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1
Parent, Paul-Eugène. "Formal and non-formal homogeneous spaces of small rank." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9873.
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The aim of this thesis is to determine which 2-tori T makes $G/T$ formal for a compact connected Lie group G of rank 3. We show that the only time there is a possibility of a non-formal homogeneous space $G/T$ is when the Lie algebra E of G is semisimple and contains three simple ideals. In such a case, the Koszul complex is given by$$ (\Lambda(y\sb2,z\sb2,x\sb3,x\sbsp{3}{\prime}, x\sbsp{3}{\prime\prime}),d)$$and$$dx\sb3 = -y\sbsp{2}{2},\ dx\sbsp{3}{\prime} = -z\sbsp{2}{2},\ {\rm and}\ dx\sbsp{3}{\prime\prime} = -(\alpha y\sb2 + \beta z\sb2)\sp2,$$where $\alpha,\beta\in$ Q. We proveTheorem 5.5.4: This minimal c.g.d.a is formal if and only if $\alpha=0$ or $\beta=0.$ This, as we will see, indicates, in the case of non-formality, a special mixing of the 2-torus inside G.
2
Pires, Joana Martins Rodrigues. "Ensino não-formal e formal em ciências: elementos integradores." Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/8486.
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Mestrado em Didáctica - Ciências para Professores do 3º CEB/Secundário de Física e Química<br>O ritmo a que se dá o desenvolvimento científico e tecnológico, na sociedade
atual, é vertiginoso. Tal, conduz à necessidade dos indivíduos serem cada vez
mais cultos cientificamente, de forma a vivenciarem uma cidadania ativa. Este
enquadramento potenciou o aumento de espaços e ambientes nos quais se
oferece uma educação científica de cariz não-formal, recorrendo a exposições
bastante lúdicas e apelativas, visando um público bastante diversificado e sem
qualquer carácter de obrigatoriedade. Tem-se verificado que estes fatores
estimulam o interesse pela ciência.
Ao repensar as consequências que esta nova realidade acarreta para o ensino
formal que se pratica na maioria das escolas, alguns autores começam a
defender a integração gradual entre os ensinos não-formal e formal.
A presente investigação integra-se precisamente neste contexto, ou seja, na
tentativa de implementação de elementos capazes de potenciar a integração
entre estes dois tipos de ensino. Para tal, utilizou-se como atividade central a
realização de uma iniciativa intitulada de Laboratório Aberto (LA), que visa a
apresentação de atividades laboratoriais por alunos de Ciências Físico-
Químicas (CFQ) a toda a comunidade escolar.
As linhas orientadoras da edição do Laboratório Aberto aqui estudada, foram
definidas com o intuito de estabelecer a integração entre o ensino formal,
tradicionalmente associadas às das aulas de CFQ, e o ensino não-formal,
associado àquele que é praticado no LA. Assim, perspetivou-se, uma forma de
conseguir conciliar o aspeto mais lúdico e motivador das atividades
relacionadas com a ciência, que representa o ensino não-formal, com a
aquisição de conhecimentos e conteúdos curriculares, que caracteriza o
ensino formal.
O presente estudo trata-se de um estudo de caso e baseia-se,
fundamentalmente, numa metodologia de índole predominantemente
qualitativa, não obstante, o recurso a métodos quer qualitativos, quer
quantitativos, na tentativa de tirar o melhor partido da complementaridade
entre ambos, nomeadamente: observação, inquéritos por questionário e por
entrevista. Para tal, um grupo de alunos do 8º ano de escolaridade – Alunos Dinamizares
(AD) - utilizaram os conhecimentos e conteúdos adquiridos e assimilados nas
aulas teóricas e laboratoriais de CFQ em atividades práticas que envolviam:
reflexão, questionamento, pesquisa, idealização, planificação, produção e/ou
montagem dos materiais, ensaios laboratoriais, explicação para e entre pares
e, por fim, apresentavam atividades laboratoriais no Laboratório Aberto, a toda
a comunidade escolar e, em particular, no âmbito deste estudo, aos seus
pares – alunos compreendidos entre os 3º e 6º anos de escolaridade, mais
novos que os AD, e que ainda não têm CFQ no seu currículo - Alunos
Participantes (AP).
Como elementos integradores entre os ensinos não-formal e formal, foram
então implementados: i) atividades práticas laboratoriais (de cariz não-formal);
ii) aprendizagem entre pares (seja AD-AD, ou AD- AP); iii) questionamento.
