faculties were allowed to declare minors in French or Spanish. In this article, we present the circumstances surrounding the design of the latest addition to French for Specific Purpose courses offered at the University of The West Indies, Mona (UWI, Mona), the methodological choices made and their implication for assessment. Because the course has been offered twice since its approval by the University Academic Quality Assurance Committee and with two different schedules, we will compare and discuss these two delivery modes. Language for Specific Purpose at the UWI, Mona At the UWI, Mona, the introduction of French for Special Purpose came out of a pragmatic approach at a time when high schools were experiencing a high turnover of French teachers and a reduction of schools offering A-level French (equivalent to the Baccalauréat). Noting that our graduates were being hired in the insurance and tourism industries, it was thought that equipping them with professional language skills would give a 'practical' touch to our program. The recruitment of a colleague with professional experience in translation led to discussions about a more professionally oriented program. "French for Business" was the first LSP course to be designed in 1991–1992 with the creation of a level III course of French for business or "Business French." The course was developed as an elective in response to a situation in which French graduates were moving toward the business sector instead of education. In the subsequent years, other LSP courses were introduced: "French for Hospitality" in 1998–1999 and "French for International Conferences" in 2003. The introduction of this last course coincided with a drastic overhaul of the French curriculum. The offering of "French for International Conferences" came at a time when the French section of the Department was repositioning itself and revising its offerings. The course was designed with a view to attracting International Relations (IR) students while capitalizing on the latest trend in French foreign language teaching methods. The decision was based on the fact that IR majors and French majors minoring in IR outnumbered students majoring in French only. It was taken at a time when the section was going into a survival mode, taking drastic measures and moving away from the traditional language curriculum (36 credits equally divided between language and literature). The section opted for a mix of language, literature, film and culture, and French for specific purpose courses. It was a drastic choice since the section was moving away of the traditional literary offerings. Though the section has not fully recovered, it has increased its numbers and the majority of students pursuing French are double majors (French and Spanish) with a professional objective of becoming translators or interpreters, followed by IR and Linguistics majors. Total Simulation in French Foreign Language Teaching and Learning Even though Total Simulation in French Foreign Language Education was initiated in the 1970s at the BELC (Bureau d'Enseignement de la Langue et de la Civilisation Françaises à l'Étranger / Office for the Teaching of French Language and Civilization TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 75 Abroad) it did not really become mainstream until the late eighties. This approach to language teaching evolved from role playing and the need to expand role playing over a longer period of time with a view to involving diverse aspects of communication (Yaiche, 1996). Total Simulation was borrowed from continuous professional education where staff received specific training to deal with job-related situations. Total Simulation for French Foreign Language Teaching was first conceptualized by Francis Debyser, a professor at the CIEP (Centre International d'Études Pédagogiques / International Center for Peda-gogical Studies). In the 1980s, Total Simulation became more broadly accepted and moved from experimental to established status. Publishers become interested and several textbooks were published by Hachette between 1980 and 1990 (Yaiche, 1996). By the 1990s, Total Simulation was redirected toward the teaching of French for Specific Purpose (Business French, French for International Relations, Hospitality French). Total Simulation benefits today from IT and its use in the classroom. It is still at the experimental stage as is the case of 'Virtual Cabinet' for the teaching of English, which has been developed by Masters' students at University of Lyon II (http://sites.univ-lyon2.fr/vcab/demo/) or 'L'auberge' developed by University Lille III for incoming French Foreign Language Students (http://auberge.int.univ-lille3.fr/). Characteristics of a Total Simulation Course in Foreign Language Learning Total Simulation in Foreign Language Teaching and Learning could be considered revolutionary in its approach and methodology. First, the role of the teacher is transformed as he or she becomes a facilitator and a participant in the simulation instead of an instructor. For instance, in the International Conference Simulation, the teacher plays the part of the Secretariat. He or she compiles and archives the material needed for the progress of the conference. He or she also provides documents and the linguistic tools needed for the project. Secondly, simulation follows a set pattern of five stages (See Bourdeau, Bouygue, & Gatein, 1992; Yaiche, 1996). The first stage is the creation of the setting. In the case of the International Conference, it means, choosing the theme and the place of the conference. The second stage is to identify the participants. At this point, the role playing starts as the learners have to choose an identity and the country that they will represent. Learners will have to play several roles: delegates from their chosen countries (Minister of Foreign Affairs or High Ranking Civil Servant or Ambassador). At one point, they also play the part of journalists. The countries are fictitious but based on the characteristics of real countries. During this stage, learners choose their identity and civil status; they invent a short biography indicating two physical, moral, psychological, intellectual characteristics, two distinctive objects, (Yaiche, 1996). The third and fourth stages consist in conducting the simulation: the official opening ceremony and the working sessions. At this point, learners are to present their country's respective position paper. Interaction takes place as well as negotiations for a common position and action plan. During this stage, the facilitator plays an important part in ensuring the archiving of all productions and the elaboration of a data bank for the progress of the conference. Students are provided with documents and assisted in acquiring the mastery of the linguistic tools needed for the exercise (e.g., mastery of high language register for official speeches; mastery of diplomatic lexicon for the phrasing of the final resolution and the press release, TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 76 ability to write an abstract or a synthetic report from a news article, etc.). The final stage is geared toward ending the simulation. In the case of the International Conference, it is marked by the writing of the final resolution and a press conference. Since IR students are to be prepared to face and manage diplomatic incidents/crisis during negotiations, elements that could lead to such incident are introduced between the fourth and fifth stage of the simulation when students are drafting the final resolution of the conference. Students are expected to draw on their negotiating skills in order to solve the problem or assuage the potential conflict and bring the conference to a positive closing ceremony. Assessment is blended in the simulation: oral expression is assessed during the opening ceremony (a five-minute presentation) and during the press conference. Students are video recorded and marking takes place afterwards. (See evaluation sheet in appendix B). Both examiners are present to abide by University Examination Regulations. Writing proficiency is assessed through a press release and the conference final resolution, which is done individually during a traditional in-class test. It is also assessed 'outside' of the simulation through the submission of a take-home assignment, the format of which is either a précis writing or a critical review of a newspaper article related to the theme of the conference. Students are provided with a choice of articles from Le Monde Diplomatique, a well-established and recognized reference journal from which they will select an article for review or summary. LSP and Total Simulation in Jamaica and at the UWI, Mona French teachers in Jamaica were introduced to Total Simulation in 1993 thanks to a new French Linguistics Attaché who was also appointed at The University of the West Indies from 1992–1997. A specialist in Total Simulation, she organized two workshops for the Jamaica Association of French Teachers and one for the Tourism Product Development Company (TPDCo), a Jamaican state agency responsible for the training of the workforce in the tourism sector. The co-authors received additional training at the annual training seminar organized by the Centre International d'Études Pédagogiques (CIEP) held in Caen in July 1996 (Nzengou-Tayo) and July 2009 (Lubeth) respectively. The first total simulation course at the UWI was developed in 2003. Two factors contributed to the choice of this methodology. One was the renewed interest in LSP with the review of the French program. After a quality assurance review in 2003, the French section, threatened by low numbers in registration, revised its program with a stronger professional component (introduction of an additional LSP course and translation modules). The second was the institutionalization of summer courses, which offered the possibility of using an intensive format. The idea was to design a course that could imitate a real life situation: an international conference taking into account that such an event is usually limited over a period of time (1–2 weeks) and requires a full work day. The course was submitted to the University Quality Assurance Committee for approval (See course proposal in Appendix A). In the initial submission, evaluation was by 50% coursework and 50% final examination (Appendix A). However, when the course was first taught in 2006, we requested a change of the evaluation scheme to 100% coursework (50% oral presentation and 50% written assignment). The reason for this change was directly related to the philosophy behind total simulation, which required a formative form of assessment that would blend seamlessly in the simulation. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 77 Case Study: The 2006 and 2009 Experiences Since its creation, French for International Conferences (FREN 3118) has been offered twice: first, in 2006 as an intensive summer course over two weeks, and secondly, in 2009 as a regular semester course over thirteen weeks. These two modes of delivery will be compared and discussed in this section. Course delivery schedule. In 2005–2006, during the two-week period during which the course was offered, the timetable averaged 25 hours per week with 5 daily contact hours. FREN 3118 was the only course attended by the students. Students were put in an immersion situation as they interacted with a native speaker of French during the week. During the second week, ten hours were set aside for independent research in an attempt to give students an opportunity to develop learning autonomy. In 2009–2010, the course was taught during the first semester according to the regular schedule. The timetable featured 3 one-hour sessions per week. In addition to FREN 3118, students were simultaneously registered for four other courses whose demands were competing with the French course. The fast pace of the semester (13 weeks) did not allow for a scheduled independent research. Students had to use their free time for independent research to develop their learning autonomy. The difference between the schedules of the 2006 and 2009 course delivery had an impact on the course management as well as the students' learning experience. It is evident that 2009 students did not have the same learning stimulus as the 2006 ones. They had the pressure of their other courses in term of time and workload. In addition, regular attendance was an issue since students sometimes missed classes either due to timetable clashes or assignment deadlines to meet in other courses. The running of the course was affected as each student had a part to play in the progress of the simulation and absence from class meetings affected the proceedings of the conference. Student profile and number. The course targets third-year students and requires a general language module at level III as a co-requisite. However, the co-requisite can be waived depending on the level of the students. For instance, when the course was offered during the summer 2006, it was waived for second-year students who had received a B+ in the two modules of the level II language courses. In 2009, a third-year International Relations student who had completed level I of the French language courses with A and was reading the level II language course was allowed to register. The waiver was granted based on his outstanding results at level I and also after an interview in which he demonstrated a high level of motivation and learning autonomy. In 2006, the course was offered with 9 students and in 2009 there were 14 registered students. Numbers can be an issue for conducting a total simulation course. For instance, our experience taught us that, even though Cali, Cheval, & Zabardi (1992) suggest a number of 20 participants divided according to a ratio by type of countries1 in La Conférence Internationale et ses Variantes, country-ratio balance can still be observed TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 78 with lesser numbers. Based on our 2006 experience, we recommend a minimum of 8 students. Indeed, a lesser number would not allow their distribution according to the recommended country ratio. In addition, work in commissions, which is part of the simulation process, would be less productive. Similarly, 20 is the maximum manageable number of students during total simulation. The attention to be devoted to students' progress and the group dynamics become a challenge with larger numbers. Therefore, beyond 20, the group would be divided and two concurrent simulations conducted, provided that staffing is not an issue for the institution. Topics and scenarios. On both occasions, the theme of the conference was inspired by current affairs relevant to the Caribbean region. In 2006, the conference was titled "Libre circulation des travailleurs à l'échelle mondiale: Faisabilité et conditions" (Feasibility and Conditions for a Global Free Movement of Labour). The theme was inspired by discussions taking place in the media about the Caribbean Single Market and Economy (CSME) put in place by CARICOM countries that year. The scenario was developed to involve a group of 9 countries, members of a regional organization seeking to achieve integration through free movement of workers. The 2009 edition of the conference, "Réchauffement climatique: Stratégies et équité" (Global Warming: Strategies and Equity) was inspired by the then ongoing international negotiations on global warming. The course started in September, just three months before the Copenhagen Summit. The scenario was based on the creation of an international organization, the Group of 14 (G14) specially dedicated to addressing the issue of global warming, and therefore holding its first conference accordingly. The choice of topics related to current international or regional issues stimulates the students' interest as they can have access to current reference material. They develop their critical thinking as they are exposed to various diverging opinions and asked to present their country's position at the start of the conference. For example, at the 2009 conference, the delegate of "Bonangue" expressed the country's position as follows: Conscient des graves effets [du réchauffement climatique] sur l'environnement, nous tenons à prendre action immédiatement parce que les effets poseront un problème pour le pays. Par le passé, la Bonangue a donné priorité aux revenus, dans certains cas, au détriment de l'environnement. Le pays est disposé à porter [sic] les changements nécessaires. The delegate of "Kalasie," on the contrary, indicated, "La Kalasie est favorable au recours aux crédits d'émission de gaz utilisables par les investisseurs." Another delegate from "Lisérbie" chose to stress the social impact and the importance to reach a consensus on the matter. The multiple and sometimes diverging country positions will contribute to the life of the conference as the objective is to find a common ground and sign a final resolution, which would bring the conference to a close. