Open Source Business Models
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Open Education Resources: Current Limitations and Challenges and Its Usage in Developing Countries
Open Education Resources: Current Limitations and Challenges and its Usage in Developing Countries Mark Peneder and Felix Walcher February 9, 2020 1 Abstract As the cost and demand of higher education is on the rise all over the world, education stakeholders are searching for ways to meet these demands. Open Educational Resources (OER) have the potential to provide these resources and promote lifelong learning. OER are freely accessible resources for educational purpose. OER are considered to reduce the gap between different strata of society and countries. But despite all these opportunities, OER has still not reached its full potential. This might be explained by the fact that it is still in the early adoption state and the number of challenges that OER is still facing at the moment. Often both teachers and students in higher education communities are not aware of the potential of OER. Furthermore, the major content of OER is mostly English language based and global north dominated. OER is free to use but not free to produce and maintain, because of this the perhaps biggest challenge of Open Educational Resources is their sustainability in financial terms. Developing countries have the possibility to benefit even more from existing OER to enhance or develop new teaching material based on the knowledge from all over the world but are also facing additional challenges. The western-dominated resources have to be recontextualized for their cultural context and they are plagued by limited funding, poor internet infrastructure and a general lack of awareness of OER and policies for its use and creation. -
Debugging System for Openrisc 1000- Based Systems
Debugging System for OpenRisc 1000- based Systems Nathan Yawn [email protected] 05/12/09 Copyright (C) 2008 Nathan Yawn Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license should be included with this document. If not, the license may be obtained from www.gnu.org, or by writing to the Free Software Foundation. This document is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. History Rev Date Author Comments 1.0 20/7/2008 Nathan Yawn Initial version Contents 1.Introduction.............................................................................................................................................5 1.1.Overview.........................................................................................................................................5 1.2.Versions...........................................................................................................................................6 1.3.Stub-based methods.........................................................................................................................6 2.System Components................................................................................................................................7 -
Open Source and Sustainability: the Role of University
OPEN SOURCE AND SUSTAINABILITY: THE ROLE OF UNIVERSITY Dr. Giorgio F. SIGNORINI, PhD Dipartimento di Chimica, Università di Firenze via della Lastruccia, 3 I-50019 Sesto F. (Firenze), Italy giorgio.signorini@unifi.it Abstract One important goal in sustainability is making technologies available to the maximum possible number of individuals, and especially to those living in less developed areas (Goal 9 of SDG). However, the diffusion of technical knowledge is hindered by a number of factors, among which the Intellectual Property Rights (IPR) system plays a primary role. While opinions about the real effect of IPRs in stimulating and disseminating innovation differ, there is a growing number of authors arguing that a different approach may be more effective in promoting global development. The success of the Open Source (OS) model in the field of software has led analysts to speculate whether this paradigm can be extended to other fields. Key to this model are both free access to knowledge and the right to use other people’s results. After reviewing the main features of the OS model, we explore different areas where it can be profitably applied, such as hardware design and production; we then discuss how academical institutions can (and should) help diffusing the OS philosophy and practice. Widespread use of OS software, fostering of research projects aimed to use and develop OS software and hardware, the use of open education tools, and a strong commitment to open access publishing are some of the discussed examples. Keywords Sustainable Development, University, Open Source, Open Education, Open Access 1 Introduction What is sustainability about? According to the widely accepted definition of the Brundtland Report (Brundtland 1987), human development is sustainable when it can satisfy the needs of the current generation without compromising the ability of future generations to do the same. -
(OER) Movement