A partir dos resultados obtidos, verificou-se todos estes elementos tiveram
influência na integração entre os ensinos não-formal e formal, fazendo a
alavancagem dos níveis: cognitivo dos alunos AD e AP, através da aquisição
de conhecimentos e conteúdos formais; social e psicológico dos AD, através
da promoção de sentimentos de autoestima, autoconfiança, autonomia e de
responsabilidade perante a sua própria aprendizagem e a dos seus pares;
motivacional e de interesse dos AP face a iniciativas deste género e à ciência,
despertam-lhes a curiosidade, a vontade de “fazer experiências” e o almejar
de, um dia, fazerem eles próprios o “papel de professor” no LA.
Por fim, é de salientar que este estudo aponta um caminho possível e válido
para a concretização da integração dos ensinos formal e não-formal, cuja
complementaridade acarreta para os alunos um conjunto de mais-valias, a
vários níveis, que dificilmente seriam adquiridas de outra forma.<br>The pace at which scientific and technological development takes place in
today's society is staggering. This leads to the need for individuals to be
scientifically more educated, in order to experience an active citizenship. This
framework lead to the increase of places and environments in which a nonformal
scientific based education is offered, using playful and very appealing
exhibitions, targeting an enlarged public on a non-compulsory basis. It has
been reported that these factors stimulate interest in science.
On rethinking (about) the consequences that this new reality brings into formal
education that is developed in most schools, some authors begin to defend the
progressive integration of non-formal and formal education teaching.
This is, precisely, the context of this research, ie, the attempt to implement
elements capable of enhancing the integration between these two kinds of
education. To do so, a central activity was developed called “Laboratório
Aberto” – LA (meaning: Open Laboratory), which aims at the presentation of
practical laboratorial activities carried on by Physics and Chemistry’s students
to the whole school community.
The guidelines of the edition of Open Laboratory studied here were defined in
order to establish the integration of formal education, traditionally associated to
Physics and Chemistry’s classes, and of non-formal education, which is
associated with the ones in use in LA. Thus a new format was designed: a way
of integrating more playful and motivating activities related to science, which
represents the non-formal education, into the acquisition of knowledge of
curricular contents that characterizes formal education.
This study is a case study and is mainly based on largely qualitative research
methodology. However, both qualitative and quantitative research methods
were used, in an attempt to make the best use of the complementarities
between both, namely: observation, questionnaires surveys and interviews.
To this end, a group of 8 th grader students – Alunos Dinamizadores (AD,
meaning: students that will lead, facilitate and monitor the activities) - have
used the knowledge and the contents acquired and assimilated in formal
Physics and Chemistry’s lessons and laboratorial practice classes in practical
activities involving: reflection, questioning, research, conceiving, planning,
producing and / or assembling materials, laboratory testing, peer explanation
and, finally, the presentation of those laboratorial activities during the LA, to the
whole school community and particularly, in this study, to their peers - students
ranging between 3rd and 6th graders, that are younger than AD and still don´t
have Physics and Chemistry in their curriculum – Alunos Participantes (AP,
meaning participating or attending students).
We implemented the integration of elements of non-formal education and
formal ones: i) practical laboratorial activities (non-formal in nature), ii) peer
learning (whether AD-AD, or AD-AP), iii) questioning.
Through their analysis we concluded that all these elements influenced the
integration of non-formal and formal education, levelling the different stages of
aquisition: AP and AD students' cognitive level, through the acquisition of
knowledge and formal contents; AD’s social and psychological levels, by
promoting feelings of self-esteem, self-confidence, autonomy and responsibility
towards their own learning and the one of their peers; AP’s levels of interest
and motivation towards such initiatives, as well as science in general, which
aroused their curiosity, the desire to "experiment" and the aim of developing
themselves the "teacher role" in LA.
To sum up, we would like to stress that this study points out a possible and
valid way of achieving the integration of formal and non-formal education,
whose complementarities enhance the students to a set of capital gains at
different levels that would hardly be acquired in any other way.
3
Razali, Rozilawati. "Usability of semi-formal and formal methods integration : empirical assessments." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/265391/.
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4
Shlapunov, A., and Nikolai Tarkhanov. "Formal Poincaré lemma." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2009/3023/.
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We show how the multiple application of the formal Cauchy-Kovalevskaya theorem leads to the main result of the formal theory of overdetermined systems of partial differential equations. Namely, any sufficiently regular system Au = f with smooth coefficients on an open set U ⊂ Rn admits a solution in smooth sections of a bundle of formal power series, provided that f satisfies a compatibility condition in U.