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 79 Resources and methods. The course outline was developed in accordance with the prescribed textbook La Conférence Internationale et ses Variantes (Cali et al., 1992). The authors' recom-mendations were followed with some adjustments, which will be presented below. Since countries have to be fictitious to respect the principle of Total Simulation, two websites, CIA: The World Factbook, and Quid were used to establish the profile of these invented countries.2 Using the principle of 'mots-valises' students invented the name of the countries they were representing. For instance, "Lisérbie," "Kalasie" or "Dukenyah" were obviously created in reference to existing countries or regions. Other names were arbitrary and left to the students' imagination as "Cadeaux d'Ouest," "Amapour" or "Kadia." Other web resources were used in accordance with the theme of the conference and a companion website was developed on the University Virtual Learning Environment (OurVLE) (UWI, Mona "Virtual Learning Environment") to take advantage of information technology at our disposal at the Mona Campus. The 2006 intensive format. We introduced some slight variations from the standard format of the simulation. First, the course started with a screening of the French movie Saint-Germain ou la Négociation (2003) with Jean Rochefort. The objective was to highlight the objectives, modalities of diplomatic negotiations as well as to insist on the high-language register used during negotiations, which the students would have to use. Despite the historical context (the 16th century), the film was particularly suitable as it showed protocol and behind-the-scene events taking place during political negotiations. Secondly, students were given an introductory lecture on the processes of international conferences coupled with a tour of the Jamaica Conference Centre in Kingston. This was facilitated by a colleague and professional translator who worked at international conferences and was familiar with the facility. Various documents were made available online on a range of topics: international organizations pursuing regional integration through implementation of free movement of labor (the European Union, CARICOM) and a compilation of documents on immigration and globalization. In 2006, the course page on OurVLE was used only for archival purposes. The instructor, playing the part of the conference Secretary, uploaded for future reference documents that had been identified as relevant to the conference. Since the students' time were dedicated to the course, it was easy to simulate the rhythm of a conference with meetings in commission and plenary sessions. The course outline was design to be the "agenda" of the conference. The intensive format helped to develop a group dynamic based on solidarity and conviviality, which stimulated weaker students to make efforts to improve their proficiency. The 2009 semester-long format. The semester-long delivery of FREN 3118 differed from the intensive summer course on some points. The presentation by the guest lecturer and the film screening were maintained, but, due to timetable constraints, the tour of the Conference Centre did not take place. The main innovation was in the extensive use of the online module and the exploration of the functionalities offered by the Moodle platform supporting OurVLE TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 80 where all the material necessary for the presentation of the theme and the conduct of the activities of the conference were uploaded. All documents were made available online via OurVLE, expanding from print and website links to audio and video. Students' productions were added to the resources identified by the instructor. The instructor/facilitator provided the following resources: explanatory documents on global warming (its geopolitical implications and the negotiation process); documents with terminology used in diplomatic language; and audiovisual documents from France2, France3, and YouTube. A link to Yann Arthus-Bertrand's documentary Home (2009) was also put on the course portal. As Secretariat, the instructor/facilitator uploaded reports of sessions held during the preparatory phase (the preconference meetings). These reports gave students a regularly updated overview of progress made, a review of notions covered as well as the calendar of events (the schedule of meetings). Using the functionalities offered by Moodle, students were able to contribute to the development of the course portal. Using the 'upload a single file' and the forum features, they uploaded their own production, including country and delegate profiles, reports resulting from the sessions in commission and plenary sessions, and draft resolutions. The course portal was useful for archiving the various activities conducted during the course. Students were able to refer to a central repository outside of the contact hours. This tool also had financial and ecological benefits as it reduced the cost of photocopying. Indeed, whereas all documents had to be printed in 2006, only documents produced during the conference (student-generated commission and plenary reports, agenda and list of speakers) were printed for circulation in 2009. Because of the discontinuity of the timetable (3 hours spread over 13 weeks), the 2009 conference did not flow as harmoniously as the 2006 one. With competing interests, students found it difficult to dedicate themselves to the conference. Running from one class to another, they sometimes lost track of the conference objectives, which in turn had an impact on the group dynamics and progress as indicated by the results of the continuous assessment (i.e., the coursework). Evaluation and students' results. As mentioned earlier, the course assessment was done by 100% coursework. The percentage was equally divided between oral and writing proficiency (50% each). Oral proficiency was assessed as follows: delegate's address at the opening ceremony weighting 25%; delegate's interview at the press conference (15%); and one intervention as a journalist interviewing the delegates at the press conference (10%). Writing proficiency was assessed through a press release (10%), an individual proposal for the final resolution (15%), and one précis writing/critical review of document(s) (25%). Students' oral and written productions were graded using a criterion-referenced assessment grid (See Appendix B for details). In 2006, we got a 100% pass rate with results ranging from A+ to C. In 2009, the pass rate was 71.42%. With the intensive format, students demonstrated their mastery of high-level register. Students who were considered 'weak' based on their low grade in the general language courses, managed to improve their proficiency level and achieve acceptable performances in oral presentations. In 2009, there was a large gap between the TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 81 best and the weakest students (2 students got As, 4 students failed, and 8 students' grades ranged from B+ to D). Group average was 49.79%. When comparing the two groups' results, we have to admit that we had some doubts initially about the intensive format because of the limited time given to students to properly absorb the notions and the various tasks required in the course. Yet, it appears that stretching the process over a semester is not a decisive factor for improved performance. The role of group dynamics in total simulation is yet to be measured though it is generally recognized in class interaction and learning. During the regular semester, the group dynamics did not play a cohesive role as it did in the summer course where more proficient students helped to strengthen the weaker ones. Competing academic interests and irregular attendance during the regular semester also had an impact on students' low performance. Conclusion At the UWI, Mona, we introduced LSP courses in our academic programs as part of our major from a pragmatic standpoint in reviewing our curriculum. Though we are aware that LSP courses generally target professionals already in the field, as a result, the design and offering of such courses is usually preceded by a need analysis and the identification of the language processes (i.e., register, lexicon, syntax, speech acts) needed to achieve the requested proficiency (Mangiante & Parpette, 2004). Both "Business French" and "French for International Conferences" count toward the major, though only one can be taken as a core course, the other being an elective. Because LSP courses have a professional orientation, they give undergraduates the impression of being prepared for the world of work. The use of total simulation comforts this impression because of its task-based approach and the fact that it recreates a work environment with its idiosyncrasies. Combined with information technology (OurVLE), it becomes an original and valuable method. The dual-mode adds flexibility to the course and expands access to authentic material. However, success depends heavily on students' learning autonomy, which is enhanced by a tool like OurVLE. Motivation and participation are essential for the success of students as evidenced by the results of the third-year student who was accepted while doing the first module of level II French and was one of the top two students in the course. Our experience suggests that the intensive format yields better results because it reinforces student concentration, dedication, and performance, which also benefit from the positive impact of the group dynamics. Recent development in the field shows an orientation toward multimedia and information technology to create virtual worlds where Total Simulation is made possible on a large scale. The combination of the two is very promising for language learning and teaching but presents new challenges to foreign language teachers and course developers. Notes 1Cali, Cheval, & Debardi (1992) identify the following categories: developing countries, developed countries, least developed countries, and Central or Eastern European countries in transition towards market economy. The latter category being now obsolete, the decision was made to replace it with countries in the same geographical region. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 82 2See https://www.cia.gov/library/publications/the-world-factbook/ and http://www.quid.fr. References Arthus-Bertrand, Y. (2009). Home. Home Project. Retrieved (September–November 2009) from http://www.youtube.com/homeprojectFR L'auberge. Retrieved February 21, 2010 from http://auberge.int.univ-lille3.fr/ Bourdeau, M., Bouygue, & M., Gatein, J. J. (1992). Le congrès médical: Simulation globale sur objectifs spécifiques. Ministère des affaires étrangères, sous direction de la coopération linguistique et éducative, CIEP-BELC, 1991/92. Sèvres: CIEP. Cali, C., Cheval, M., & Zabardi, A. (1992). La conférence internationale et ses variantes. Paris: Hachette, Français langue étrangère. Mangiante, J. M., & Parpette, C. (2004). Le français sur objectifs spécifiques: De l'analyse des besoins à l'élaboration d'un cours. Paris: Hachette. Le Monde Diplomatique. 2009. Paris: Editions "Le Monde." Retrieved from http://www.monde-diplomatique.fr/ Virtual Cabinet. Retrieved February 21, 2010 from http://sites.univ-lyon2.fr/vcab/demo/ Yaiche, F. (1996). Les simulations globales: Mode d'emploi. Paris: Hachette, Français langue étrangère. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 83 APPENDICES Appendix A Original submission to the Academic Quality Assurance Committee of the UWI, Mona Campus in 2003–2004. The assessment was subsequently modified to 100 percent coursework in 2005–2006. DEPARTMENT OF MODERN LANGUAGES & LITERATURES COURSE PROPOSAL Course Title: French for International Conferences Course Code: FREN 3118 Level: 3 Semester: 1 Credits: 3 Prerequisite: A Pass in F24A (FREN 2001) Co-requisite: F34A (FREN 3001) Contact hours: 4 hours per weeks (1 lecture, 1 writing tutorial, 1 oral expression, 1 listening comprehension) Rationale: French is one of the major languages of the United Nations and other inter-national institutions. In response to increased demand for specialized foreign language courses, this course will introduce students to the technical French of international relations and negotiations Course description: This course is designed to reproduce an international conference setting during which various aspects of diplomatic negotiations will be envisaged with a view to using French at the formal/foreign affairs level. Objectives: At the end of the course students should be able to Demonstrate understanding of French spoken in a formal/diplomatic setting Read articles in French on international issues. Write press reviews, press releases in French about an international issue. Express a personal view about a topical International issue in French Express a simulated official view about a topical International issue in French Simulate an official address in French Simulate a press conference in French TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 84 ASSESSMENT 50% in-course: 3 one-hour in-class tests: Reading comprehension (15%); Writing (20%); Listening comprehension (15%) 50% Final Examination: Oral presentation (25%) and 2-hour written examination (25%) TEXTS La Conférence Internationale et ses Variantes. Chantal Cali, Mireille Cheval and Antoinette Zabardi. Paris: Hachette Livre, Français Langue Étrangère, 1995. Audio-visual material from TV5 (such as Kiosque, Une fois par mois, Le dessous des cartes). Articles from journals such as Le monde diplomatique. REFERENCES Plaisant, François. (2000). Le ministère des affaires étrangères. Toulouse: Editions Milan, Les Essentiels Milan, 2000. Kessler, Marie-Christine. (1998). La politique étrangère de la France. Paris: Presses de Sciences-Po. http://www.france.diplomatie.gouv.fr Appendix 2. Assessment grid for oral presentation Official Address: (5-minute presentation at the Opening Ceremony). Press Conference Part 1 and 2: Presentation of Country Position followed by Questions and Answer session). Students plays the country official and then the journalist parts. FREN 3118: Oral Presentation Assessment Grid NAME: Grade Comments Relevance of Arguments /5 Fluency /5 Consistent use of high-language register /3 Communicative skills /2 Accuracy and richness of vocabulary /5 Accuracy and use of complex syntactic structures /5 Accurate pronunciation /5 FINAL GRADE (25%) /25 TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 85 FREN 3118: Press Conference Assessment Grid—Presenter NAME: Grade Comments Relevance of Arguments (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Fluency (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Consistent Use of High Language Register (3 pts. x 3 = 9) Presentation Answer (1) Answer (2) Communicative skills (2 pts. x 3 = 6) Presentation Answer (1) Answer (2) Accuracy and Richness of Vocabulary (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accuracy and Use of Complex Syntactic Structures (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accurate Pronunciation /5 marks x 3 = 15 Presentation Answer (1) Answer (2) Unconverted Total (90 pts.) / FINAL GRADE (15%) TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 86 FREN 3118: Press Conference Assessment Grid—Journalist NAME: Grade Comments Relevance of question (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Fluency (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Consistent use of high-language register (3 pts. x 4 = 12) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and richness of vocabulary (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and use of complex syntactic structures (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accurate pronunciation (5 marks x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Unconverted Total (112 pts.) FINAL GRADE (10%)
