Overall plan and design of the task management system of ternary optical computer

t In this paper an overall scheme of the task management system of ternary optical computer （TOC） is proposed, and the software architecture chart is given. The function and accomplishment of each module in the system are described in general. In addition, according to the aforementioned scheme a prototype of TOC task management system is implemented, and the feasibility, rationality and completeness of the scheme are verified via running and testing the prototype.

Net-Based Task Management System

In net-based collaborative design environment, design resources become more and more varied and complex. Besides common information management systems, design resources can be organized in connection with design activities. A set of activities and resources linked by logic relations can form a task. A task has at least one objective and can be broken down into smaller ones. So a design project can be separated into many subtasks forming a hierarchical structure. Task Management System (TMS) is designed to break down these tasks and assign certain resources to its related task nodes. As a result of decomposition, all design resources and activities could be managed via this system. Based on this idea, we realized a TMS which manages collaborative resources in web environment.

The Task-Based Approach： Noticing and Attention Management Tasks to Enhance Written Production

The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development