5
Marques, Bryan Valério. "Transição (in)formal." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2015. http://hdl.handle.net/10400.5/12459.
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MAZZARI, NICOLA. "Formal Hodge Structures." Doctoral thesis, Università degli Studi di Milano, 2009. http://hdl.handle.net/2434/73218.
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The aim of this work is to develop the program proposed by S. Bloch, L. Barbieri-Viale and V. Srinivas of generalizing Deligne mixed Hodge structures providing a new cohomology theory for complex algebraic varieties. In other words to construct and study cohomological invariants, of (proper) complex algebraic schemes, which are finer than the associated mixed Hodge structures in the case of singular spaces.
7
Miles, Geoffrey. "Untir'd spirits and formal constancy : Shakespeare's Roman plays and formal constancy." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:c5830cc5-e1a4-4efa-ae40-98dc4d7eb651.
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Critics who have noted the importance of Stoic constancy in Shakespeare 's Roman plays have failed to recognise the full complexity of the idea. It has two forms, both derived from the Stoic principle of homologia (consistency), and centred on the ideal of being always the same: Seneca's constantia sapientis, the rocklike or godlike virtue of the Stoic sage who is unmoved and unchanged by external circumstances; and Cicero's decorum (De officiis I), virtue as the consistent playing of an appropriate part. Seneca is more concerned with heroic self-sufficiency, Cicero with social virtue, but both forms of the ideal contain a tension between concern for inner truth and external appearances. In the late sixteenth century Stoic constancy becomes a subject of fierce debate as it is revived by the Neostoics, who stress the opposition of constancy and "opinion." Shakespeare's view of this debate may derive particularly from Montaigne, who moves from a Neostoic position to a sceptical critique of constancy as unattainable by inconstant man, and as less desirable than self-knowledge and flexibility. Reading North's Plutarch with these themes in mind, Shakespeare sees in the lives of Brutus, Antony, and Coriolanus an Aristotelian pattern of ideal, defective, and excessive constancy - a pattern which he modifies, in the light of his understanding of Seneca, Cicero, and Montaigne, in the three Roman plays. He explores the tension which exists between the Senecan and Ciceronian forms of constancy, and indeed within each of them: a tension between heroic Stoic virtue ("untir'd spirits") and public role-playing ("forrral constancy"). Julius Caesar shows Roman constancy as essentially "formal," resting on pretence and self-deception; in Rome, ironically, constancy depends on "opinion." Coriolanus, by taking constancy to an extreme, demonstrates the self-destructive contradictions within it. Antony and Cleopatra, by contrast, embrace a Montaigne-like ideal of "infinite variety" and inconsistent decorum; Antony fails, but Cleopatra achieves in death a paradoxical fusion of constancy and mutability.
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Costa, Ana Sofia Gonçalves. "Pensamento crítico : articulação entre educação não-formal e formal em Ciências." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/1305.
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Mestrado em Educação em Ciências no 1º Ciclo do Ensino Básico<br>Atendendo que a promoção do Pensamento Crítico é indispensável, entre
outros, para a resolução de problemas da vida quotidiana, numa sociedade
democrática e, por outro, o Jardim da Ciência da Universidade de Aveiro é um
contexto de educação não-formal destinado a crianças dos 5 aos 12 anos, este
estudo tem como finalidade verificar se os recursos didácticos desenvolvidos
no contexto desta investigação para a educação em Ciências no 1.º ciclo do
ensino básico, articulando o ensino formal com o não-formal, promovem
capacidades de pensamento crítico nos alunos.
Trata-se de uma investigação quasi-experimental (Pré-teste/Pós-teste – Grupo
Controlo/ Grupo Experimental), com uma amostra de alunos do 4.º ano de
escolaridade, de quatro escolas do 1.º Ciclo do Ensino Básico, num total de 5
docentes envolvidos. O grupo experimental (n=44) foi sujeito à implementação
dos recursos didácticos desenvolvidos neste estudo, os quais pretendem
apelar intencionalmente conhecimentos sobre “Luz” e a Capacidades de
Pensamento Crítico, tendo como base a taxonomia de Ennis. Com igual
durabilidade, para o grupo de controlo (n=33), foram desenvolvidos recursos
didácticos, a partir de actividades sobre a mesma temática, recolhidos junto de
vários professores e de manuais escolares, mas sem relevância quanto à
variável dependente, o Pensamento Crítico. Utilizou-se o Teste de
Pensamento Crítico - Cornell (Nível X) para medir o nível e os aspectos do
Pensamento Crítico da amostra deste estudo, antes e após a intervenção.