Elba Rosario Sánchez was born 1949 in Atemajac, Mexico, a small town near Guadalajara. She is the oldest of three girls. Her father worked in the cotton mill until an accident injured one of his eyes. The accident sent him to the United States in search of work, first to Chicago, where the family had relatives, and then to San Francisco, where he worked as a bus boy at the Fairmount Hotel. After about eighteen months, he brought his family to San Francisco in 1960, where they lived at Divisidero and Pine, in a Black neighborhood. At the neighborhood elementary school, Elba was one of very few non-Black children; ironically, even as she struggled to adapt to a white-dominated country, in the racial definitions of that time she was considered white. She learned English quickly, and soon became the translator for her family. Within a few years of her arrival, the social movements of the 1960s altered the national landscape. Witnessing the brutal repression of Black civil rights protestors on television was formative for Sánchez's growing political consciousness and her eventual activism as a young supporter of the United Farm Workers movement. Her early activism with the United Farm Workers boycott on grapes was impressive, particularly since her family did not approve of her protest. This activism grew intertwined with her passion for writing and for language. In the oral history, Elba vividly recalls that her first pieces of poetry were written on small pieces of paper that she then crumpled up and hid in a drawer. Her first poem, "The Price of Color," was published in her parochial high school's yearbook. After graduation, Sánchez attended San Francisco City College. There she was inspired by the Chicano activist spirit of several classmates who had been taking courses at San Francisco State College, where the student protests had shut the campus down. But after a semester and a half she dropped out of college to marry and have a child. In the late 1970s, Sánchez and her husband relocated to Santa Cruz so that her husband could attend UC Santa Cruz. Sánchez became a bilingual counseling aide at Santa Cruz High School. In search of UCSC students who could serve as English tutors at Santa Cruz High, Sánchez met Paco Ramirez, a lecturer in Spanish who coordinated the tutorial program at Stevenson College and Paul Lubeck, a professor in sociology. Both encouraged her to return to college and finish her B.A., which she did, graduating in Latin American studies from Merrill College. At UCSC, Sánchez was a nontraditional student who lived off campus with her husband and her three-year-old child. This experience, plus the class and cultural differences between her and the mostly white middle-class student body of UCSC at that time, led to feelings of alienation and isolation. Professor Roberto Crespi, Sánchez's advisor in Latin American studies, encouraged her to go on to graduate school in literature at UCSC, which she did, earning her MA from UCSC. Crespi was one of very few Latino professors at UCSC in the early years of the campus. He was also one of the founders, with J. Herman Blake, of Oakes College. In 1979, Crespi also hired Sánchez as a tutor in the Spanish for Spanish Speakers Program (SPSS), which he had founded, and which was then only in its second year. Sánchez spent the next fifteen years teaching in, coordinating, and directing the multidisciplinary Spanish for Speakers Program. This pioneering, cutting-edge program, incorporated poetry readings, theatrical performances, cultural nights, political discussions, visual arts exhibitions, and small press publishing into its curriculum. Students studied Latin American history and literature in SPSS courses, and honed critical thinking, speaking, translation, and writing skills. Sánchez credits SPSS for higher levels of retention of Latino students at UCSC, and also for the successful careers of many of those students after graduation. Also while at UCSC, Sánchez was one of the founding and primary editors of REVISTA MUJERES, a bilingual literary and visual arts journal published at UC Santa Cruz from January 1984 to 1993. According to their mission statement, "REVISTA MUJERES: In Our Words and Work, Our Vision," REVISTA was dedicated to interviews, poetry, essays, as well as visual art work and set a page in the history, struggles, and contributions of Chicana and Latina undergraduate and graduate students, staff, and faculty members…REVISTA was also envisioned and produced as a response to the lack of access in mainstream publications for Chicana/Latina bilingual, budding as well as experienced writers, whose work was unpublished. Its aim was to promote and encourage a community of writers and artists, to plant a seed of reality and creativity. Sánchez's commitment to honor the Spanish language, teach Latin American history, and to offer a keen critique of colonization is part of her legacy on the UC Santa Cruz campus. This commitment was particularly evident in her fervent dedication to SSSP and the co-production of Revista Mujeres. In her oral history, Sánchez describes the organizational work that went into funding, editing, producing, and distributing this groundbreaking journal, which was distributed far beyond UCSC and was the first of its kind published in the state of California. Sánchez locates REVISTA in a cultural effervescence of Chicano-Latino writing and publishing in the 1980s and 1990s. Sánchez recalls that at the time of her earliest publications, there were very few Chicana and Chicano writers who were published. Sánchez's own development as a writer flourished during that cultural flowering. She participated in a bilingual writer's workshop in San Francisco with several other key Chicana and Chicano writers. She is the author or coauthor of several books of poetry including Tallos de luna /Moon Shots (Moving Parts Press, 1992), From Silence to Howl (Moving Parts Press, 1993) and is a contributor to many anthologies, including Chicana Feminisms: A Critical Reader (Duke University Press, 2003), Making Face, Making Soul/Haciendo Caras: Creative and Critical Perspectives by Feminists of Color (Aunt Lute Books, 1990). She continues to write and is currently working on flash fiction and children's books. Elba Sánchez was interviewed in three sessions by Susy Zepeda in several locations in the East Bay of the San Francisco Bay Area. The interviews took place on February 8, 2013, March 1, 2013, and April 5, 2013. The interviews were transcribed by Irene Reti and a transcript was returned both to Zepeda, who audited it for accuracy of transcription, and Sánchez, who edited it for flow and accuracy, corrected the Spanish. Both Zepeda and Sánchez added some footnotes. We chose not to italicize the Spanish in the transcript, a political decision that recognizes that italics can "other" Spanish words as "foreign," or non-normative. This is a style preferred by many Latino/a writers today. It was an honor and a pleasure to interview Elba Sánchez. Her storytelling was full of heart, joy, and animation. Her oral history offers a sense of her strength, vision, and dedication to forms of resistance.
The Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) recommended that the language disciplines decenter off literature and design programs that are more directly related to "real world" contexts. This recommendation has awoken renewed discussion about how best to promote and develop multilingualism and intercultural competence in the United States. In order to change undergraduate offerings, it would be necessary to change the focus of graduate programs. Changing the focus of graduate programs is a delicate and high stakes task, which can influence both the nature of intellectual production in the United States as well as impact the employability of thousands of new PhDs. Will the MLA 2007 report stimulate any lasting change? Will the number of jobs which deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions. This article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of job announcements for Language for Specific Purposes (LSP). ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 15 Language for Specific Purposes Job Announcements from the Modern Language Association Job Lists: A Multiyear Analysis Mary K. Long University of Colorado at Boulder Abstract: The Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) recommended that the language disciplines decenter off literature and design programs that are more directly related to "real world" contexts. This recommendation has awoken renewed discussion about how best to promote and develop multilingualism and intercultural competence in the United States. In order to change undergraduate offerings, it would be necessary to change the focus of graduate programs. Changing the focus of graduate programs is a delicate and high stakes task, which can influence both the nature of intellectual production in the United States as well as impact the employability of thousands of new PhDs. Will the MLA 2007 report stimulate any lasting change? Will the number of jobs which deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions. This article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of job announcements for Language for Specific Purposes (LSP). Keywords: jobs, job announcements, Languages for Specific Purposes (LSP), Modern Language Association (MLA), non-tenure track (NTT), tenured/tenure track (TTT) Introduction Since its release five years ago, the Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) has awoken renewed discussion in the profession about how best to promote and develop multilingualism and intercultural competence in the United States. The suggestion that the language disciplines should decenter off literature and design programs that are more directly related to "real world" contexts has caused both consternation and excitement as well as much discussion about what steps would be necessary to redesign both undergraduate and graduate programs in order to train future faculty to teach within the proposed new scenarios (e.g., Porter, 2009; Rifkin, 2012). Changing the focus of graduate programs is a delicate and high stakes task that can influence both the nature of intellectual production and international understanding in the United States as well as impact the employability of thousands of new PhDs. Thus, those in the profession are wise to move deliberately and to consider the multiple angles. From the point of view of preparing future professors, some very pragmatic issues of job market demand must be considered. For example, will the MLA 2007 report stimulate any lasting change? Are departments truly moving to transform their undergraduate offerings away from literature? If so, in what ways are they redefining their programs and who will teach these courses? What is the balance between tenured/tenure track (TTT) and non-tenure track (NTT) jobs LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 16 in these areas? Will there be steady demand for future faculty trained to meet the new scenarios? Are new research fields emerging? If so, what do they look like? Will the number of jobs that deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? Or, is it more a question of helping future professors to enhance the traditional fields of specialization with new pedagogical approaches and secondary content expertise? