[Edumips64-commit] SF.net SVN: edumips64:[661] paper/ieee-tedu

[<sv...@ed...>]

Revision: 661
          https://www.edumips.org/changeset/661
Author:   dpatti
Date:     2011-12-09 10:58:55 +0100 (Fri, 09 Dec 2011)
Log Message:
-----------
spellcheck revision

Modified Paths:
--------------
    paper/ieee-tedu/related-works.tex
    paper/ieee-tedu/survey.tex
    paper/ieee-tedu/teaching.tex

Modified: paper/ieee-tedu/related-works.tex
===================================================================
--- paper/ieee-tedu/related-works.tex	2011-11-28 20:07:56 UTC (rev 660)
+++ paper/ieee-tedu/related-works.tex	2011-12-09 09:58:55 UTC (rev 661)
@@ -50,11 +50,11 @@
 Finally, two simulators in particular that have been a great source of inspiration for the
 design and development of \EM{} are WinDLX~\cite{windlx-web} and
 WinMIPS64~\cite{winmips-web}. \EM{} tries to take the best from those
-simulators, adding platform indipendence and a support for
+simulators, adding platform independence and a support for
 DineroIV~\cite{dinero-web} cache simulator. 
 
 The main advantage of EduMIPS64 over these tools is the combination of
 features not strictly related to simulation: it is open source,
 suitable for web-based distance learning activities and cross
-platform, an unique feature set in the field of didactical CPU
+platform, an unique feature set in the field of didactic CPU
 simulators.

Modified: paper/ieee-tedu/survey.tex
===================================================================
--- paper/ieee-tedu/survey.tex	2011-11-28 20:07:56 UTC (rev 660)
+++ paper/ieee-tedu/survey.tex	2011-12-09 09:58:55 UTC (rev 661)
@@ -21,7 +21,7 @@
 2008-2010.  The main goal of the proposed questions was to capture the
 perceived effectiveness of the \EM{} tool and the adopted methodology,
 the usage frequency, and impact on the learning of several key topics
-of computer architecture and organisation. The results
+of computer architecture and organization. The results
 collected~\cite{edumips64_survey} have been summarized in the
 subsections~\ref{sec:impact_environment}
 and~\ref{sec:impact_learning}.
@@ -100,5 +100,5 @@
 %laboratory sessions as discussed above. 
 Note that the second
 attempt shows a lower result with \EM{}, because an increasing part of the
-students that attented the first exam won't need a second try.
+students that attended the first exam won't need a second try.
 

Modified: paper/ieee-tedu/teaching.tex
===================================================================
--- paper/ieee-tedu/teaching.tex	2011-11-28 20:07:56 UTC (rev 660)
+++ paper/ieee-tedu/teaching.tex	2011-12-09 09:58:55 UTC (rev 661)
@@ -69,7 +69,7 @@
 \end{itemize}
 
 \subsection{Understanding the MIPS instruction set}
-The behaviour of each instruction of the MIPS instruction set, its
+The behavior of each instruction of the MIPS instruction set, its
 effect on registers, memory and code execution are certainly some of the most
 tricky concepts to deal with, both from the teaching and learning
 perspectives. In an introductory Computer Architecture course, showing complex
@@ -135,7 +135,7 @@
 
 \item \emph{Change the proposed cache configuration so that the number of
 demand misses is increased/decreased, showing the motivation behind
-this different behaviour.}
+this different behavior.}
 \end{itemize}
 
 {\bf Note:} Students can get both the total CPU cycle count $N_{cyles}$