Relevant bibliographies by topics / Abstraction des contextes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Abstraction des contextes'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Abstraction des contextes"

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Bédard, Jean-Luc, and Vincent Mirza. "La géométrie variable de la haute qualification. Pour une approche contextualisée1." Recherche 52, no. 2 (August 24, 2011): 317–34. http://dx.doi.org/10.7202/1005664ar.

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Le discours sur les technologies de l’information et la haute technologie contribue à fonder une définition de la haute qualification qui néglige plusieurs dimensions et champs de qualifications, excluant plusieurs métiers où l’on retrouve des travailleurs hautement qualifiés. Ainsi, cette définition ignore les différentes structurations et dynamiques des univers de travail et fait abstraction des problèmes reliés à la notion de qualification, mais ignore également les processus sociaux et culturels qui contribuent à la définir. Des données ethnographiques tirées d’un travail de terrain permettent de tracer les repères d’une nouvelle définition de la haute qualification, davantage arrimée aux contextes de travail.
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Glynn, Dominic, and Sébastien Lemerle. "La littérature en médiations : Introduction." French Cultural Studies 30, no. 2 (May 2019): 97–104. http://dx.doi.org/10.1177/0957155819842803.

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Le projet « Literature under Constraint » est né de l’hypothèse très générale qu’il est arrivé quelque chose à la littérature française contemporaine, abstraction faite des jugements de valeur qu’on peut y porter, et que ce quelque chose peut être appréhendé grâce à la notion de contrainte. Pour ce faire, une perspective multidisciplinaire, maniant à la fois les outils propres à l’analyse littéraire (explication de texte, stylistique, génétique textuelle, etc.) et les apports récents des sciences sociales (inscription de la littérature dans l’ensemble des contextes sociaux qui la conditionnent), nous semble la mieux placée pour dégager la spécificité de la production littéraire des quarante dernières années.
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Delobbe, Nathalie, Patrick Gilbert, and Martine Le Boulaire. "Gérer des compétences : une instrumentation en contexte, modélisation fondée sur l’étude de cas." Articles 69, no. 1 (April 4, 2014): 28–59. http://dx.doi.org/10.7202/1024206ar.

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Résumé Aujourd’hui largement diffusée, la gestion des compétences continue à faire face à trois questions fondamentales. D’abord, celle de la pertinence de son instrumentation : les outils de gestion des compétences restent critiqués pour leur réductionnisme, leur rapide obsolescence et leur manque de fiabilité. Ensuite, celle de son désajustement organisationnel : les pratiques de gestion des compétences semblent souvent faire abstraction des spécificités des contextes organisationnels dans lesquels elles émergent. Enfin, celle de son articulation stratégique : comment comprendre et gérer le lien entre les pratiques de gestion des compétences centrées sur l’individu et un pilotage stratégique de l’entreprise fondé sur ses compétences-clés ? En réponse à ces questions, cette contribution vise à mettre en évidence des configurations cohérentes d’instruments, de contextes organisationnels et de finalités stratégiques susceptibles de sous-tendre les dispositifs de gestion des compétences. L’analyse repose sur sept études de cas menées dans des entreprises contrastées, publiques ou privées et de tailles diverses. L’analyse comparative des cas fait émerger quatre modèles distincts de gestion des compétences : 1- un modèle de la normalisation centré sur des comportements partagés à large échelle et visant l’homogénéisation culturelle; 2- un modèle de la polyvalence permettant l’allocation flexible des ressources humaines au sein d’un périmètre d’activité; 3- un modèle du talent individuel faisant des qualités et aptitudes personnelles génériques la clé de la performance individuelle et collective; 4- et, enfin, un modèle de l’expertise centré sur la maîtrise de compétences techniques complexes et la livraison de prestations à haute valeur ajoutée. Cette modélisation permet de resituer les pratiques de gestion des compétences dans leur contexte organisationnel. Elle clarifie la valeur ajoutée qu’un système de gestion des compétences peut apporter à la réalisation d’une stratégie d’entreprise. Enfin, les choix opérationnels faits dans la construction des référentiels de compétences peuvent être compris et réfléchis à la lumière du modèle retenu.
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Zucker, Jean-Daniel. "A grounded theory of abstraction in artificial intelligence." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1435 (July 29, 2003): 1293–309. http://dx.doi.org/10.1098/rstb.2003.1308.

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In artificial intelligence, abstraction is commonly used to account for the use of various levels of details in a given representation language or the ability to change from one level to another while preserving useful properties. Abstraction has been mainly studied in problem solving, theorem proving, knowledge representation (in particular for spatial and temporal reasoning) and machine learning. In such contexts, abstraction is defined as a mapping between formalisms that reduces the computational complexity of the task at stake. By analysing the notion of abstraction from an information quantity point of view, we pinpoint the differences and the complementary role of reformulation and abstraction in any representation change. We contribute to extending the existing semantic theories of abstraction to be grounded on perception, where the notion of information quantity is easier to characterize formally. In the author's view, abstraction is best represented using abstraction operators, as they provide semantics for classifying different abstractions and support the automation of representation changes. The usefulness of a grounded theory of abstraction in the cartography domain is illustrated. Finally, the importance of explicitly representing abstraction for designing more autonomous and adaptive systems is discussed.
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Southcombe, Mark. "Abstraction and Artifice." Architectural History Aotearoa 6 (October 30, 2009): 68–77. http://dx.doi.org/10.26686/aha.v6i.6756.