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions and be used to gauge the direction of the Foreign Language professions. In fact, the MLA itself releases yearly summaries of many of the overarching themes, such as number of jobs overall, changes in demand between languages, and so forth, but the potential exists to provide much more detailed analysis, which will be useful—and even crucial—to shaping the future of Foreign Language education in the United States. Along those lines, this article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of MLA Job List announcements with a focus on Languages for Specific Purposes (LSP). Since the late 1940s, the LSP field has been meeting the 2007 MLA report's stated goals of increasing the number of "educated speakers who have deep translingual and transcultural compentence" as well as the ability to carry that competence beyond the classroom into the world (MLA, 2007, p. 3). The LSP field continues to represent a significant area of Foreign Language Education in the United States. The national survey "Evolution of Language for Specific Purposes programs in the United States: 1990–2011" conducted by Long and Uscinski (2012), shows that, since the early 1990s, overall offerings of LSP have remained stable at 62% while at the same time the sophistication and variety of offerings have become deeper and more focused in response to the nuanced needs within different multilingual settings. The LSP faculty profile created as part of this survey indicates a more or less even split between TTT faculty and NTT faculty. In addition, while 20% of faculty listed LSP as their primary field of academic preparation, a dramatic 80% indicated another field as their primary field of academic preparation. Of these, the majority listed Literature as their primary focus, with Linguistics and Cultural Studies running a distant second and third (Long & Uscinski, 2012, p. 183). In part, this mix of primary fields has a very pragmatic explanation since as new fields develop, there will necessarily be a large number of "ground breakers" who are willing and able to expand their research and pedagogical skills beyond their original areas of content expertise. But, in addition, and more importantly, this mix of expertise is by definition one of the advantages and challenges for any interdisciplinary field. Recent volumes focused on LSP (e.g., Gueldry, 2010a, Gueldry 2010b; Lafford, 2012; Pérez-Llantada & Watson, 2011) showcase the rich research potential of the LSP focus for a variety of fields and point to the advantages of interdisciplinary research for addressing many of the complex intercultural issues faced in today's "global setting." These publications also provide significant insights into the history, current state and future potential for the LSP field. One of the difficulties highlighted in this body of work is that interdisciplinary work often blocks the professional progress of faculty since tenure and promotion structures are more suited to single focus research fields. Against this backdrop of past practices, the following analysis of LSP job announcements will shed light on how the profession envisions the future of the LSP field as well as offer insight LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 17 into what provisions (if any) are being made in the design of new positions to support and promote the professional success of faculty who possess highly needed interdisciplinary expertise. Methodology The job announcements have been analyzed for two "snap shot" moments: the online MLA Foreign Language Job Information list September 2008–January 2009 and the online MLA Foreign Language Job Information list from September 2011–June 2012 (and, one chart shares additional data on Spanish for Business from September 2007–January 2008). It should be noted that in 2008–2009 there was an historic decline in job announcements that continued into 2009–2010. Since 2010–2011, there has been a "tentative climb upwards" (Lusin, 2012, p. 95). Because of the unique moment represented by the job market during these years, and because only two years of data are presented, there has been no analysis performed to determine if changes in raw numbers or percentages represent statistically significant changes overtime. Rather than attempting to track statistical changes, the goal of this current project has been to have a more clear understanding of the quantity and specific profiles of jobs in the LSP field both in relation to the overall job market, and within the LSP profession itself. The data was collected as follows: the search function included in the electronic posting of the job list was used to first search each language for the total number of jobs for all ranks and regions in each language (both expired and current listings). The categories offered on the MLA job list that were searched are: Arabic, Chinese, French, German and Scandinavian, Hebrew, Italian, Japanese, Portuguese, Russian and Slavic, Spanish, Other languages, Linguistics and ESL, Generalist, and Other. After establishing the total number of jobs for each language, several new searches were conducted per language using the keyword function to limit results. For the 2008–2009 list, the search was repeated for each language using the keyword 'business,' and this keyword brought up announcements that also contained other LSP terms such as 'professions,' 'translation,' 'medical,' etc. For the search of the 2011–2012 MLA list, a more expanded set of keywords was used. Each language was searched separately for the following keywords: business, translation, medicine, medical, professions, professional and specific/special purposes. To avoid double counting of announcements that included several of the search words and to eliminate "false positives" when the keywords were used in non-LSP contexts, once they were identified, the LSP announcements were read individually and hand-sorted. After extracting the number of LSP jobs in relation to the overall number of jobs for each language, further analysis was conducted on the specific nature of the LSP jobs, whether the LSP field was listed as primary or secondary, the split between TTT and NTT positions within these categories, and in the case of jobs that list LSP as a secondary field, what primary fields are most often combined with LSP. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 18 Results Search terms. For the 2008–2009 search, even though additional search terms emerged through the key word 'business,' the majority of jobs were for 'language for business' with 'translation' coming in second. In 2011–2012, the highest results were for business, translation, professions, medical and specific/special purposes in descending order. 'Medicine' and 'professional' did not achieve any results in any language. This process revealed that when the keywords 'specific/special purposes' and 'professions' are used they are frequently followed by a parenthetical list of examples that duplicated other keywords (most often 'business' and 'translation') along with words not used in the search function. For example, for Spanish, other parenthetical examples included 'legal,' while for German, 'engineering' is a significant 'specific purpose.' 'Medical' only appeared in Spanish LSP job announcements, occasionally as a stand-alone term, but most often as one possible professional use. 'Translation,' on the other hand, was a stand-alone term that rivaled 'business' in Spanish, French, German, and Japanese. (In these cases, only non-literary translation positions were counted since there is a clear distinction in announcements between literary translation theory and applied professional translation.) Categories with LSP announcements. Categories that included jobs with an LSP focus in both 2008–2009 and 2011–2012 are Arabic, Chinese, French, German and Scandinavian, Japanese and Spanish. Categories that had no LSP jobs linked to the keywords in either sample are Hebrew, Italian, Portuguese, Russian and Slavic, Other languages, and Generalist. The Linguistics and ESL heading had no LSP jobs in the 2008–2009 list, but in the 2011–2012 had 10 LSP jobs out of 120 total (8.3%), 2 in ESL and 8 in Spanish. However, since the focus of this article is not on ESL and the Spanish linguistics/LSP jobs have also been counted in Spanish and will be analyzed there, the Linguistics and ESL category will not be analyzed further in this article. In each of the years, the category 'other' has a few interdisciplinary opportunities with a professional focus that breaks away from categorization by language. Overall numbers. Table 1 shows the total number of jobs compared to total LSP jobs and percentages for all languages from the 2008–2009 and 2011–2012 samples. Overall, the LSP job offerings fluctuate between 2 and 9% of all jobs, depending on specific language and year. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 19 Table 1 Total jobs vs. total LSP jobs and percentages by language 2008–2009 and 2011–2012 Language 2008–2009 Total of all jobs in sample of MLA job list 2008–2009 Number of jobs with LSP element in sample 2008–2009 % of jobs with LSP element out of all jobs in sample 2011–2012 Total of all jobs in sample of MLA job list 2011–2012 Number of jobs with LSP element in sample 2011–2012 % of jobs with LSP element out of all jobs in sample Arabic 46 2 4.3% 46 1 2.1% Chinese 64 6 9.3% 79 4 5% French 150 6 4% 177 9 5% German and Scandinavian 90 4 4% 120 9 7.5% Italian - - - 59 0 0 Japanese ? 2 38 2 5% Portuguese - - - 39 0 0 Russian and Slavic - - - 34 0 0 Spanish 377 13 3% 365 29 7.9% Other languages - - - 64 0 0 Linguistics and ESL - - - 120 2 ESL and counted in Spanish 8 linguistics (5 required and 3 possible field) 8.3% Generalist - - - 34 0 0 Other ? 3 137 1 NA LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 20 Table 2 breaks down the total number of LSP jobs for both sample years into categories of LSP as a primary or secondary field of interest and also indicates whether the jobs are TTT or NTT. Table 2 Total number of LSP jobs compared to primary or secondary field and Tenured/Tenure Track (TTT) or Non-Tenure Track (NTT) by language for 2008–2009 and 2011–2012 Language 2008–2009 Total number LSP in sample 2008–2009 LSP as Primary field and TTT or NTT 2008–2009 LSP as secondary field and TTT or NTT 2011–2012 Total number LSP in sample 2011–2012 LSP as Primary field and TTT or NTT 2011–2012 LSP as secondary field and TTT or NTT Arabic 2 1 (NTT) 1 (TT) 1 0 1 (NTT) Chinese 6 2 (NTT) 4 (TTT) 4 1 (TT) 3 (2 TT/1 NTT) French 6 3 (2 TTT/1NTT) 3 (TTT) 9 2 (1 TT/1 NTT) 7 (3 TT/ 4 NTT) German and Scandinavian 4 4 (2TTT/2NTT) 0 9 1 (TT) 8 (4TT/3 NTT) Japanese 2 1 (NTT) 1 (TTT) 2 2 (1 TT/1 NTT) Spanish 13 6 (NTT) 7 (TTT) 29 13 (9 TT/ 4 NTT) 16 (11 TT/ 5 NTT) Other 3 1 (TT) Primarily business, PhD in applied linguistics or other fields of linguistics and MA in one of the World Languages) 2 post docs language open PhD field open; work on creating connection between the arts and the sciences and business 1 1 (TT) Director of a center for International Understanding Total 36 18 (5 TTT/13 NTT) 18 (16 TTT/2 post docs) 53 20 (14TTT/6NTT) 34 (21 TTT/ 13 NTT) LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 21 Table 3 transforms the raw numbers from Table 2 into percentages from the 2008–2009 and 2011–2012 samples of TTT LSP positions overall, and the split for jobs with LSP as the primary field or secondary field. In order to provide context, the percentages of TTT jobs by language for the overall profession from the 2011–2012 job list is also provided in this table. Table 3 2011–2012 percent of tenured/tenure track (TTT) for all jobs vs. 2008–2009 and 2011–2012 percent of TTT in LSP total and percentages of TTT with LSP as primary or secondary field Language 2011–2012 % TTT of total jobs in MLA sample 2008–2009 % TTT of total LSP in sample 2008–2009 % TTT LSP as primary within total LSP sample 2008–2009 % TTT LSP as secondary within total LSP sample 2011–2012 % TTT of total LSP sample 2011–2012 % TTT LSP as primary within total LSP sample 2011–2012 % TTT LSP as Secondary within total LSP sample Arabic 43% 50% 0% 50% 0% 0% 0% Chinese 47.5% 66% 0% 66% 75 % 25% 50% French 47.9 % 83% 33% 50% 44% 11% 33% German and Scandinavian 38% 50% 50% 0% 55 % 11% 44% Japanese 48% 50% 0% 50% 50 % 50% 0% Spanish 53% 53% 0% 53% 68% 31% 37% Overall 49% 58% 50% 8% 64% 25% 39% The percentages of TTT positions for the overall profession by language range from 38% (in German) to 53% (in Spanish). For 2008–2009 the percentages of TTT positions out of the body of LSP jobs ranged between 50% and 83% while in 2011–2012 the percentages ranges from 0% to 75%. When the LSP jobs are analyzed for TTT positions with LSP as a primary field or as a secondary field, the TTT positions with LSP as a secondary field are slightly more than LSP as a primary field for both samples. From 2008–2009 to 2011–2012 there would seem to be a decrease in the overall number of TTT primary LSP positions, but these numbers are misleading, since in 2008–2009 only two languages (French and German) had TTT primary LSP positions, while in 2011–2012 all languages except for Arabic have at least one TTT primary LSP position. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 22 Discussion of overall numbers. At first the overall percentages of LSP positions to total jobs may seem low, but it helps to contextualize them by briefly comparing with the percentages of other more traditional specializations within the language professions. So for example, from the 2011–2012 list, a search in late July for Spanish with keyword 'Mexico' reveals 18 out of 359 or 5% of jobs focused on this specialization, while the keywords 'Golden Age' yield 12 out of 359 or 3% of jobs, 'Modern Peninsular' appears in 16 out of 359 or 4.4%, 'Applied Linguistics' in 41 out of 359 or 11% of announcements, and 'Cultural Studies' tallies a dramatic 82 out of 359 or 22% of all jobs in Spanish. For French, the keywords '18th century' exist in only 5 out 175 or 2% of jobs, while '20th century' yields 12 out of 175 for 6%, 'Francophone' 54 out of 175 for 30%, 'Applied Linguistics' 11 out of 175 for 6%, and 'Cultural Studies' 57 out of 175 for 32%. In contrast, the 'Generalist' category defines 34 out of 359 or 9% of jobs for Spanish but for French only 6 out of 175 or 3%. One could continue to generate multiple different combinations of keywords. For the purposes of this article the point meant to be illustrated by this quick comparison of some literary and linguistic categories is to show that the percentages for job offerings requiring some LSP content, while not in the double digits, are as significant as many other smaller fields of specialization within the profession, and thus, LSP is a viable career enhancing area of expertise for those who have an interest or previous experience in an LSP area or who have access to LSP content and/or teaching experience through their graduate institution. In regards to the percentage of TTT positions, it appears that the ratio of TTT to NTT within the LSP profession is slightly better than in the overall job market. But, as stated earlier, no analysis has been done to determine statistical significance. What is clear, however, is that the ration of TTT to NTT for LSP is at least the same as for the overall market. However, the most important element in the analysis of TTT vs. NTT positions is the split between primary and secondary fields. In this case, the numbers do not seem to justify advising graduate students to focus exclusively on an LSP field. Rather, they should pursue LSP as a strong secondary field and be prepared in the case of primary LSP positions to expand on their LSP expertise further. This leads to the question of which primary fields are most often combined with a secondary interest in LSP in the job announcements. It is not possible to make overall generalizations about this, since the primary/secondary field combinations are quite specific to each language. So, in what follows, the results for each language will be presented and discussed individually. Arabic In 2008–2009, there were 2 LSP jobs out of a total of 46 announcements or 4.3% of jobs had an LSP element. One of these jobs was a tenure track position with a primary field listed as expertise in language, culture and civilization with business and comparative literature as desirable secondary fields. The other was a non-tenure track position with primarily a focus on Arabic for business and additional duties as administrator of the Arabic minor. In 2011–2012, the sample also revealed 46 jobs but just one (or 2.1%) had an LSP focus. This non-tenure track position offered a 3 year renewable contract but had a hefty list of requirements: LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 23 Required: Experience with the proficiency communicative approach; ability to teach at least one colloquial dialect in addition to Modern Standard and Classical Arabic at all levels, and content courses such as Newspaper/Media Arabic and Business Arabic; experience in curriculum development and supervision, along with full competency to teach language and content courses at all levels; completed doctoral degree by time of appointment. Chinese In the 2008–2009 sample, there were 6 