Os recursos didácticos, desenvolvidos a partir da taxonomia de Ennis (1985ª,
1985b, 1987), promovem capacidades de Pensamento Crítico nos alunos, uma
vez que os resultados obtidos apresentam diferenças estatisticamente
significativas entre o grupo de controlo e o grupo experimental no nível e em
todos os aspectos do Pensamento Crítico. Verificaram-se, ainda, para o grupo
experimental, ganhos estatisticamente significativos do pré-teste para o pósteste,
no nível e nos aspectos do Pensamento Crítico. Para o grupo de
controlo, não se verificaram quaisquer ganhos estatisticamente significativos.
Os recursos didácticos desenvolvidos neste estudo afiguram-se como um
contributo para se articular a Educação Formal em Ciências no 1.º Ciclo do
Ensino Básico com a Educação Não-formal, neste caso o “Jardim da Ciência”
da Universidade de Aveiro.
ABSTRACT: Considering that Critical Thinking may be a keystone in dealing with daily
problems witch may occur in a democratic society and that the “Science
Garden” of Aveiro University is a non-formal education context for children
between 5 and 12 years old, the main purpose of the study in Sciences on the
Primary school was to evaluate if the didactic resources, which were developed
during this research and combined both formal and non-formal teaching, help
to promote pupils’ Critical Thinking abilities.
This quasi-experimental study (Pre-test / Post-test - Control Group /
Experimental Group) that were carried out involved a sample of 4th grade
pupils, from four different primary schools, involving 5 teachers. The
experimental group (n=44) explored the didactical resourses developed in this
study, which attempted to appeal intentionally for knowledge about “Light” and
for Critical Thinking abilities, based on Ennis’s Taxonomy (of critical thinking).
With equal durability, the Control Group (n=33) explored other didactical
resources about the same theme (Light),which activities were collected from
several teachers and textbooks, but without relevance with regard to the
dependent variable is concerned, the Critical Thinking.
To measure Critical Thinking level and aspects of the sample of this study,
before and after the intervention, Critical Thinking - Cornell (Level X) was used.
The results showed that the developed didactic resources, based on Ennis’s
Taxonomy (1985a, 1985b, 1987), promoted Critical Thinking abilities among
pupils, as the differences between the Control Group and Experimental Group
were statistically significant in level and all aspects of Critical Thinking. The
evidence suggested that the profits among the Experimental Group since the
pre-test to the post-test were statistically significant also in level and all aspects
of Critical Thinking. On the other hand, there was no evidence of statistically
significant profits among the Control Group.
The results indicate that the didactic recourses developed during this study can
be used as a tool to combine Formal Education in Sciences on the Primary
School with Non-formal Education, which “Science Garden” from Aveiro
University is a clear example.
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Ferrari, Francesco Maria. "Questioni di semantica formale e logica plurale." Doctoral thesis, Università degli studi di Padova, 2016. http://hdl.handle.net/11577/3426765.
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The present research is a logico-philosophical analysis of the issues concerning the semantics for plural logic, with particular attention to the recent work by A. Oliver and T. Smiley, Plural Logic (OUP).
The first chapter introduces into the model-theoretic semantics for second-order languages. Three versions are presented: standard, Henkin and multi-sorted. All three differ in the definition of the assignment function to the second-order variables. The second chapter analyzes the relationship between model-theoretic semantics and ontology, in particular realism and nominalism. On the one hand, realism relies on the so called referential (or objectual) semantics; on the other hand, nominalism must rely on the so called substitutional semantics, for what concerns second-order variables, in order to avoid any ontological commitment with respect to such variables.
The third chapter introduces plural semantics. W.O. Quine (in 1970), argued that second-order logic is a ‘set theory in sheep’s clothing’ and, so, not a pure logic. Quine’s approach was strongly criticized by G. Boolos, in a series of articles in the 70s and 80s of the last century. He proposed a new sort of referential semantics for (monadic) secon-order variables and quantifiers, the so called plural interpretation based on a (one-many) ralation assignment.
The fourth chapter presents an outline of the more ideas of the work by Oliver and Smiley. In particular, their system 1) recasts predication in terms of plural predication and 2) attempts to capture plural denotation phenomena. In order to extend the category of terms to the plural case, Autors propose a theory of definite descriptions that contrasts with the Russellian one. Plural functional terms, obtained by means of the descriptive apparatus, denote so called multivalued functions – to be added to the usual functions, now singlevalued. In the fifth chapter it is provided an analysis of such function with respect to mathematics and logic. Multivalued functions play also a key role in the semantics of plural logic, modeling the assignment function for plural variables. It is also considered some semantic consequence due to their assumption.