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This paper reflects on the architecture of the Wanganui Community Arts Centre 1989, and local, national and international contexts of its design and realisation. It documents and records the project and its history. It advances a reading of the project and its critical aspirations based on personal experience, documentation and the characteristics of the architecture. Finally, with reference to Jan Turnovsky's The Poetics of a Wall Projection implications of an architect writing history of architecture is reflected on.
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Nurhasanah, Farida, Yaya S. Kusumah, and Jozua Sabandar. "Concept of Triangle: Examples of Mathematical Abstraction in Two Different Contexts." International Journal on Emerging Mathematics Education 1, no. 1 (February 16, 2017): 53. http://dx.doi.org/10.12928/ijeme.v1i1.5782.

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Kearnes, Keith A., and Frank Vogt. "Bialgebraic contexts from dualities." Journal of the Australian Mathematical Society. Series A. Pure Mathematics and Statistics 60, no. 3 (June 1996): 389–404. http://dx.doi.org/10.1017/s1446788700037897.

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AbstractIn this paper we show that a bialgebraic context which arises from a duality in a fairly general way must arise from a duality between categories of modules. To show this, we give an elementary proof of Mitchell's Embedding Theorem for prevarieties.
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Pratt, Nick, and Peter Kelly. "The cultural construction of subject discipline knowledge: comparing ‘abstraction’ in two international contexts." Research in Comparative and International Education 11, no. 4 (December 2016): 434–48. http://dx.doi.org/10.1177/1745499916682660.

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This paper uses a comparative methodology to examine the teaching of abstraction in two mathematics lessons, in Denmark and England. In doing so it aims to extend previous work by the authors, examining the effect of local, cultural issues on the form of teaching in order to understand how these also affect the subject content too. The analysis draws on two theoretical frameworks: the work of Hazzan and Zazkis to make sense of mathematical abstraction; and of Bernstein to provide a framework for examining pedagogic discourses at classroom level. The work compares two lessons, one each in England and Denmark, drawing out the ways in which teachers’ situated activities help to construct different versions of the subject matter – mathematical abstraction in this case. We assert that as well as abstraction being a practice which is constructed socially, cultural practices also mean that this is done differentially for, and by, groups of pupils and their teachers in ways which are likely to exacerbate the former’s differences, not reduce them. Some implications of this insight are discussed at the close.
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Haken, Lippold, and Dorothea Blostein. "The Tilia Music Representation: Extensibility, Abstraction, and Notation Contexts for the Lime Music Editor." Computer Music Journal 17, no. 3 (1993): 43. http://dx.doi.org/10.2307/3680942.

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Waite, Jane Lisa, Paul Curzon, William Marsh, Sue Sentance, and Alex Hadwen-Bennett. "Abstraction in action: K-5 teachers' uses of levels of abstraction, particularly the design level, in teaching programming." International Journal of Computer Science Education in Schools 2, no. 1 (January 31, 2018): 14–40. http://dx.doi.org/10.21585/ijcses.v2i1.23.

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Research indicates that understanding levels of abstraction (LOA) and being able to move between the levels is essential to programming success. For K-5 contexts we rename the LOA levels: problem, design, code and running the code.  In our qualitative exploratory study, we interviewed five K-5 teachers on their uses of LOA, particularly the design level, in teaching programming and other subjects. Using PCK elements to analyse responses we found our teachers used design as an instructional strategy and for assessment. Our teachers used design as an aide memoire and the expert teachers used design: as a contract for pair-programming; to work out what they needed to teach; for learners to annotate with code snippets (to transition across LOA); for learners to self-assess and to assess ‘do-ability’. Teachers used planning in teaching writing to scaffold learning and promote self-regulation revealing their understanding of student understanding. One issue was of our teachers' knowledge of terms including algorithm and code; we propose a concept of ‘emergent algorithms’. Our findings suggest design helps learners learn to program in the same way that planning helps learners learn to write and that LOA, particularly the design level, may provide an accessible exemplar of abstraction in action. Further work is needed to verify whether our results are generalisable more widely.
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Dissertations / Theses on the topic "Abstraction des contextes"

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Périnet, Amandine. "Analyse distributionnelle appliquée aux textes de spécialité : réduction de la dispersion des données par abstraction des contextes." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD056/document.