LSP jobs out of a total of 64 for Chinese, which represented 9.3% of all jobs in this language. For the 2011–2012 sample, the percentage is lower at 5%, while the total number of jobs is higher at 79 only 4 positions mention LSP. In 2008–2009, there was one tenure track assistant level position and 3 tenured at the level of Associate or Full. All of these positions were at the City University of Hong Kong and listed cultural management communication as the primary field with business as a secondary area. The jobs that listed business as a primary field were both non-tenure track: one visiting professorship focused on policy and business and one non-tenure track full-time position, which also included administration of the minor. In 2011–2012, there were 3 TTT positions: two had a primary focus on LSP, one focused especially on "courses related to Chinese Business Language and Culture" the other specified that "research should focus on the knowledge and behavioral demands confronting nonnative speakers seeking professional level competencies in contemporary China, issues of cross-cultural communication between Americans and Chinese, and the development of pedagogical instruments for training in these areas." The other TTT position and the NTT position listed the interest in and ability to teach Chinese for business as a plus, while leaving the actual specialty open. French In the 2008–2009 sample, there were 6 LSP jobs out of a total of 150 for 4% and in 2011–2012, 9 out of 177 for 5%. The 2008–2009 positions were split equally between primary and secondary with a majority of the jobs (5) as TTT, and the only NTT was in the primary LSP category. The field combinations during this year were quite interesting with the primary fields being defined as "Business French and also Italian with a PhD in French from any field" and "open area able to teach Business French and Francophone cultural studies" for the TTT positions, and "French and Spanish able to interact with regional business" for the NTT position. When LSP was listed as a secondary field the primary fields were: 1) French literature and/or Francophone studies, in a program that had an Undergraduate major in Global studies, 2) 19th-and 20th-century literature or Francophone studies or linguistics, and 3) Post-1600 French studies and an "active participation in Language and Cultures for Professions and ability to create internships/study abroad." In 2011–2012 the French LSP positions were split 2/7 with a distribution of 1 TTT and 1 NTT in primary LSP and 3 TTT to 4 NTT in the category of secondary field. For the TTT primary LSP position, the description specified a Generalist, with preference being LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 24 given to specialists in Cultural Studies and Business French. The NTT position required a PhD or equivalent in French or related field but stated that the successful candidate: must be familiar with current business and economic issues in Francophone countries and the EU and be able to develop and maintain links to the Francophone business and cultural community in the Greater Atlanta area and also serve as academic advisor for students in the Language and Business concentrations and interest/experience with Study Abroad programs is a plus. For the jobs that specified interest in LSP as a secondary field, the specified primary fields were: 1) pre-20th-century French literature and culture and the LSP field was translation, 2) Linguistics and pedagogy, and 3) PhD in Spanish, French or Romance Languages, with preference for those who can teach both French and Spanish though candidates who can "teach only French will be considered." The NTT positions in the secondary LSP category listed language teaching, pedagogy and phonetics as primary interests and the LSP fields were translation and business. It is important to note that in the French announcements, when LSP capabilities are listed as secondary interest they are most often included in a list of possible secondary fields like phonetics, phonology and stylistics. Keywords 'business' and 'translation' predominate. It is also important to note the frequent combination of Francophone studies with LSP fields. German and Scandinavian In this category, all the LSP jobs were for German with 4 out of 90 or 4% from the 2008–2009 sample and 8 out of 120 or 6% for the 2011–2012 sample. In 2008–2009, all the jobs were for primary LSP field with 2 TTT and 2 NTT. The TTT positions listed the PhD field as open and emphasized the "ability to develop Professions Focus" for the first and phonetics and business for the second. For the NTT positions one had an open PhD field, and also asked for English in addition to German for Business, and the other NTT position, which was renewable, included the administrative task of directing the Business German PhD and required a PhD in Applied Linguistics with a focus on language and identity. In 2011–2012, the sample yielded one primary LSP job seeking a colleague with PhD in any area to contribute to a "new beginning in the German studies program." The primary interest was in "practical experiences" for the student such as "cultural studies (politics, society, business, media, film) literature and second language acquisition." The TTT LSP secondary jobs had primary fields of: 1) 19th- through 21st-century German Studies, the LSP fields of interest were film, professions (engineering and business) and language-across-the-curriculum, 2) German literature with an LSP field in translation, 3) German or German studies, and 4) German and German Cultural Studies. The NTT positions did not specify the PhD field and were primarily focused on general language teaching and some advising and administrative tasks. Of particular note in these announcements is the predominance of German studies or German Cultural studies over literature. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 25 Japanese In the 2008–2009 list sample, there were two LSP jobs (the overall number of Japanese positions is unclear). They are: one NTT primary LSP position to administer the Japanese for business minor and one TTT secondary LSP position which called for the ability to teach all levels of language, civilization, history, business, contemporary culture and literature. In 2011–2012, there were 2 jobs out of 38 or 5%. Both were primary LSP positions. The TTT position was for the University of Hong Kong and stated, "Those specializing in literature, film, translation, linguistics, business culture, anthropology, and/or religion are especially encouraged to apply." The NTT position clarified that the candidate is expected to work with faculty to design and develop content-based/thematic-based courses and/or Japanese language for special purposes. Spanish The data for Spanish LSP is more extensive since the majority of LSP jobs are in this language. Also, the data is drawn from three sample moments since in addition to the 2008–2009 and 2011–2012 sample used for the other languages, data was also collected for Spanish from the September 2007–January 2008 portion of the MLA list, which can be seen in Table 4. Table 4 Breakout of data for Spanish job listings for 2007–2008, 2008–2009, and 2011–2012 Spanish Total jobs 2007–2008 LSP jobs 2007–2008 Total jobs 2008–2009 (Sep–Jan 23) LSP jobs 2008–2009 Total jobs 2011–2012 LSP Totals 514 40 377 13 365 29 (5 specifically call for linguist) Primary LSP Focus 0 6 (NTT) 13 ( 9 TTT/ 4 NTT) Secondary LSP focus 40 7 (TTT) 16 (11 TTT/ 5 NTT) In the 2007–2008 sample (which was the year before the dramatic drop in job offerings), there were 40 LSP jobs out of a total of 514 Spanish positions, which equaled 9% of jobs. In the 2008–2009 sample, there were 13 LSP jobs out of 377 for 3% and in 2011–2012, 29 LSP jobs out of 365 for 7.9%. In 2007–2008, data was not collected for TTT vs. NTT positions, but all the LSP designations were listed as a preferred secondary field, 26 in the area of business, 15 for professional (non-literary) translation/interpretation, and 9 for medical. Typical announce-ments were "Assistant Professor of Spanish (Golden Age). . . . [S]trong preparation in LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 26 Golden Age literature. . . . [W]illingness to teach Business Spanish. . ." and "Tenure-track position. . . . [F]ield of specialization open, but generalist with Latin American studies preferred. Must be prepared to teach all levels of language (including business Spanish) as well as Hispanic Americana and Peninsular literatures and cultures." In the 2008–2009 list, though the overall numbers had dropped, the number of primary LSP positions had increased dramatically to 6, although all were NTT positions some requiring only a MA. The 7 secondary LSP positions were all TTT. The designated primary fields followed the standard areas of specializations of the Spanish profession with a predominance of literature positions and the announcements were characterized by the "laundry list" nature shown in the examples above. In the 2011–2012 sample, of the 29 positions 13 were for primary LSP positions and 9 of these were TTT. Of the 16 secondary LSP positions, 11 were TTT. There are some dramatic changes in the nature of the job announcements in this sample. For example, where as in previous job list samples 'business' was the primary word, and most often was a stand-alone term, this time none of the job announcements called only for 'business,' rather 'business' was always included in a list of options (e.g., medical, legal, interpretation, etc.) most often under the heading 'Spanish for the Professions.' 'Spanish for Health Professions' or 'Medical Spanish' seemed to gain ground, with 3 TTT positions (two primary LSP and 1 secondary LSP). Translation and interpreting studies showed a marked increase with 8 TTT positions of which 5 were primary LSP and 3 secondary LSP positions. Translation also appeared in 4 NTT secondary LSP positions. In addition, whereas earlier lists had predominantly shown literary fields combined with LSP, in this sample, applied linguistics showed significant gains with 4 jobs specifically designating a combination of applied linguistics and an LSP field (translation, interpretation, or medical) and 3 listing linguistics in general as one of the possible primary fields. Some of the announcements still combined seemingly disparate primary and secondary fields. For example "Contemporary Peninsular Literature with emphasis on theatres and /or poetry. . . . [E]xperience teaching Spanish for the Professions a plus" or "Preferred specialization Peninsular and Cultural studies; ability to contribute to Spanish for health professions (interest in interdisciplinary research/program development)." The mention of interdisciplinary research marks an opening up that is observable in many of the Spanish announcements. Yet, in spite of the mention of interdisciplinary research being a valued interest, in this sort of advertisement, there is really no clear vision of what that interdisciplinary research might look like. While it is true that this kind of open-endedness can be exhilarating and freeing for a creative professional, it can also be somewhat problematic at the time of tenure and promotion review. In contrast to this sort of announcement that has previously characterized LSP job descriptions, there were a number that had very specific and extensive LSP designations. Consider for example this announcement for an Assistant Professor in Spanish Applied Linguistics: The Department of Modern Languages and Literature at the University of [X] is seeking an innovator in Spanish applied linguistics or Latin American or Latina/o cultural studies research and pedagogy with interdisciplinary skills to engage the complex socio-cultural dimensions of health-related issues in South Texas. This position requires a willingness to develop a research plan and engage in cross-LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 27 disciplinary research in healthcare issues of particular importance to the region of South Texas, such as health literacy, diabetes, obesity, or health issues surrounding poverty, race, gender, class, immigration, or legality. The successful candidate will participate in teaching and mentoring in the Department's unique program in Medical Spanish for Heritage Learners, will collaborate with faculty from other departments in advancing research in healthcare, and will teach undergraduate and graduate courses in the area of specialization. A PhD in Spanish is required prior to start date in Fall, 2012. The successful candidate will have native or near native fluency in Spanish. The candidate must demonstrate potential for teaching excellence, research and publication, and grantsmanship. Or another from a criminal justice program "[X University] seeks an Assistant Professor of Spanish/Specialist in Translation and Interpreting (Foreign Languages), PhD in Spanish Translation, interpreting or related field." The specificity and focus of these job announcements mark a significant change in the envisioning of Spanish LSP fields and seem to create clear direction for the expected research agenda, which would allow the faculty member to develop a unified body of research and facilitate the path to tenure/promotion. One question that comes to mind when reading these more detailed job descriptions is how many candidates there might be for such jobs given the very specific qualifications (especially in the Applied linguistics ad for the medical field). Also, one is lead to ponder what the doctoral programs that are producing such specialists might look like. There are a few doctoral programs around the nation that are already preparing candidates for such positions and a description and analysis of these programs is material for another article. For our purposes here, these job announcements lead us to return to the questions posed at the beginning of the article. Conclusions Are departments truly moving to transform their undergraduate offerings away from literature? Are new research fields emerging? If so, what do they look like? What is the balance between TTT and non-tenure track NTT jobs in these areas? Will there be steady demand for future faculty trained to meet the new scenarios? Based on the information presented here, there does not seem to be a dramatic increase in the quantity of LSP positions, but rather a steady demand at a level that is similar to other less common research fields. However, there are indications that the LSP positions are becoming better defined as announcements move away from the "laundry-list" format to specific visions for new programs. Also, there is a slight increase in TTT primary LSP positions and these positions are also slowly becoming more focused on specific regional and/or discipline needs (i.e. health issues in South Texas, Francophone outreach in the Atlanta metropolitan area, translation and interpretation programs). The emergence of the phrase 'cultural studies' or 'specific area studies' (i.e., German, Francophone) in many of these LSP announcement and the large number of jobs in Spanish and French that come up with a keyword search for 'cultural studies' does suggest a shift away from literature. It seems that perhaps the cultural studies field might ultimately provide an umbrella for LSP programs that could afford LSP faculty a more LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 28 central institutional position. This data seems to echo Doyle's (2012) extensive and convincing argument in favor of a nomenclature change in the Language for Business field to Business Language studies. But, ultimately, will the number of jobs, which deviate from the traditional literature, linguistics and second language acquisition fields, merit redesign of graduate programs across the board to train future professors to meet this demand? Or, is it more a question of helping future professors enhance the traditional fields of specialization with new pedagogical approaches and secondary content expertise? In spite of the examples of very specific jobs given here, the number of these is still so low, that it would not seem feasible to suggest that all doctoral programs be transformed away from literature at this time, though certainly the PhD and Master's programs that have already developed these sorts of focus will become an ever more vital part of the foreign language education mission. What seems to be a more feasible approach for doctoral programs with a strong literature tradition is to begin a more gradual expansion into complementary areas. This can be accomplished by providing opportunities to doctoral candidates to develop secondary expertise in LSP content areas and to develop frameworks of practice that allow them to move between the theories of scholarly analysis to the practicalities of application to real world scenarios. The forum for such training can be graduate seminars and/or certificate programs through language resource centers. References Doyle, M. (2012). Business language studies in the United States: On nomenclature, context, theory and method [Special Issue]. The Modern Language Journal, 96, 105–121. Gueldry, M. (Ed.). (2010a). Consistent incorporation of professional terminologies into the world's languages: The linguistic engine of a global culture. Lewiston, ME: The Edwin Mellen Press. Gueldry, M. (Ed.). (2010b). How globalizing professions deal with national languages studies: Cultural conflict and cooperation. Lewiston, ME: The Edwin Mellen Press. Lafford, B. (Ed.). (2012). Languages for specific purposes in the United States [Special Issue]. The Modern Language Journal, 96. Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011 [Special Issue]. The Modern Language Journal, 96, 173–189. Lusin, N. (2012). Trends in the foreign language Job Information List. ADFL Bulletin, 42, 195–197. Retrieved from http://www.adfl.org/bulletin/ Modern Language Association (MLA). (2007). Foreign languages and higher education: New structures for a changed world. Retrieved from http://www.mla.org/pdf/forlang_newspdf.pdf Modern Language Association (MLA). (2008). Foreign language Job Information List. September 2007–January 2008. Retrieved from http://www.adfl.org/jil/index.htm Modern Language Association (MLA). (2009). Foreign language Job Information List. September 2008–January 2009. Retrieved from http://www.adfl.org/jil/index.htm Modern Language Association (MLA). (2012). Foreign language Job Information List. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 29 September 2011–July 2012. Retrieved from http://www.adfl.org/jil/index.htm Pérez-Llantada, C., & Watson, M. (Eds.). (2011). Specialized languages in the global village: A Multi-perspective approach. Newcastle upon Tyne: Cambridge Scholars Publishing. Porter, C. (2009). The MLA recommendations: Can we get there from here? ADFL Bulletin, 41(1), 16–23. Retrieved from http://www.adfl.org/bulletin/ Rifkin, B. (2012). "Learners' goals and curricular designs: The field's response to the 2007 MLA report on foreign language education" ADFL Bulletin, 42(1), 68–75. Retrieved from http://www.adfl.org/bulletin/
This paper will present our explorative work in software reusability and concurrent programming. This work was divided into two parts. First, in order to abstract the reusable components, three application problems were tried to be solved by means of object-oriented programming using Ada. Second, in order to address how Ada provides an environment for concurrent programming, several concurrent programming concepts were described using Ada. ; Technical Report 2018-07-ECE-005 Technical Report 87-CSE-11 Reusability and Concurrency Issues in the Real-time Use of Ada* W. P. Yin P. H. Liou Murat M. Tanik This technical report is a reissue of a technical report issued May 1987 Department of Electrical and Computer Engineering University of Alabama at Birn1ingham July 2018 Technical Report 87-CSE-11 REUSABILITY ABD COBCURREIICY ISSUES IB THE REAL-TIME USE OF Ada• V. P. I:in P. B. Liou H. H. Tanik Department of Computer Science and Engineering Southern Methodist University Dallas, Texas 75275 May 1987 *Ada is a registered trade mark of the U.S. government, Ada Joint Program Office. Abstract REUSABILITY AND CONCURRENCY ISSUES IN THE REAL-TIME USE OF Ada* W. P. Yin P. H. Liou M. M. Tanik Department of Computer Science and Engineering Southern Methodist University Dallas, 'IX 75275 This paper will present our explorative work in software reusability and concurrent programming. This work was divided into two parts. First, in order to abstract the reusable components, three application problems were tried to be solved by means of object-oriented programming using A da. Second, in order to address how Ada provides an environment for concurrent programming, several concurrent programming concepts were described using Ada. 1. Introduction Reusability is a general engineering principle . It derives from the desire to avoid duplication and to capture commonality in undertaking classes of inherently similar works[ 1]. When software engineers try to apply this principle to software production, it brings many research questions into the open. The arguments focus on the question that what are the candidates for software reuse, how reusable software components should be stored, how we can locate reusable software components, and how we can incorporate reusable software components into our own software system. Concurrent Programming is the name given to programming notations and techniques for expressing paten tial parallelism and for solving the resulting synchronization and communication problems. Traditionally, the programs that run asynchronously were written in assembly language for the reasons : • High-level languages did not provide the appropriate tools for writing concurrent programs. • High-level languages for concurrent programming were not efficient. However, high-level language programs are easier to test, verify, and modify. Due to the progress on compiler techniques, we can obtain efficient object code for concurrent programs written in a high-level language. Concurrent programming is important because it provides an abstract setting in which studying parallelism becomes possible . The basic problem in writing a concurrent program is to identify the activities which are concurrent. It is also difficult to ensure the correctness of concurrent programs. In addition, concurrent programs are much more difficult to debug than sequential programs. * Ada is a registered trade mark of the U .8. government, Ada Joint Program Offi ce. - 2- Occasionally, asynchronous processes must interact with one another and these interactions can be complex. The following sections constitute a brief presentation of our explorative work for software reusability and concurrent programming using Ada. 2. Reusability Issue 2.1 Software Components and Their Reusability The term "; Computer Software" is used very often by most professionals and many members of the public at large . They feel they understand it. Most professionals have an intuitive feeling of it, but there is no complete and formal definition . Informally, computer software can be regarded as information having two basic formats: non-machine-executable and machine-executable[2]. Any information unit created by a software engineer during software development, such as specification, design, code, data and so on , is a software component. More abstractly, the problem solving knowledge, programming knowledge, problem domain knowledge and other knowledge which are used by software engineers in order to solve a problem by computer software are also software components. These knowledge assume specification, design, code and data as their external formats . Therefore, software reusability manifests itself in many forms . It can roughly be classified into reuse of data, reuse of code including programs, systems and libraries, reuse of programming knowledge including system architecture and detail design , reuse of domain knowledge including specification and reuse of abstract modules[3 ,4] . With respect to the time the reusable components are used , software reusability can be divided into two groups-reusability of components in building a variety of structures and reusability of components in performing a variety of tasks . Figure 1 depicts this idea. 2.2 Software Reusability Problems As a general engineering principle, reusability implies the obvious system benefits of lower cost, increased reliability and easier maintenance. It appears that the reusability principle should be used widely in software engineering. Unfortunately this is not true . According to some statistics, in commercial banking and insurance applications, about 75% of the functions were common ones that occurred in more than one program. There is also statistical data indicating that less than 15% of the code written in 1983 was unique, novel and specific to individual applications while the remaining 85% was more or less generic[3]. The main reason for the above situation is that regardless of the particular programming technique , design methodology or developing environment, software engineering is divided into individual creative processes. The exact nature of those individual process, such as problem identification, conceptual solution , design of implementation, testing of solution and so on , is poorly understood. Hence, reusing the software designed by other people is in general not a simple matter. Besides this , there are other reasons. First, some software is ";malevolent" because it is strongly self-centered and highly proprietary. That means it cannot be reused by organizations other than the developer. Second, even with "; benevolent" software, there are software engineers who may feel that they could produce a "; better" solution anyway. Third, some software may have to be modified excessively to fit the new application precisely. Fourth , some software may require a great effort to be understood in order to be reused. In the last two situations, software engineers would rather rewrite .[ 5] . - 3 - Figure 2 shows reusable component characteristics m terms of their functionality and scope. 2.3. Explorative Work in Software Reusability 2.3.1. The Problems In the following sections three problems are investigated. The problems are the environmental monitor problem[6], the cruise-control problem[7] and the message switching problem [8]. Those three are real-time problems. All of them require parallel processing, realtime control, exception handling and unique input/ output control. 2.3.2. The Method The ";object-oriented methodology" is chosen for solving the problems . Object-oriented methodology is a software approach in which the decomposition of a system is based upon the concept of objects. In real-time systems, often the problem is given by the description of entities, their behaviors and relations among the entities . In addition, object abstraction is a promising avenue for reusability. The object-oriented design methodology has the following steps [6, 7]: • Identify the objects and their attributes. • identify the operations. • Establish the visibility of each object in relation to other objects. • Establish the interface of each object. • Implement each object. 2.3.3. The Language Ada was chosen as the design language. Ada was chosen as a design language because of its rich variety of program units such as subprograms, packages and tasks . It is convenient for software engineers to choose one of the most suitable program units to represent classes of objects, instances of objects and primitive operations of each object. More importantly, the capabilities of Ada make it possible for us to break from the traditional flat, sequential design style into the object-centered design style. In particular, using Ada as a design language can improve the quality of the design by highlighting interfaces and formally capturing many important design decisions. 2.3.4. The Case Studies The case studies are concerned with the use of object-oriented design method for software reusability. The goal of the case-study was to explore how well the object-oriented method can apply the reusability principle. More specifically, how well the object-oriented method can recognize and abstract reusable software components for a specific class of problems (the real-time systems) . In this paper, the detailed case explanations will not be presented. Only are the observations and experiences listed. For each problem, first, a problem definition in problem space is given , then an informal system architecture design in conceptual solution space is presented . In the solution space , the details will be ignored; only objects and their operations are indicated. - 4- 2.3.4.1. Ca.se-1: Environmental Monitor Problem The environmental monitor problem is explained in detail in [6]. The figure 3 is the problem definition abstracted from [ 6] . And the figure 4 is the partial formalization of the system architecture design. Problem~ Objects and their Operations: ( 1) A user interacts with the system by setting the sensor limits, reading the status of all sensors , or q.u.it the system . ( 2) A printer Jlli,n.ts. the current reading of each sensor or s.h.u.t. rl.mYn. by the user. (3) Sensor r.e.ads. temperature or setting limit or s.h.u.t. d.mm. or initialized by user. ( 4) Monitor responds to out-of-limits sensor reading or detects the printer failure by setting an alarm. Also the alarm can be sh.n.t ~ Keeping the object-oriented methodology in mind, the transformation from the figure 3 to figure 4 is straightforward. In the step of identifying the objects and their attributes, the decision for specific representation of objects is delayed . We only take into account what objects in the problem space we are interested in . In general, the nouns denote the objects and the adjectives represent the attributes of each object. After identifying objects, extracting operations appropriate to each object is straightforward . The verbs attached to each object can be abstracted as corresponding operations . Those operations are visible outside. The object together with its operation forms one unit which can be defined by one program unit. The arrows are used to indicate the operation application direction . If there is one arrow from object A to object B, it indicates that the object A does one operation requiring something from B, or triggering B's operation . In this situation , the object A is an active object. If A is a passive object which does not have operations, all the arrows connected to A must point to A. System Specification in A.d.a package PRINTER is task THEYRINTER is entry PRINT_READING (THE_ITEM: in STRING); entry SHUT_DOWN; end THEYRINTER; end PRINTER; package ALARM is task THE_ALARM is entry REPOR T_OF LIMIT; entry REPORTYRINTER_ERROR; entry SHUT_DOWN; end THE_alarm; end ALARM; generic type NAME is ( ); type VALUE is range ; SENSE_RATE: in DURATION; - 5 - with function VALUE_OF (THE_NAME m NAME) return VALUE; with procedure SOUND_ALARM; package SENSORS is task type SENSOR is entry START (THE_NAME : in NAME) ; entry SET_LIMIT (THE_VALUE : in VALUE) ; entry GET_8TATUS (THE_VALUE : out VALUE; OUT_OF LIMITS : out BOOLEAN); entry SHUT_D OWN; end SENSOR; end SENSORS; type COMMAND is (SET_LIMIT, GET_8TATUS, SHUT_DOWN); procedure MONITOR is -- local type declarations -- ALARM task specification -- PRINTER task specification -- SENSOR task specification -- USER_COMMAND declaration -- task bodies begin -- manipulation of USER_COMMAND end MONITOR; Abstractions from ease-l: 1 Object-oriented design methodology is fundamentally different from traditional functional methods. Traditional functional methods factor system in problem space into operational modules in solution space , in which each operation module represents a major step in the overall transformation process. The object-oriented design method decomposes problem around objects that exist in the real world. 