MiT8 public media, private media May 3-5, 2013 at MIT, Cambridge, MA Theo Hug <[email protected]> (University of Innsbruck) Education for All Revisited: On Concepts of Sharing in the Open Educational Resources (OER) Movement DRAFT VERSION Abstract1 Relationships between the private and public sphere in education have been discussed repeatedly and in various ways. However, the role of media and media dynamics is widely underestimated in this context. Only recently, after the digital turn, has the focus of the debates changed. In the past few years, manifold initiatives aiming at opening up education on various levels using digital communications technologies and Creative Commons licenses. Additionally, massive open online courses (moocs) have been developed. Today, OER (Open Educational Resources) is used widely as an umbrella term for free content creation initiatives: OER Commons (http://www.oercommons.org/), Open Courseware (OCW), OER repositories, OCW search facilities, University OCW initiatives, and related activities. Shared resource sites such as Connexions (http://cnx.org), WikiEducator (http://wikieducator.org), and Curriki (www.curriki.org) have an increasing number of visitors and contributors. On one hand, the motif of ‘education for all’ is once again appearing in related debates and practices. On the other hand, notions of sharing play a crucial role in open content and open education strategies. This paper has a threefold purpose: it starts with an outline of selected understandings of sharing in educational contexts; it then addresses their relevance for OER development through examining contrasting and relational conceptual dimensions. Furthermore, the contribution aims to take forms of sharing as media forms and to distinguish between stronger and weaker forms of sharing. -
Offenheit Und Teilen in Der Open Educational Resources (OER) Bewegung
Bildung für alle – eine Neuauflage? Offenheit und Teilen in der Open Educational Resources (OER) Bewegung Theo Hug Zusammenfassung Fragen nach der Bedeutung privater und öffentlicher Dimensionen in Bil- dungsprozessen und Forderungen nach Bildung für alle werden in der Pädago- gik seit Jahrhunderten diskutiert. Die Rolle von Medien und Mediendynami- ken wurde dabei weithin unterschätzt. In den letzten Jahren wurden allerdings vielfältige Initiativen entwickelt mit dem Ziel der Öffnung von Bildung mit- tels digitaler Kommunikationstechnologien und Creative Commons-Lizenzen sowie massive open online courses (moocs). Heute findet die Bezeichnung Open Educational Resources (OER) breite Verwendung als Überbegriff für Initiativen zur Schaffung von frei verfügbaren Inhalten, OER Commons, Open Courseware (OCW), OER-Archiven, OCW-Suchhilfen sowie universitären OCW-Initiativen und ähnlichen Aktivitäten. Auf der einen Seite werden in den einschlägigen Debatten und Praktiken alte Motive der Bildung für alle wieder aufgegriffen. Auf der anderen Seite spielen spezifische Auffassungen der gemeinsamen Nutzung eine zentrale Rolle bei Strategien bezüglich frei zugänglicher Inhalte und offener Bildungsmedien. Der Beitrag beginnt (1) mit einem Abriss über ausgewählte Auffassungen von Offenheit und Teilen in bildungsbezogenen Zusammenhängen, gefolgt (2) von einer Erörterung ihrer Relevanz für OER-Entwicklungen mittels der Gegenüberstellung und Relati- onierung von konzeptuellen Dimensionen. Abschließend (3) zielt der Beitrag auf eine Interpretation der Formen -
A Pythonic Approach for Rapid Hardware Prototyping and Instrumentation
A Pythonic Approach for Rapid Hardware Prototyping and Instrumentation John Clow, Georgios Tzimpragos, Deeksha Dangwal, Sammy Guo, Joseph McMahan and Timothy Sherwood University of California, Santa Barbara, CA, 93106 USA Email: fjclow, gtzimpragos, deeksha, sguo, jmcmahan, [email protected] Abstract—We introduce PyRTL, a Python embedded hardware To achieve these goals, PyRTL intentionally restricts users design language that helps concisely and precisely describe to a set of reasonable digital design practices. PyRTL’s small digital hardware structures. Rather than attempt to infer a and well-defined internal core structure makes it easy to add good design via HLS, PyRTL provides a wrapper over a well- defined “core” set of primitives in a way that empowers digital new functionality that works across every design, including hardware design teaching and research. The proposed system logic transforms, static analysis, and optimizations. Features takes advantage of the programming language features of Python such as elaboration-through-execution (e.g. introspection), de- to allow interesting design patterns to be expressed succinctly, and sign and simulation without leaving Python, and the option encourage the rapid generation of tooling and transforms over to export to, or import from, common HDLs (Verilog-in via a custom intermediate representation. We describe PyRTL as a language, its core semantics, the transform generation interface, Yosys [1] and BLIF-in, Verilog-out) are also supported. More and explore its application to several different design patterns and information about PyRTL’s high level flow can be found in analysis tools. Also, we demonstrate the integration of PyRTL- Figure 1. generated hardware overlays into Xilinx PYNQ platform. -