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Dans les domaines de spécialité, les applications telles que la recherche d’information ou la traduction automatique, s’appuient sur des ressources terminologiques pour prendre en compte les termes, les relations sémantiques ou les regroupements de termes. Pour faire face au coût de la constitution de ces ressources, des méthodes automatiques ont été proposées. Parmi celles-ci, l’analyse distributionnelle s’appuie sur la redondance d’informations se trouvant dans le contexte des termes pour établir une relation. Alors que cette hypothèse est habituellement mise en oeuvre grâce à des modèles vectoriels, ceux-ci souffrent du nombre de dimensions considérable et de la dispersion des données dans la matrice des vecteurs de contexte. En corpus de spécialité, ces informations contextuelles redondantes sont d’autant plus dispersées et plus rares que les corpus ont des tailles beaucoup plus petites. De même, les termes complexes sont généralement ignorés étant donné leur faible nombre d’occurrence. Dans cette thèse, nous nous intéressons au problème de la limitation de la dispersion des données sur des corpus de spécialité et nous proposons une méthode permettant de densifier la matrice des contextes en réalisant une abstraction des contextes distributionnels. Des relations sémantiques acquises en corpus sont utilisées pour généraliser et normaliser ces contextes. Nous avons évalué la robustesse de notre méthode sur quatre corpus de tailles, de langues et de domaines différents. L’analyse des résultats montre que, tout en permettant de prendre en compte les termes complexes dans l’analyse distributionnelle, l’abstraction des contextes distributionnels permet d’obtenir des groupements sémantiques de meilleure qualité mais aussi plus cohérents et homogènes
In specialised domains, the applications such as information retrieval for machine translation rely on terminological resources for taking into account terms or semantic relations between terms or groupings of terms. In order to face up to the cost of building these resources, automatic methods have been proposed. Among those methods, the distributional analysis uses the repeated information in the contexts of the terms to detect a relation between these terms. While this hypothesis is usually implemented with vector space models, those models suffer from a high number of dimensions and data sparsity in the matrix of contexts. In specialised corpora, this contextual information is even sparser and less frequent because of the smaller size of the corpora. Likewise, complex terms are usually ignored because of their very low number of occurrences. In this thesis, we tackle the problem of data sparsity on specialised texts. We propose a method that allows making the context matrix denser, by performing an abstraction of distributional contexts. Semantic relations acquired from corpora are used to generalise and normalise those contexts. We evaluated the method robustness on four corpora of different sizes, different languages and different domains. The analysis of the results shows that, while taking into account complex terms in distributional analysis, the abstraction of distributional contexts leads to defining semantic clusters of better quality, that are also more consistent and more homogeneous
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Pettinari, Marina <1979&gt. "Context detection and abstraction in smart environments." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/1123/.

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Context-aware computing is currently considered the most promising approach to overcome information overload and to speed up access to relevant information and services. Context-awareness may be derived from many sources, including user profile and preferences, network information, sensor analysis; usually context-awareness relies on the ability of computing devices to interact with the physical world, i.e. with the natural and artificial objects hosted within the "environment”. Ideally, context-aware applications should not be intrusive and should be able to react according to user’s context, with minimum user effort. Context is an application dependent multidimensional space and the location is an important part of it since the very beginning. Location can be used to guide applications, in providing information or functions that are most appropriate for a specific position. Hence location systems play a crucial role. There are several technologies and systems for computing location to a vary degree of accuracy and tailored for specific space model, i.e. indoors or outdoors, structured spaces or unstructured spaces. The research challenge faced by this thesis is related to pedestrian positioning in heterogeneous environments. Particularly, the focus will be on pedestrian identification, localization, orientation and activity recognition. This research was mainly carried out within the “mobile and ambient systems” workgroup of EPOCH, a 6FP NoE on the application of ICT to Cultural Heritage. Therefore applications in Cultural Heritage sites were the main target of the context-aware services discussed. Cultural Heritage sites are considered significant test-beds in Context-aware computing for many reasons. For example building a smart environment in museums or in protected sites is a challenging task, because localization and tracking are usually based on technologies that are difficult to hide or harmonize within the environment. Therefore it is expected that the experience made with this research may be useful also in domains other than Cultural Heritage. This work presents three different approaches to the pedestrian identification, positioning and tracking: Pedestrian navigation by means of a wearable inertial sensing platform assisted by the vision based tracking system for initial settings an real-time calibration; Pedestrian navigation by means of a wearable inertial sensing platform augmented with GPS measurements; Pedestrian identification and tracking, combining the vision based tracking system with WiFi localization. The proposed localization systems have been mainly used to enhance Cultural Heritage applications in providing information and services depending on the user’s actual context, in particular depending on the user’s location.
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Chen, Alexander Y. "Tools and frameworks for data abstraction in a performance context." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112835.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 109-111).
As data science is impacting more and more fields and proving to be effective in a wide variety of applications, the importance of easy-to-understand, high-performance data science tools is growing. Tools tend to exhibit one of two general forms: composable or template-based. We have researched and developed examples of each of these forms. The first project is an implementation of the D4M schema in the Julia language. This implementation has been tested to be faster than the optimized versions in both Matlab and Octave. With this combination of technology, we hope to provide an effective means to represent data and compute on them. This implementation enables an interface with the common DataFrame representation used in data science. We also implemented a D4M.jl interface with an emerging database technology, TileDB. The second project is the MEDIC framework, aiming to map the process of taking a common machine learning engine into a streaming context. We implemented two versions of our solution to the Twitter Trend Prediction problem: one in Julia and one in Spark. We have verified our solution is valid by comparing the Julia version with a previous result that is in Mr. Stanislav Nikolov's master thesis, named Trend or No Trend. We have also verified our solution with the Spark Streaming engine.
by Alexander Y Chen.
M. Eng.
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Petoussi, Vassiliki Jr. "From Reified Abstractions to Situated Contexts: Feminist Jurisprudence, Paradigm Shift and Legal Change." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30306.