2 The object-oriented design method needs different requirement analysis to support. During the problem definition step, the requirement analyst must keep object orientedness in mind, because different analysis will get different problem decompositions. During the problem analysis , a good domain knowledge certainly helps a lot. 3 4 - 6 - It is necessary to use object-oriented system specification methodology during the system specification step. The specification is the result of a process of requirements analysis, and represents the first complete description of the conceptual solution. It contains clear descriptions of the external view of the system the user required along with any related or implied system constraints. The object-oriented system specification ideally closely matches the user's problem. It is desirable to make system specification consistent, completely, comprehensible and traceable to the requirement. Also , the object-oriented s specification will make the transaction between system specification and system design smooth, and easy. It is desirable to keep the system specification to be independent from the implementation . That means the transaction from problem space to conceptual solution space should not be restricted by implementations, especially not limited by the capability of implementation tools. Ada has the design description capability, but there is no direct notations for objects. 2.3.4.2. Ca.se-2: Cruise-Control System The Cruise-Control system problem is given in [7]. A data flow diagram (figure 5) is used to express the problem. This problem is more complicated than the environmental monitor system problem. The data flow diagram gives a clear view of each main step of the system transaction . Using object-oriented method the problem space is abstracted as in figure 6. From problem space the system architecture was abstracted using the object-oriented method (figure 7) . First, the objects and their operations are identified . Especially, the passive objects (no operations) and active objects (having operations) are distinguished; the required operations (triggered externally) and suffered operations (not triggered by outside world) are distinguished. For example, brake and accelerator are passive objects, others are active objects. Throttle has two v visible operations which are triggered by other objects and one invisible operation which is hiding in throttle's body. That invisible operation can only be seen by throttle itself. Problem~ Objects and their Operations: ( 1) Pulse from wheels: A pulse is. 5.f.D.t for every revolution of the wheel (2) Clock: Timing~ every milli-second. ( 3) Driver: If the driver s.fls. system on, it denotes that the cruise-control system should maintain the car speed. Also , the driver may require increasing or decreasing maintained speed when cruise-control on . Or, the driver requires resuming the last maintained speed. ( 4) Brake: If brake is. pressed, then cruise-control temporarily reverts to the manual control. ( 5) Brake state: Cruise-control requires the current brake state . ( 6) Engine state: If engine-on, the cruise-control may be active. (7) Accelerator: Accelerator state is. required by the cruise-control system. (8) Throttle: Setting the throttle value . Abstraction from case-2: - 7 - 1 An object is an entity that exists in time and space . An obje ct also has state . The operations indicate the object's state. Each object will be in one state at one time . The object state may change by the activity of other objects or as the time changes. We can trace the system activity in the state space . 2 We need facilities to indicate the time constraints of the system . For example, the clock's and wheel's operations must be synchronized. and the throttle has one operation-desired speed which can be visible by all the three operations of control increase, decrease and resume . 3 The ease-l and case-2 deal with different problems. The objects abstracted from these two problems are different, except one situation that the control object in cruise-control system is interacting with driver's requirement, the monitor object in environmental monitor system is interacting with user's command. Both system needs an interface with the user who will dynamically input his requirements / commands. This interface can be a reusable component. 2.3.4.3. Ca.se-3: Message Switching System The message switching problem is addressed in [8] . Figure 8 is the problem abstraction . The message switching system consists of a network of switching nodes connected via trunk lines. Each switching node is locally attached to subscribers , an operator, archive tape , and auxiliary memory. The operator can send and receive messages like any subscriber. In addition , the operator monitors and controls the node activity. The function of each node is to route input messages to one or more output destinations . Three successive phases are involved in processing each message: input, switch and output. inputReading input from a local subscriber or trunk link and storing the message on both auxiliary memory and an archive tape . switch Each input message contains a header, body and end marker. The header is examined to determine the output destination. For each destination , a directory is consulted to determine the appropriate output line to use and a copy of the message is queued for output on each distinct line. output A message is retrieved from auxiliary memory and written on the appropriate output line . Each message contains a priority as part of its header so that, at all times, the highest priority message for an output line is transmitted . If preempted, a message is later transmitted in its entirety. Having the experience of solving previous two problems, abstract objects and their operations can be obtained by repeatedly using the object-abstraction. Thus, we get the problem definition in object space (figure 9) and the concept solution (figure 10~. Pro b 1e m 8.p.a.c.e. Objects and their Operations: (1) Switches i.n.p.u.t message head and control signal. (2) Switches s.tu.r.e. the message on the auxiliary memory. (3) Switches archive message on the tape. . 8 . ( 4) Switches consult the cross-reference table to determine the appropriate output port. (5) Switches handle th e output message priority and preemption-output queue. (5) Switches output the message head and control signal to the output port. (7) Operator monitors the switch system . (8) Output ports retrieve the message body. This problem solution must solve the following four problems: • maximize I/ 0 parallelism , • control different I/0 devices, • coordinate mode activity, • handle output message preemptions. System Specification in A.d.a type MSG_A.DDR is STRING(l.20); type MSG is record HEAD : STRING(l.20); BODY: STRING(l.lOO); end record; task type ARCHIVE_TAPE is entry ARCHIVE (THE_NISG: in MSG); end ARCHIVE_TAPE; task type AUX_MEM is entry OUTPUT_NISG (THE_NISG_A.DDR in MSG_A.DDR); entry INPUT . MSG (THE_NISG_A.DDR : in MSG_A.DDR); end AUX_MEM; task type OUTPUT_CONTROL IS entry OUTPUT. . Jv1SG ( OUTPUT_pORT THE_NISG_A.DDR : in end OUTPUT_CONTROL; task type SWITCH is in STRING(1.20); MSG_A.DDR); entry INPUT_CONTROL (THE_NISG in MSG); end SWITCH; task type OPERA TORS is entry INPUT_MSG (THE_MSG m MSG); end OPERA TORS; task type SUBSCRIBER is entry INPUT.Jv1SG (THE_NISG in MSG); end SUBSCRIBER; OPERA TOR : OPERATORS; task body OPERA TOR is -- local type declarations -- ARCHIVE TAPE task declaration - g - -- AUXILIARY MEMORY task declaration -- OUTPUT CONTROL task declaration -- REFERENCE TABLE data structure declaration -- OUTPUT QUEUE data structure declaration THE.BUBSCRIBER : array ( 1.100) of SUBSCRIBER; task body THE.BUBSCRIBER is task OUTPUT_MSG; • • • end THE.BUBSCRIBER; THE.BWITCH : SWITCH; task body THE.BWITCH is procedure STORE_MSG (THE_MSG in MSG); procedure ARCHIVE_MSG (THE_MSG : in MSG); procedure CONSULT_TABLE (OUTPUT _FORT : out STRING( 1.10); THE_MSG : in MSG) ; procedure PREEMPTION (THE_MSG : in MSG; -- subprogram body • • • end THE.BWITCH ; -- other task bodies begin loop PRIORITY : out INTEGER); accept INPUT_MSG ( THE_MSG in MSG) do • • • end INPUT_MSG; end loop; end OPERATOR; - 10- Abstractions from case-3: 1 2 Using the object-oriented method to do system design really requires a great deal of real world knowledge and intuitive understanding of the problem, especially for abstracting operations. Listing the goal of the system requirements helps to decide which object should do which operation . For example, for this specific problem, the solution must solve the maximizing I / 0 parallelism and control different I/0 devices, it had better make auxiliary memory and archive-tape become active objects. The control issue and time constraint are important. It definitely needs some facilities to specify them . For example, the input-control for switch needs to specify its input trigger is exclusive OR, its output is sequential. In system architecture design using Ada, it seems that Ada's program units are not sufficient for this specification. 3 The three case studies come from different application fields. The software systems are required for different purposes. They deal with totally different objects. From the domain object level, it is not clear what is the reusable component. 2.3.5. Summary of Reusability Concepts 1 2 3 Software reusability is an attribute of software relative to its applicability in different computational contexts as well as different application areas. The object-oriented methodology is a better fit for real applications than other traditional methodologies. It is at least useful to apply reusability principle in the same application domain. Reusable software components tend to be objects or classes of objects. Given a rich set of reusable software components, the implementation would proceed via composition of these parts, rather than further decomposition. The greater abstraction of object models provides greater potential reusability. The level of abstraction has a great effect on reusability. Higher the abstraction, the greater overhead it may require for interpretation and it provides less intuitive understanding. Lower the abstraction, the chance of recognizing reusable components become less. 3. Concurrency Issues 3.1. Synchronization In a real time system, several processes may access the same data at the same time . This situation may result in inconsistent data. A language dealing with concurrent programming must guard against this possibility. That is, the language must provide the means to guard against time-dependent errors. When a process is accessing shared data, the process is said to be in its critical section ( or critical region). The concept of allowing only one process into its critical region at a time is known as mutual exclusion. An elegant software implementation of mutual exclusion was presented by Dekker. Dijkstra also abstracted the key notation of mutual exclusion in his concept of semaphores [10] . 3.1.1. Semaphores A semaphores is a protected integer variable which can take on only non-zero values and whose value can be accessed and altered only by the operations P(s), stands for wait, and V(s), stands for signal, and an initialization operation. Binary semaphores can accept only the - 11 - values 0 or 1. General semaphores can accept non-negative integer values . The definition of P and S is as follows : P(s): If s > 0 then s :=s- 1 else the execution of the process that called P(s) is suspended. V(s) :If some process P has been suspended by a previous P(s) on the semaphores then wake up P else s := s + 1 3.1.2. Monitors The above methods are so primitive that it is difficult to express solutions for more complex concurrency problems, and their presence in concurrent programs increases the existing difficulty of proving program correctness [ 12]. Another drawback of the above methods was that every procedure had to provide its own synchronization explicitly. A desire to provide the appropriate synchronization automatically led to the development of a new construct, a monitor [10]. A monitor is a concurrency construct that contains both the data and the procedures needed to perform allocation of a shared resource or group of shared resources. The monitor enforces information hiding - processes calling the monitor have no idea of, nor access to, data inside the monitor. Mutual exclusion is rigidly enforced at the monitor boundary- only one process at a time is allowed to enter. If a process inside the monitor cannot proceed until a certain condition becomes true, the process calls wait (variables name) and waits outside the monitor on a queue for ";variables name" to be signaled by another process. To ensure that a process already waiting for a resource eventually does get it, the monitor gives higher priority to a waiting process relative to a new requesting process attempting to enter the monitor. A process calling wait is threaded into the queue; a process calling signal causes a waiting process to be removed from the queue. 3.2. Ada Rendezvous Ada is a higher-level program mg language which can be used for conventional programming. In this section, we are concerned with the features of Ada related to concurrent programming. Central to these features is the concept of the task which is a program module that is executed asynchronously. Tasks may communicate and synchronize their actions through : 1 accept statement: It is a combination of procedure calls and message transfer. 2 select statement : It is a non-deterministic control structure based on guarded command construct. The BNF of them are : accept statement has the form : accept entry~imple_name [( entry_index)] [formal_part] do sequence_of~tatemen ts end [ entry~imple_name]; select statement has the form : select [when boolean_expression =>] - 12- acce p L.s tate men t seq ue n ce_of .s tatements {or [when boolean_expression =>] acce pt.s tatemen t} se qu ence_of.s tatemen ts [else se quence _of.s tatemen ts] end select; Following sections are Ada programs that implement the above mentioned concurrent problems. 