Open Courseware and Developing Countries: Building a Community
Open Courseware and Developing Countries: Building a Community This is the report of The Forum on the Impact of Open Courseware for Higher Education in Developing Countries, convened in Paris by UNESCO 1-3 July 2002, with the support of the William and Flora Hewlett Foundation and organizational assistance from the Western Cooperative for Educational Telecommunications, WCET. Participants mapped a collaborative course, involving colleges and universities from around the world, for the productive and creative use of openly shared educational resources. In advance comments, summarized in an appendix to this report, they provided insights on the potentials and complex issues involved. This report was prepared by John Witherspoon. Contents The Forum Report Introduction: Open Resources 3 Defining the Concept 3 Prospects and Issues 3 Open Educational Resources: Turning a Concept into Reality 5 Design of an Index/Database 5 Creating a Globally Viable Infrastructure 6 2003: From Concept to Operation 6 Appendix A: Overview of the MIT OpenCourseWare Initiative 7 Appendix B: Summary of Forum Participants’ Preliminary Papers 11 Appendix C: Participants and Organizational Representatives 15 2 Introduction: Open Resources In spring 2001 the Massachusetts Institute of Technology announced that over a half- dozen years the substance of virtually all its courses would be posted on the Web, available for use by faculty members and students around the world, at no charge.1 Just over a year later – before material from its first course was online – MIT’s OpenCourseWare concept became the focus of a new international community. This emerging consortium was organized to evaluate, adapt, use, and develop open resources for its members’ many cultures and diverse languages. -
The Opencourseware Story: New England Roots, Global Reach
08-NEB-117 NEJHE Summer 2008_Back 7/9/08 3:36 PM Page 30 FORUM: GOING DIGITAL The OpenCourseWare Story: New England Roots, Global Reach STEPHEN CARSON consortium, universities from Japan, thinking and a commitment to n April, representatives of more than 200 universities from around Spain, Korea, France, Turkey, Vietnam, addressing global challenges can the world gathered in Dalian, China, the Netherlands, the United Kingdom, produce remarkable results. I the United States — plus dozens from to move forward their efforts to create MIT OpenCourseWare a global body of freely accessible course China — have already published the materials from over 6,200 courses. The OpenCourseWare movement materials spanning both cultures and has its roots in New England. The In a world of increasingly restrictive disciplines. These institutions have concept emerged in 2000 at intellectual property laws and intensi- committed to freely and openly sharing Massachusetts Institute of Technology on the Web the core teaching materials fying competition to provide for-profit where then-President Charles Vest — including syllabi, lecture notes, Web services, this movement stands charged a faculty committee with assignments and exams — from the in stark contrast to prevailing trends. answering two questions: “How is the courses they offer to their enrolled The story of this OpenCourseWare Internet going to change education?” students. Through the OpenCourseWare movement illustrates how novel and “What should MIT do about it?” A Culture of Shared Knowledge Developing a Strategy for Low-Cost Textbook Alternatives JUDY BAKER he open educational resources (OER) movement them available for use by community college students encourages the creation and sharing of free, open- and faculty. -
The University and the Future
Contents PRESENTATION 1 THE UNIVERSITY THE YEAR AT A AND THE FUTURE GLANCE 2 ACADEMIC YEAR 2010-2011 SUMMARY OF THE UOC ANNUAL REPORT THE UOC IN FIGURES 8 THE UOC IN THE WORLD 16 RESEARCH, TRANSFER AND INNOVATION 18 EDUCATION AND QUALITY 20 FINANCIAL REPORT 22 THE UOC ONLINE 24 portada okENG.indd 1 09/02/12 11:04 “OVER THE LAST ACADEMIC YEAR WE HAVE MADE EVERY EFFORT TO ENSURE THAT THE UOC IS EVEN MORE OPEN AND ACCESSIBLE, FLEXIBLE AND ADAPTABLE TO SOCIETY’S NEEDS, AND MOBILE, MULTILINGUAL AND MULTI-FORMAT IN ORDER TO BE ABLE TO RESPOND TO THE LIFESTYLES OF OUR STUDENTS.” Imma Tubella, President of the UOC rectora.uoc.edu THE UNIVERSITY AND THE FUTURE Recently, I have had the opportunity to For this reason, over the last academic present the UOC’s educational and gov- year we have made every effort to ensure ernance model at international university that the UOC is even more open and ac- forums in such diverse corners of the world cessible, fl exible and adaptable to society’s as Washington, Paris, Singapore, Qatar and needs, and mobile, multilingual and multi- Kenya to widely differing audiences from the format in order to be able to respond to the academic, scientifi c, business and govern- lifestyles of our students. ment sectors. On each occasion, I felt great pride on hearing how speakers – both those This commitment means we have to who already knew about us and those who reinvent ourselves constantly and steer our only just had – saw the UOC as a point of organisation so as to bravely navigate the reference for their online universities. -