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This study addresses the extent to which feminist jurisprudence literature has developed the potential to initiate a legal paradigm shift leading to legal and consequent social change that would alleviate gender inequality. Drawing upon Kuhn's (1970) and Stacey and Thorne's (1985) arguments, I theorized that for a paradigm shift centered upon women and women's experiences to occur, feminist jurisprudence, particularly second- and third-phase feminist jurisprudence, needs to be incorporated into, and accepted by the mainstream. Through quantitative analysis I evaluated, first, the publication and citation patterns and the diffusion of feminist jurisprudence litearature as evidenced in articles published between the years 1983 and 1994 in legal journals assigned impact factors by the Social Science Citation Index. Second, using content analysis, I classified feminist jurisprudence articles published in the subfields of family and penal law --theorized to differ in degree of androcentrism-- according to the three phases of feminist jurisprudence theory. My quantitative analysis showed that the number of feminist jurisprudence articles published in mainstream legal journals is increasing over time. Further, feminist jurisprudence articles published in legal journals with higher impact factors tend to receive larger numbers of citations than articles published in journals with lower impact factors. Finally, although the overall impact factor of journals publishing feminist jurisprudence articles is declining, feminist jurisprudence literature is present among a wide spectrum of legal specializations. My qualitative analysis showed that there was an equivalent number of family and penal law articles which exhibited second- and third-phase characteristics. However, family law articles tended to cover a wider range of topics than penal law articles. Furthermore, family law scholars were more likely than penal law scholars to address issues of differences among women and feminists, thus, exhibiting third-phase characteristics. In constrast, penal law scholars tended to focus upon differences between feminists and non-feminists and the practical difficulties resulting from the structure, organization and practitioners of the criminal justice. Overall, my analysis showed that feminist jurisprudence appears to have developed the potential to initiate a paradigm shift within the legal discipline. However, in addition to feminist theorizing, feminist activism is important for the realization of legal and social changes that will alleviate gender inequality.
Ph. D.
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Assilaméhou, Yvette. "Approche normative des conséquences du biais linguistique intergroupe : étude de l'évaluation de l'usage du langage en contexte intergroupe." Phd thesis, Université Rennes 2, 2013. http://tel.archives-ouvertes.fr/tel-00919987.

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L'objectif général de la thèse est d'examiner le rôle de l'utilisation du langage dans la perpétuation des biais intergroupes. Plus spécifiquement, il s'agit d'étudier les conséquences du Biais Linguistique Intergroupe (Linguistic Intergroup Bias, LIB,Maass, Salvi, Arcuri, & Semin, 1989). Le LIB est une manifestation subtile du biais de favoritisme endogroupe au niveau langagier. Ce biais se traduit par l'utilisation préférentielle de termes abstraits, i.e. des adjectifs, pour décrire les comportements positifs des membres de l'endogroupe et négatifs des membres de l'exogroupe, et à l'inverse par l'utilisation de termes concrets, i.e. des verbes d'action, pour décrire les comportements négatifs des membres de l'endogroupe et positifs des membres de l'exogroupe. Il est généralement admis que le LIB participe au maintien et à latransmission des croyances sur les groupes (Wigboldus & Douglas, 2007), cependant les processus sous-jacents restent relativement peu étudiés. Cette thèse propose une approche normative des conséquences du LIB, en examinant l'évaluation de l'usage de l'abstraction linguistique en contexte intergroupe. Le programme de recherche se décline en huit études. Trois études portent sur les liens entre usage de l'abstraction linguistique et évaluation des biais du locuteurà l'égard du groupe décrit. Quatre études examinent ensuite les liens entre utilisation de l'abstraction et évaluation de la valeur du locuteur en tant que membre de son groupe. Enfin, la dernière étude porte sur les conséquences des réactions sociales envers l'utilisation du LIB sur la perception des normes et sur l'expression explicite des biais intergroupes. Globalement, les résultats soutiennent l'idée que l'usage de l'abstraction linguistique en contexte intergroupe, et donc leLIB, peut faire l'objet de régulations normatives. Les implications pour le rôle du LIB dans la perpétuation des biais intergroupes sont discutées
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Rogovchenko, Olena. "Abstractions for time and resource conscious composition in the context of distributed autonomous robotic systems." Paris 6, 2010. http://www.theses.fr/2010PA066659.

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Le domaine de la conception et de l'implantation de robots autonomesest aujourd'hui en pleine révolution. Forte croissance de la demande,large spectre d'applications, et l'explosion de la puissance de calculembarquée s'accompagnent d'une forte complexification de laprogrammation de leurs architectures de contrôle. Dans ce contexte,une approche à base de composants doit permettre de construire plusrapidement des architectures de contrôle complexes présentant desgaranties de bon fonctionnement. Dans ce domaine, cet objectif seheurte à de nombreuses difficultés. Les modèles à composantscourants, qui capturent pour l'essentiel un comportement fonctionneln'explicitant que les interactions de type appel/résultat, ne peuventrendre compte de l'ensemble des besoins pour construire unearchitecture de contrôle. Trop de caractéristiques vitales, liées auxpropriétés temporelles des tâches et à l'utilisation des ressourcesphysiques, demeurent implicites dans ces modèles. Le but de cette thèse est de développer un modèle formel d'interfaces riches permettant de représenter de manière systématique toutes les contraintes du système des contraintes fonctionnelles du composant aux contraintes physiques sur les ressources. Ces interfaces riches sont ensuite utilisées pour construire des assemblages de composants à travers un ensemble d'opérateurs de composition.
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Spinelli, Walter. "A construção do conhecimento entre o abstrair e o contextualizar: o caso do ensino da matemática." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10062011-134105/.