3.2.1. Dekker's Algorithm procedure DEKKER is FAVOREDPROCESS : INTEGER; Pl WANTSTOENTER, P2WANTSTOENTER : BOOLEAN; procedure TWOYROC (PlWANTSTOENTER, P2WANTSTOENTER : in out BOOLEAN; FAVORED PROCESS : in out INTEGER) is task Pl; task body Pl is begin loop Pl WANTSTOENTER :=TRUE; while P2WANTSTOENTER loop if FAVOREDPROCESS = 2 then Pl W ANTSTOENTER := FALSE; while FAVOREDPROCESS = 2 loop null; busy waiting end loop; PlWANTSTOENTER :=TRUE; end if; -- you can enter critical region for Pl from here FAVOREDPROCESS := 2; PlWANTSTOENTER :=FALSE; -- you may put other s tuff here end loop; end loop; endPl; task P2; task body P2 is begin P2WANTSTOENTER :=TRUE; while Pl WANTS TO ENTER loop - 13 - ifF A VORED PROCESS = 1 then P2WANTSTOENTER := FALSE; while FAVORED PROCESS = 1 loop null; busy waiting end loop; P2WANTSTOENTER :=TRUE; end if; -- you may enter critical region for P2 form here FAVOREDPROCESS := 1; P2WANTSTOENTER :=FALSE; --you may put other stuff here end loop; end loop; endP2; begin null; -- main program for TWO_pROC end TWO_pROC; begin P1 W ANTSTOENTER := FALSE; P2WANTSTOENTER :=FALSE; FAVORED PROCESS := 1; TWO_pROC (P1wantstoenter, P2wantstoenter, favoredprocess) ; end DEKKER; 3.2.2. Semaphore (Binary) The following are two approaches of Binary Semaphore . The first one is described in [10] and the second one exactly follows the original definition of sem aphore. 3.2.2.1. procedure BINARY ,SEMAPHORE is ta.sk SEMAPHORE is entry P; entryV; end SEMAPHORE; ta.sk body SEMAPHORE is begin loop accept P; only after P has been called that V accept V; can be accepted and vice versa end loop; end SEMAPHORE; task Pl; task body P 1 is begin loop - 14- -- you may put the remainde r of the program one here SEMAPHORE.P; -- call the P entry -- now you can go ahe ad to access the critical region SEMAPHORE.V; -- call the V entry end loop; end Pl; task P2; task body P2 is begin loop -- you may put the remainder of the program one here SEMAPHORE.P; -- call the Pen try -- now you can go ahead to access the critical region SEMAPHORE.V; -- call the V entry end loop; end P2; begin -- main program for BINARY_8EMAPHORE null; end BINARY_8EMAPHORE; 3.2.2.2. According to the definition, semaphore is a protected variable whose value can be accessed and altered by operations P and V and initial operation. So, we declare semaphore as private type and only those subroutines inside this package can access its value package BIN_8EMAPHORE is type SEMAPHORE is private; procedure P (S: in out SEMAPHORE); procedure V (S: in out SEMAPHORE); procedure INITIAL_8EMAPHORE(S: in out SEMAPHORE; VALUE : in INTEGER); private type SEMAPHORE is record VAL : INTEGER; end record; end; package body BIN.SEMAPH ORE is NO_ WAITING :INTEGER := 0; - 15 - -- Il:um her of processes that have been suspended task CONTROL is entry SUSPEND ; entry W AKE_UP; end; task body CONTROL is begin loop accept WAKE_UP do accept SUSPEND; end; end loop; end CONTROL; procedure P (S : in out SEMAPHORE) is begin if S.VAL > 0 then S.VAL := S.VAL - 1; else NO_ WAITING := NO_WAITING + 1; CONTROL.SUSPEND; -- suspend the process end if; endP; procedure V (S : in out SEMAPHORE) is begin if NO_ WAITING > 0 then CONTROL.WAKE_UP; -- wakeup one of the suspended processes NO_WAITING := NO_WAITING- 1; else S.VAL := S.VAL + 1; end if; end V; procedure INITIAL.SEMAPHORE (S: in out SEMAPHORE; VALUE : in INTEGER) is begin S.V AL :=VALUE; end INITIAL_sEMAPH ORE; end BIN_sEMAPH ORE; - 16 - with BIN_sEMAPHORE; use BIN_sEMAPHORE; procedure SEMAPH ORE_EXAMPLE is S: SEMAPHORE; procedure TWOYROC is task PROCESSONE; task body PROCESSONE is begin loop -- put some stuff here P(S); -- now you are inside the critical region one V(S); -- put some other stuff here end loop; end PROCESSONE; task PROCESSTWO; task body PROCESSTWO is begin loop -- put some stuff here P(S); -- now you are inside the critical region two V(S); end loop; end PROCESSTWO; begin null; -- main program for two_proc end TWOYROC; begin -- main program for semaphore example INITIAL_sEMAPHORE(S, 1); TWOYROC; -- now, two processes are executing concurrently - 17 - end SEMAPH ORE_EXAMPLE; 3.2.3. Binary Semaphore Using Monitor Concept In the following example we describe the implementation of a binary semaphore by a monitor written in Ada. generic package GENERIC_MONITOR is task type COND PTR is entry WAIT; entry SIGNAL; end COND PTR; type CONDITION is access COND PTR; -- This condition type of variab le provides a queue for wait entry, also for the signal entry. end GENERIC_MONITOR; package body GENERIC_MONITOR is task body COND PTR is begin loop accept SIGNAL do accept WAIT; end; end loop; end CONDPTR; end GENERIC_MONITOR; with GENERIC_MONITOR; procedure SEMAPHORE_USE_MONITOR is This package(monitor) performs information hiding. Procedures calling the monitor have no idea of, nor access to, data inside the monitor. package MONITOR is procedure P; procedure V; end MONITOR; package body MONITOR is - 18- package TEMP is new GENERIC_MONITOR; use TEMP; NOT_BUSY : CONDITION; BUSY: BOOLEAN := FALSE; procedure P is begin if BUSY then NOT_BUSY.WAIT; -- wait entry provides a queue for the -- procedures waiting to be accepted end if; BUSY :=TRUE; endP; procedure V is begin BUSY := FALSE; NOT_BUSY.SIGNAL; -- wake up the procedure at the first -- on the queue of wait entry endV; end MONITOR; use MONITOR; procedure TWOYROC is task P1 ; task body P1 is begin loop P; -- you can enter the critical region 1 now V ; -- you may put the rest of the stuff here end loop; endP1; task P2; task body P2 is begin loop P; -- you can enter the critical region 2 now V; -- you may put the rest of the stuff here end loop; end P2 ; - 1 g - begin -- main program of two_proc null; now Pl and P2 are executing concurrently end TWOYROC; begin -- main program of SEMAPHORE_USE_MONITOR TWO_?ROC; end SEMAPHORE_USE_MONITOR; 3.3. Real-Time Interrupt Handling Efficient interrupt handling is critical in real-time environments. Interrupts are used to control the transfer of data to and from external devices, which often generate interrupts at high frequencies. If the interrupt is not handled quickly, external data can be lost or overall efficiency of the system can be severely degraded . Real-time performance requirements are determined by the minimum time between arrival of interrupts and the maximum time that can elapse while an interrupt is pending before data are lost or a hardware time-out occurs. When an interrupt occurs, a processor must begin executing code in another environment. Context switching is machine dependent, and in most modern computers it is supported by special privileged instructions. Interrupt handling takes at least two context switches, one from the program currently running to the interrupt handler and one at the completion of the interrupt handler. However, neither of these need to be full context switches, nor do interrupts need to be disabled for long. 3.3.1. Language Mechanisms for Interrupt Handlers in Ada Most real-time software for embedded systems use interrupt handlers to control and communicate with external devices . Interrupt handlers are usually responsible for initializing devices, initiating physical I/0 operations and responding to both anticipated and unanticipated interrupts. Ideally, interrupts would arrive only as a direct consequence of a previously issued software command. However, in practice, interrupts can arrive unexpectedly or fail to arrive when expected. Interrupt handlers have traditionally been written in assembly language because few high-level languages provide support for interrupts and because interrupt handlers must often meet severe real-time constraints [15] . Mechanisms for implementing interrupt handlers provided by systems programming languages such as Concurrent Pascal and Modubv-2 are usually not optimized for real-time applications. Since Ada was intended for embedded applications, interrupt-handling mechanisms were integrated into Ada. The Ada Language Reference Manual (LRM) [18] briefly describes interrupt handlers and their semantics (in sec. 13.7) . The following example from the LRM illustrates the specification of an interrupt handler: t.a.sk INTERRUPT_HAND LER is entry DONE; for DONE use at 16#40#; end INTERRUPT_HANDLER; - 20- The task specification n, or interface, de fines each externally visible task operation , referred to as an entry. The semantics of an interrupt is defined in terms of the rendezvous which was dis- [ cussed in previous sections. Each Ada process, or task, declares a list of entry procedures that can be called by other tasks. A rendezvous occurs between a calling task and the serving task when the caller is waiting to execute an entry call, and the server is waiting to accept the en try call. Each task specification must have a corresponding body that contains the executable code of the task. The following is a more realistic example of an interrupt handler for a printer device [ which illustrates some of the hardware and software run-time support actions that must be considered when programming interrupt handlers. task PRINTER_8ERVER is entry OUTPUT__LINE (ST : in STRING); entry IO_INTERRUPT; for IO_INrERRUPT use at 16#1234#; end PRINTER_8ERVER; task body PRINTER_8ERVER is HARDWAREYORT : CHARACTER; for HARDWAREYORT use at 16#1234#; begin loop accept OUTPUT__LINE (ST : in STRING) do for INDEX in ST'RANGE loop HARDWAREYORT := ST(INDEX); accept IO_INTERRUPT; end loop end OUTPUT__LINE; HARDWAREYORT := ASCII.CR; accept IO_INTERRUPT do HARDWAREYORT := ASCII.LF; end IO_lNTERRUPT; accept IO_INTERRUPT; end loop; end PRINTER_8ERVER; The above example illustrates how it is possible in Ada to serve the same interrupt entry point with different accept bodies. 3.3.2. Interrupt Handling Model in Ada Hardware interrupts generated by a device or its controller are usually described informally by means of flowcharts and timing diagrams, in contrast to software whose behaviour is defined by a program . A uniform description of both the hardware and software makes it possible to define a model for a general-purpose , interrupt-handling mechanism [17]. The complete chain of control from the hardware to the server can be modeled by three Ada tasks , where the first two are asynchronous tasks external to the server. The first task - 21 - represents a hardware device, which is a producer of interrupts and a producer or consumer of data. The second task represents the hardware /software interface , and performs interrupt enabling , disabling and context switching outside the normal Ada rendezvous mechanisms. The task specifications are as follows: HARDWARE_DATA : DEVICE_DEPENDENT; task ASYNCHRONOUS_HARDWARE; task INTERFACE is entry D ISPA TCHJNTERRUPT; end INTERFACE; task SERVER is entry OUTPUT_LINE (ST: in STRING) ; entry IOJNTERRUPT; for IOJNTERRUPT use at 16#1234#; end SERVER; The advantage of adopting an Ada model for devices and their run-time support is that the semantics of interrupt handling can be defined entirely in Ada. This model can be used conveniently to illustrate some of the problems an effective implementation must be able to handle : 1. hardware that generates interrupts at power-up and in error situations where there is no Ada program or handler ready to serve interrupts 2. hardware that generates spurious interrupts when the interrupt handlers are not ready to serve interrupts 3. hardware that requires immediate action on the interrupt to prevent the loss of data 4. a hardware interrupt that demands a specific program action to mask it out so that it is not constantly pending. 3.3.2.1. The Hardware/Software Interface The interface is modeled by a task representing the connection between the hardware and server tasks that are running concurrently on two conceptually different processors with a need to communicate. The hardware task has no knowledge of the state of the software and can try to interact with it at unexpected times. Some hardware tasks must be serviced immediately, even if the server is not ready, and can therefore generate unexpected interrupts (and race conditions in the server) when interrupt handlers are too slow to handle successive interrupts. A model for robust and usable interrupt support environment must provide services for situations in which either software or hardware is malfunctioning. This kind of failure handling can be represented by the following body of the interface task . task body INTERFACE is begin loop - 22- accept DISPATCHJNTERRUPT do select-- conditional en try call SERVER.IOJNTERRUPT; else FAIL URE_8ERVER.SERVER_NOT_READ Y; end select; end DISPATCHJNTERRUPT; end loop; end INTERFACE; 3.3.2.2. The Hardware Task The Ada hardware task example below models many of the problems caused by actual hardware . In the ex ample , the server and interface tasks communicate with the hardware task v1a a global HARDWARE_DATA variable, which includes the fields INTERRUPT_ENABLED , STARTJO and IO_DA TA. task body ASYNCHRONOUS_HARD WARE is -- lo cal declarations procedure GENERATEJNTERRUPT(TIMEOUT NATURAL) is begin PENDING JNTERR UPT: for I in O . TIMEOUT loop if HARDWARE_DATA.INTERRUPT_ENABLED then select -- conditional en try call INTERF A CE.D ISPA TCHJNTERRUPT; ifDATA_UNSTABLE then HARDWARE_DATA.IO_DATA := IND ETERMINANT; end if; exit PENDINGJNTERRUPT; else if DATA_UNSTABLE then HARDWARE_DATA.IO_DATA end if; end select; end if; end loop PENDINGJNTERRUPT; end GENERA TEJNTERRUPT; begin loop IND ETERMINANT; SERVICEJNTERVAL := SERVICEJNTERV AL + 1; if SERVICEJNTERVAL > SERVICE_TIMEOUT then GENERATEJNTERRUPT (INTERRUPT_TIMEOUT) ; SERVICEJNTERVAL := 0; end if; if HARDWARE_DATA.STARTJO then - 23- for I in O . DO_IO_TIME loop null; end loop; HARD WARE.J) ATA.IO_DA TA :=VALID _DATA; GENERA TE_INTERRUPT ( IO_D ONE_TIMEOUT); end if; end loop; end ASYNCHRONOUS.JIARD WARE; The hardware and interface model is sufficiently general to cover a wide range of hardware devices and enables a specification of requirements for designing a system hardware support package. Without such a formal definition, it is difficult to verify the correctness of the interrupt run-time support package. In addition, the model permits a software task to simulate a hardware device and test the interrupt run-time support package. 3.4. Conclusion The traditional approach to implementing interrupt handlers using assembly language le ads to systems that are difficult to develop, maintain or adapt to new hardware and software requirements. By providing a high-level interface, Ada simplifies the design and maintenance of interrupt handlers . And Ada defines the semantics of tasking mechanism, making it possible to construct asynchronous and synchronous programming models. Ada not only provides a powerful tool from software resuability point of view but also provides a powerful tools for concurrent programming. It really is "; The Language for the 1980s ";(May be 1990s). References [1] P.Wegner ";Capital-Intensive Software Technology,"; IEEE Software, Vol. 1, No.3, July, 1984, p. 3-45. [2] R. S. Pressman, Software Engineering, McGRAW-HILL, Inc. 1987, p. 5-8. [3] T . C. Jones , ";Reusability In Programming: A Survey of the State of the Art,"; IEEE Trans. Software Eng., Vol. SE-10, No.5, sept. 1984, p. 488-497. [ 4] G. Jones, ";Software Reusability: Approaches and Issues,"; Pro c. of IEEE computer Software f3 Applications Gonf., Nov. 1984, p. 476-477 . [ 5] M. D . Lubars, ";Code Reusability in the Large vs . in the Small,"; AG!vf SIGSOFT Software Engineering Notes, Vol. 11, No.1, Jan. 1986, p. 21-27. [6] G . 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