Small Soft Core up Inventory ©2019 James Brakefield Opencore and Other Soft Core Processors Reverse-U16 A.T
tool pip _uP_all_soft opencores or style / data inst repor com LUTs blk F tool MIPS clks/ KIPS ven src #src fltg max max byte adr # start last secondary web status author FPGA top file chai e note worthy comments doc SOC date LUT? # inst # folder prmary link clone size size ter ents ALUT mults ram max ver /inst inst /LUT dor code files pt Hav'd dat inst adrs mod reg year revis link n len Small soft core uP Inventory ©2019 James Brakefield Opencore and other soft core processors reverse-u16 https://github.com/programmerby/ReVerSE-U16stable A.T. Z80 8 8 cylcone-4 James Brakefield11224 4 60 ## 14.7 0.33 4.0 X Y vhdl 29 zxpoly Y yes N N 64K 64K Y 2015 SOC project using T80, HDMI generatorretro Z80 based on T80 by Daniel Wallner copyblaze https://opencores.org/project,copyblazestable Abdallah ElIbrahimi picoBlaze 8 18 kintex-7-3 James Brakefieldmissing block622 ROM6 217 ## 14.7 0.33 2.0 57.5 IX vhdl 16 cp_copyblazeY asm N 256 2K Y 2011 2016 wishbone extras sap https://opencores.org/project,sapstable Ahmed Shahein accum 8 8 kintex-7-3 James Brakefieldno LUT RAM48 or block6 RAM 200 ## 14.7 0.10 4.0 104.2 X vhdl 15 mp_struct N 16 16 Y 5 2012 2017 https://shirishkoirala.blogspot.com/2017/01/sap-1simple-as-possible-1-computer.htmlSimple as Possible Computer from Malvinohttps://www.youtube.com/watch?v=prpyEFxZCMw & Brown "Digital computer electronics" blue https://opencores.org/project,bluestable Al Williams accum 16 16 spartan-3-5 James Brakefieldremoved clock1025 constraint4 63 ## 14.7 0.67 1.0 41.1 X verilog 16 topbox web N 4K 4K N 16 2 2009 -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Minimizing Leakage Energy in FPGAs Using Intentional Post-Silicon Device Aging Permalink https://escholarship.org/uc/item/75h4m6qb Author Wei, Sheng Publication Date 2013 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California University of California Los Angeles Minimizing Leakage Energy in FPGAs Using Intentional Post-Silicon Device Aging A thesis submitted in partial satisfaction of the requirements for the degree Master of Science in Computer Science by Sheng Wei 2013 c Copyright by Sheng Wei 2013 Abstract of the Thesis Minimizing Leakage Energy in FPGAs Using Intentional Post-Silicon Device Aging by Sheng Wei Master of Science in Computer Science University of California, Los Angeles, 2013 Professor Miodrag Potkonjak, Chair The presence of process variation (PV) in deep submicron technologies has be- come a major concern for energy optimization attempts on FPGAs. We develop a negative bias temperature instability (NBTI) aging-based post-silicon leakage energy optimization scheme that stresses the components that are not used or are off the critical paths to reduce the total leakage energy consumption. Further- more, we obtain the input vectors for aging by formulating the aging objectives into a satisfiability (SAT) problem. We synthesize the low leakage energy designs on Xilinx Spartan6 FPGA and evaluate the leakage energy savings on a set of ITC99 and Opencores benchmarks. ii The thesis of Sheng Wei is approved. Jason Cong Milos Ercegovac Miodrag Potkonjak, Committee Chair University of California, Los Angeles 2013 iii Table of Contents 1 Introduction :::::::::::::::::::::::::::::::: 1 2 Related Work ::::::::::::::::::::::::::::::: 7 2.1 Process Variation . -
Evaluation of Synthesizable CPU Cores
Evaluation of synthesizable CPU cores DANIEL MATTSSON MARCUS CHRISTENSSON Maste r ' s Thesis Com p u t e r Science an d Eng i n ee r i n g Pro g r a m CHALMERS UNIVERSITY OF TECHNOLOGY Depart men t of Computer Engineering Gothe n bu r g 20 0 4 All rights reserved. This publication is protected by law in accordance with “Lagen om Upphovsrätt, 1960:729”. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the authors. Daniel Mattsson and Marcus Christensson, Gothenburg 2004. Evaluation of synthesizable CPU cores Abstract The three synthesizable processors: LEON2 from Gaisler Research, MicroBlaze from Xilinx, and OpenRISC 1200 from OpenCores are evaluated and discussed. Performance in terms of benchmark results and area resource usage is measured. Different aspects like usability and configurability are also reviewed. Three configurations for each of the processors are defined and evaluated: the comparable configuration, the performance optimized configuration and the area optimized configuration. For each of the configurations three benchmarks are executed: the Dhrystone 2.1 benchmark, the Stanford benchmark suite and a typical control application run as a benchmark. A detailed analysis of the three processors and their development tools is presented. The three benchmarks are described and motivated. Conclusions and results in terms of benchmark results, performance per clock cycle and performance per area unit are discussed and presented. Sammanfattning De tre syntetiserbara processorerna: LEON2 från Gaisler Research, MicroBlaze från Xilinx och OpenRISC 1200 från OpenCores utvärderas och diskuteras.