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Este trabalho analisa a importância que o desenvolvimento de conteúdos com base em contextos de ensino representa para a construção do conhecimento, especialmente o conhecimento matemático. O foco principal da reflexão pode ser traduzido na seguinte questão: O que significa contextualizar o ensino, de modo geral, nas diversas etapas de educação e, mais especificamente, o que significa contextualizar o ensino da Matemática? As abstrações que o sujeito realiza desempenham importante papel na construção de qualquer conhecimento. Nesse processo, no âmbito educacional, os contextos de ensino são agentes que dão vida às abstrações, na medida em que configuram o objeto de estudo sobre uma rede de significações em que diversos conceitos se associam, permitindo, dessa forma, que o objeto do conhecimento seja visto como um feixe de relações, estabelecido a partir do conjunto de circunstâncias que caracteriza o contexto adotado. As abstrações, portanto, no que se refere à construção do conhecimento, não se constituem em ponto de partida e nem de chegada. Situam-se, pois, no estágio intermediário entre dois níveis de conhecimento concreto do objeto, favorecendo a ascensão de um a outro nível. Documentos oficiais publicados em décadas recentes apontam para a necessidade da contextualização do ensino. Os Parâmetros Curriculares Nacionais (PCN) e as diretrizes do Exame Nacional do Ensino Médio (ENEM) são, nesse sentido, emblemáticos, pois apresentam visões concordantes que orientam a contextualização do ensino para os universos do trabalho, da cidadania, da cultura, da tecnologia e da ciência, sob o foco, principalmente, da interdisciplinaridade. A efetivação de propostas dessa natureza passa pela composição de contextos com características diversas, voltadas para a interdisciplinaridade, para aplicações cotidianas dos conceitos, para a história da Matemática, dentre outros, sem relegar a segundo plano os contextos intradisciplinares, voltados para as relações internas à própria disciplina. Na composição de contextos de qualquer natureza revela-se a importância do papel do professor, como tecelão de percursos sobre a rede conceitual, organizando as narrativas convincentes para o transporte dos significados. O conhecimento que se constrói sob determinado contexto se universaliza quando são rompidas as invisíveis fronteiras desse contexto e outras relações de significado são construídas, em novos contextos. Assim, na construção do conhecimento, navegamos em um metafórico espaço de significações, que se caracteriza como um eixo em que a contextualização ocupa um dos extremos e a extrapolação dos contextos, o outro, de modo que a maior ou menor competência do sujeito é verificada por sua desenvoltura no percorrer de um a outro extremo desse eixo. É parco, portanto, o conhecimento que se constrói apenas sob os limites de determinado contexto e nele estaciona. O conjunto das referências teóricas utilizadas para a verificação da tese principal deste trabalho foi formado, principalmente, pelos escritos de Machado (2002, 2009), Goodman (1995) e Popper (2009). Os resultados da pesquisa permitem vislumbrar implicações e prolongamentos que poderão ser desenvolvidos em trabalhos futuros, conforme apontado na parte final do trabalho.
This study analyzes the development of content in contexts of teaching as an important factor leading to knowledge building. The following question sums up the main focus of this reflection: In general terms, what does contextualized teaching mean, in the several educational stages, and more specifically, what does contextualization mean in the teaching of Mathematics? Abstraction plays an important role in building any kind of knowledge. In this process, within the realm of education, teaching contexts are agents that bring abstraction to life, as they place the object of study on a signification network in which several concepts are associated. The object of knowledge is seen as a web of relations, based on the circumstances defining such context. Thus, as far as knowledge building is concerned, abstraction is neither the starting point nor the end of the process. It lies rather in an intermediate stage between two levels of concrete knowledge of the object, bridging the gap between one level and the other. Official documents recently published have highlighted the need for contextualized teaching. Among them, the National Curriculum Parameters (PCN) and the guidelines for the National High School Examination (ENEM) present concurring views that reinforce such trend and guide the contextualization of teaching towards the realm of labor, citizenship, culture, technology and science, with an interdisciplinary approach. The implementation of such proposals relies on the composition of contexts with several different characteristics, related to interdisciplinary issues, to the application of concepts in everyday life, to the history of Mathematics, among others, without neglecting the intradisciplinary contexts, which bear the internal relations of the discipline itself. While composing any kind of context, teachers play an essential role in weaving students ways through the conceptual network, organizing convincing narratives for the transport of meaning. Knowledge which is built within a given context becomes universal as the invisible boundaries of such context are removed and other relations of meaning are built, in new contexts. This way, building knowledge involves traveling a metaphorical space of signification, which can be described as an axis having contextualization as one of its extremes and extrapolation of context as the other. The knowledge building competence of the subject is related to his or her performance while moving along this axis, from one extreme to the other. Therefore, limited is the knowledge which is built and kept within the boundaries of a single context. The array of theoretical references supporting the main thesis of this research work includes, among others, the works of Machado (2002, 2009), Goodman (1995) and Popper (2009). The results of this study point to implications and issues that may be explored in further research, as seen in the final part of this thesis.
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Collier, Mike. "An evaluation of the link between abstraction, representation and language within the context of current theories of Environmental Aesthetics and Phenomenology." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573126.

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This research looks at both subjective and objective ways of mediating our experience of the natural world through art and concludes that both approaches are of value. It considers art (and in particular abstract art) as a language, or text, to be read and interpreted objectively as well as a means of subjective, poetic expression. It explores the possibility that colour (as a medium that is both relative and at the same time subjective) may provide a useful link between a subjective and objective perception of t.De..,natural world. IV .•• It demonstrates that the theories and practice of abstraction, language and colour are intertwined. It proposes that phenomenology, and especially the work of Merleau-Ponty, links these areas of cultural thought and activity; and that the practical, ethical and embodied expression of this philosophy can be represented through walking, expressed as a physical activity and mediated through art. Practically, the research was developed in the studio and tracked through a series of written chapters written one at a time over a period of six years. A contextual overview has been added at the end of each chapter. These were written after the last chapter (chapter ten) was completed, and constructed within the space of a couple of months. This overlapping of time frames serves to highlight the Bricolage methodology used throughout the PhD. This approach, first proposed by Levis Strauss (The Savage Mind, 1962) 'acknowledges that research takes place in the real world - is complex and sometimes 'messy', open to change, interaction and development' (Gray and Malins, 2004). The written content of the PhD is presented alongside an exhibition of work in the Reg Vardy Gallery in Sunderland, demonstrating the link between theory and practice that the methodology employed highlights. Mike Collier, supervised by Dr. Carol McKay and Professor Brian Thompson, September 2010 9
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Hartman, Nathaniel. "Examining Sonic Relationships in a Visual Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339115456.

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Jonsson, Erik. "Illustrative Visualization of Anatomical Structures." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-72602.

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Illustrative visualization is a term for visualization techniques inspired by traditional technical and medical illustration. These techniques are based on knowledge of the human perception and provide effective visual abstraction to make the visualizations more understandable. Within volume rendering these expressive visualizations can be achieved using non-photorealistic rendering that combines different levels of abstraction to convey the most important information to the viewer. In this thesis I will look at illustrative techniques and show how these can be used to visualize anatomical structures in a medical volume data. The result of the thesis is a prototype of an anatomy education application, that makes use of illustrative techniques to have a focus+context visualization with feature enhancement, tone shading and labels describing the anatomical structures. This results in an expressive visualization and interactive exploration of the human anatomy.
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Books on the topic "Abstraction des contextes"

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Alain, Bois Yve, Grosz E. A, and New Museum of Contemporary Art (New York, N.Y.), eds. Cadences: Icon and abstraction in context. New York: New Museum of Contemporary Art, 1991.

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Sangster, Gary. Cadences: Icon and Abstractions in Context. New Museum of Contemporary Art, 1991.

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Devetak, Richard. International Relations before Critical Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823568.003.0002.

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The chapter elaborates the post-war disciplinary context from which critical international theory emerged. While most accounts start with the so-called ‘third debate’, this chapter situates its emergence in the longer story of the rise in theory’s prestige in the social sciences. It tells the story of a series of disputes over method (Methodenstreit) that paved the way not just for higher levels of theoretical abstraction, and a never vanquished humanist challenge to the scientific outlook. It was during the 1950s that the persona of the theorist was first established in international relations. In the following decades, personae of the international relations theorist evolved through academic institutionalization of certain epistemic practices and technical capabilities modelled on behaviouralist and philosophy-of-science standards. The stage was thus set for a rival, namely, critical intellectual persona to emerge in opposition to both the humanist and scientific outlooks, but in continuity with the ever-higher orders of abstraction.
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Chakravartty, Anjan. Saving the Scientific Phenomena. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796572.003.0003.

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To a great extent, the recent renaissance in the metaphysics of science has been spurred by an interest in the nature of causal powers (dispositions, capacities, tendencies, etc.). In particular, a number of authors have made realism about powers a cornerstone of their interpretations of scientific knowledge (for example, in developing accounts of scientific realism, inter alia). Against the backdrop of an admiration for the explanatory power of powers in this domain, this paper strikes a cautionary note. Is the existence of irreducible powers a commitment that is entailed by taking scientific practice seriously? I consider two approaches to this question: the first concerning the putative requirement of dispositional properties in the context of scientific explanation; the second concerning the putative requirement of these properties in the context of scientific abstraction. Neither, I contend, entails an ontological commitment to powers. This negative, interim conclusion suggests that inferences to the existence of causal powers in scientific contexts are ultimately independent of the science adduced; rather; they are a function of substantive philosophical commitments regarding time-honored disputes between realists and empiricists more generally, about issues such as how trade-offs between ontological commitment and explanatory capacity are properly made. In the philosophical domain, however, the realist has an advantage. For realism about powers better accords with an arguably scientistic consideration of the identities of scientific properties. Thus, interim conclusion notwithstanding, it would seem that powers can do something important for the philosopher of science after all.
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Birtwistle, Andy. Meaning and Musicality. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190469894.003.0009.

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The chapter critically reappraises the work of the British experimental filmmaker John Smith, drawing on analyses of key films and interview material to explore his use of sound, music and voice. Smith’s films often engage self-reflexively with how sound creates or accepts meaning within an audiovisual context. Influenced by structural film practice of the 1960s and 1970s, and underpinned by a Brechtian concern with the politics of representation, Smith’s often humorous work both foregrounds and deconstructs the sound-image relations at work in dominant modes of cinematic representation. This analysis of Smith’s work identifies the political dynamic of the filmmaker’s use of sound, and addresses what is at stake—for both Smith and his audience—in the self-reflexive concern with audiovisual modes of representation. Examined within this context are Smith’s creative focus on the production of meaning and how this relates to aspects of musicality and abstraction in his work.
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Henricks, Thomas S. The Social Life of Play. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039072.003.0008.

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This chapter focuses on the social life of play. As the patterning of human relationships, social context shapes play by offering behavioral formats or directives that both support and restrict our actions. Such directives are manifested in countless situations and at different levels of abstraction; they constitute the social reality of our lives. In that context, the chapter examines play as a “social construction of reality”—that is, a process of reality construction and maintenance. It discusses three levels of social reality: self-identity, social relationships, and social structure. It also considers George Herbert Mead's play and game stages of development, play as performance and presentation, Georg Simmel's play form of association, Erving Goffman's theory of frame utilization, social functions of play, and play's relationship to power and privilege. The chapter concludes by revisiting Pierre Bourdieu's argument that similarly situated groups of people develop their own tastes and style of life that afford them personal satisfaction and easeful interaction.
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Kockelman, Paul. Computation, Interpretation, and Mediation. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190636531.003.0006.

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The chapter shows the fundamental importance of ideas from computer science to the concerns of linguistic anthropology (and to the concerns of culture-rich and context-sensitive approaches to communication more generally). It reviews some of the key concepts and claims of computer science (language, recognition, automaton, Universal Turing Machine, and so forth). It argues that the sieve, as both a physical device and an analytic concept, is of fundamental importance not just to anthropology, but also to linguistics, biology, philosophy, and critical theory. And it argues that computers, as both engineered and imagined, are essentially text-generated and text-generating sieves. In relating computer science to linguistic anthropology, this chapter also attempts to build bridges between long-standing rivals: face to face interaction and mathematical abstraction, linguistic relativity and universal grammar, mediators and intermediaries.
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Scott, Charlotte. The Child in Shakespeare. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828556.001.0001.

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This book examines the child on Shakespeare’s stage. As a life force, an impassioned plea for justice, a legacy, history, memory, or image of love or violence, children are everywhere in Shakespeare’s plays. Focusing on Shakespeare’s unique interest in the young body, the life stage, the parental and social dynamic, this book offers the first sustained account of the role and representation of the child in Shakespeare’s dramatic imagination. Drawing on a vast range of contemporary texts, including parenting manuals, household and pedagogic texts, as well as books on nursing and maternity, childbirth and child rearing, Shakespeare’s Children explores the contexts in which the idea of the child is mobilized as a body and image on the early modern stage. Understanding the child, not only as a specific life stage, but also as a role and an abstraction of feeling, this book examines why Shakespeare, who showed little interest in writing for children in the playing companies, wrote so powerfully about them on his stage.
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King, Marcus Dubois, ed. Water and Conflict in the Middle East. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197552636.001.0001.

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This volume provides and understanding of water’s role in the Middle East’s current economic, political and environmental transformations which are set to continue in the near future in various geographical settings. In addition to examining water conflict from within the domestic contexts of Iraq, Yemen and Syria—all experiencing high levels of instability today—the contributors shed further light on how changing hydropolitics involving transboundary waters, including river basins, surface and groundwater, and strategic waterways will reconstruct the regional security architecture. Some chapters interrogate how competition over these water resources and vulnerabilities accelerated by factors such as poor governance, building of new water infrastructure, and excessive abstraction impact fragile states and societies in the Middle East and may precipitate or affect conflict. Ultimately, a common theme is the authors’ call for the urgent enactment of policies that can improve water governance in response to these resource challenges and forestall conflict over water and its attendant consequences.
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Stevenson, Jane. Chinese Wallpaper. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808770.003.0009.

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In England modern taste was more often expressed by decorators than by architects. Thus interior decoration is the context in which new trends in art are absorbed and understood. A difficult concept which is visually expressed (this includes cubism, abstraction, and surrealism) can be and, if it is genuinely expressive of the moment, will be, reinterpreted as fashion and decor. The interface between interior decoration and fine art is further complicated between the wars by the number of artists who worked as designers. Women who needed to earn money tended to practise the applied and decorative arts, out of genuine affinity, or realism, or a combination of both. Undiluted modernism was very rare in England. Smart style was eclectic: baroque elements (e.g. Venetian mirrors, blackamoor torchères) were put together with eighteenth-century furniture and modern pictures.
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Book chapters on the topic "Abstraction des contextes"

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Hershkowitz, Rina, Tommy Dreyfus, and Baruch B. Schwarz. "Abstraction in Context." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_100032-1.

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Hershkowitz, Rina, Tommy Dreyfus, and Baruch B. Schwarz. "Abstraction in Context." In Encyclopedia of Mathematics Education, 9–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100032.

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Hall, Roy, and Mimi Bussan. "Abstraction, Context, and Constraint." In State of the Art in Computer Graphics, 89–102. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-4306-9_5.

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Esch, John. "Contexts and concepts, abstraction duals." In Conceptual Structures: Current Practices, 175–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58328-9_12.

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Dreyfus, Tommy, and Ivy Kidron. "Introduction to Abstraction in Context (AiC)." In Networking of Theories as a Research Practice in Mathematics Education, 85–96. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05389-9_6.

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Shahar, Yuval. "Context-Sensitive Temporal Abstraction of Clinical Data." In Intelligent Data Analysis in Medicine and Pharmacology, 37–59. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6059-3_3.

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Cho, Eun-Sun, Kang-Woo Lee, and Manpyo Hong. "Abstraction for Privacy in Context-Aware Environments." In Mobility Aware Technologies and Applications, 384–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11569510_37.

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Jim, Trevor, and Albert R. Meyer. "Full abstraction and the Context Lemma (preliminary report)." In Lecture Notes in Computer Science, 131–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/3-540-54415-1_44.

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Holzer, Adrian, Lukasz Ziarek, K. R. Jayaram, and Patrick Eugster. "Abstracting Context in Event-Based Software." In Transactions on Aspect-Oriented Software Development IX, 123–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35551-6_4.

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Hennicker, Rolf. "Context induction: A proof principle for behavioural abstractions." In Design and Implementation of Symbolic Computation Systems, 101–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52531-9_129.

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Conference papers on the topic "Abstraction des contextes"

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Rival, Xavier, and Bor-Yuh Evan Chang. "Calling context abstraction with shapes." In the 38th annual ACM SIGPLAN-SIGACT symposium. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1926385.1926406.

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Baier, Hendrik, and Michael Kaisers. "ME-MCTS: Online Generalization by Combining Multiple Value Estimators." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/555.

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This paper addresses the challenge of online generalization in tree search. We propose Multiple Estimator Monte Carlo Tree Search (ME-MCTS), with a two-fold contribution: first, we introduce a formalization of online generalization that can represent existing techniques such as "history heuristics", "RAVE", or "OMA" -- contextual action value estimators or abstractors that generalize across specific contexts. Second, we incorporate recent advances in estimator averaging that enable guiding search by combining the online action value estimates of any number of such abstractors or similar types of action value estimators. Unlike previous work, which usually proposed a single abstractor for either the selection or the rollout phase of MCTS simulations, our approach focuses on the combination of multiple estimators and applies them to all move choices in MCTS simulations. As the MCTS tree itself is just another value estimator -- unbiased, but without abstraction -- this blurs the traditional distinction between action choices inside and outside of the MCTS tree. Experiments with three abstractors in four board games show significant improvements of ME-MCTS over MCTS using only a single abstractor, both for MCTS with random rollouts as well as for MCTS with static evaluation functions. While we used deterministic, fully observable games, ME-MCTS naturally extends to more challenging settings.
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Kim, Yun-Sam, Eun-Sun Cho, and We-Duke Cho. "Context data abstraction framework using RDF." In the 4th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2108616.2108655.

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Bolla, R., A. Carrega, and M. Repetto. "An abstraction layer for cybersecurity context." In 2019 International Conference on Computing, Networking and Communications (ICNC). IEEE, 2019. http://dx.doi.org/10.1109/iccnc.2019.8685665.

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Chu, Weijie, Weiping Li, Tong Mo, and Zhonghai Wu. "A Context-Source Abstraction Layer for Context-aware Middleware." In 2011 Eighth International Conference on Information Technology: New Generations (ITNG). IEEE, 2011. http://dx.doi.org/10.1109/itng.2011.189.

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Ye, Juan, Susan McKeever, Lorcan Coyle, Steve Neely, and Simon Dobson. "Resolving uncertainty in context integration and abstraction." In the 5th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1387269.1387292.

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Hill, R. C., and S. Lafortune. "Planning under abstraction within a supervisory control context." In 2016 IEEE 55th Conference on Decision and Control (CDC). IEEE, 2016. http://dx.doi.org/10.1109/cdc.2016.7798997.

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Roman, Gruia-Catalin, Christine Julien, and Qingfend Huang. "Network abstractions for context-aware mobile computing." In the 24th international conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/581384.581385.

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Gamecho, Borja, Luis Gardeazabal, and Julio Abascal. "Combination and abstraction of sensors for mobile context-awareness." In UbiComp '13: The 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2494091.2496037.

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Girolami, Michele, Stefano Lenzi, Francesco Furfari, and Stefano Chessa. "SAIL: A Sensor Abstraction and Integration Layer for Context Awareness." In 2008 34th Euromicro Conference Software Engineering and Advanced Applications (SEAA). IEEE, 2008. http://dx.doi.org/10.1109/seaa.2008.30.

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