The final chapter concludes the analysis of plural logic. Ø. Linnebo (2003) presented a criterion of logicality. From the application of such a criterion, it emerges that there are no compelling reasons not to define plural logic a pure logic. The only main point against such plural logics is the modal rigidity of the notion of plurality. Such a rigidity reveals that the alleged formalization of some typical features of that fragment of natural language that is related to plural phenomena is not fully adequate in these sort of plural logics.<br>La presente ricerca consiste in un’analisi logico-filosofica delle questioni inerenti alla semantica per la logica plurale, con particolare attenzione al recente lavoro di A. Oliver e T. Smiley, Plural Logic (OUP).
Il primo capitolo introduce la semantica modellistica per i linguaggi del secondo ordine, presentando tre varianti, standard, di Henkin e multi-sorted, le quali si distinguono per la definizione della funzione di assegnazione di valori alle variabili del secondo ordine. Il secondo capitolo analizza le relazioni fra la semantica modellistica e l’ontologia, in particolare il realismo e il nominalismo. Da un lato, il realismo si affida alla semantica c.d. referenziale, dall’altro il nominalismo, che deve evitare il c.d. impegno ontologico delle variabili del secondo ordine pur permettendone l’uso linguistico, si deve affidare alla semantica c.d. sostituzionale rispetto a tali variabili.
Il terzo capitolo, introduce alle questioni inerenti alla semantica plurale. W.O. Quine (nel 1970) sostenne che la logica del secondo ordine non è una logica pura. Tale approccio fu intensamente criticato da G. Boolos, in una serie di articoli negli anni ’70-’80 del secolo scorso in cui Boolos giunse a proporre un nuovo tipo di semantica referenziale per le variabili (monadiche) del secondo ordine quantificate, la c.d. interpretazione plurale basata su una relazione (uno-molti) di assegnazione di valori a tali variabili.
Il quarto capitolo presenta una sintesi delle maggiori idee su cui si basa il sistema di logica plurale di Oliver e Smiley. Tale logica plurale riformula la predicazione nei termini della predicazione plurale. La preoccupazione principale degli Autori è quella di catturare il fenomeno della denotazione plurale. A tal fine presentano una teoria delle descrizioni definite che contrasta con quella russelliana. I termini funzionali plurali, ottenuti mediante tale apparato descrittivo, denotano le c.d. funzioni polidrome. Nel quinto capitolo si fornisce una analisi estensionale di tali funzioi. Le funzioni polidrome sono fondamentali anche nella semantica della logica plurale, in quanto codificano la funzione di assegnazione plurale. Alcune conseguenze semantiche dovute alla loro assunzione sono così evidenziate.
Il capitolo conclusivo, il sesto, termina l’analisi della logica plurale. Ø. Linnebo (2003) presentò un criterio di logicità, dalla cui applicazione emerge che non ci sono ragioni stringenti per non considerare la logica plurale una pura logica. Una critica, però, su tutte alla logica plurale: la rigidità della nozione di pluralità. Emerge, così, che alcuni tratti del linguaggio naturale legati a fenomeni plurali (quantificazione e denotazione), non sono catturati adeguatamente nei sistemi di logica plurale come quello di Oliver e Smiley.
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Billa, Cleo Zanella. "Um experimento formal para avaliar novas formas de visualização de prontuários clínicos eletrônicos." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275816.
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Previous issue date: 2009<br>Resumo: Atualmente, o uso da computação na medicina vem crescendo cada vez mais, e um dos temas mais discutidos é o prontuário clínico eletrônico. é consenso que a utilização de um prontuário eletrônico pode facilitar o trabalho do profissional de saúde e melhorar ainda mais a qualidade do cuidado em saúde, porém ainda existe muita discussão sobre como ele deve ser e quais ferramentas deve oferecer. Este trabalho propõe duas novas formas de visualização do prontuário. A primeira é um sumário com as informações mais relevantes do paciente. A segunda é a representação dos dados do paciente através de um diagrama, onde o profissional de saúde pode expressar o design rationale (DR) da consulta. A área de sumarização automática é um problema altamente complexo, e apesar de terem sido usados procedimentos muito simples, o experimento realizado mostrou que o processo foi suficiente para construir um sumário com o mínimo de informações necessárias para que o quadro clínico do paciente pudesse ser entendido. Alguns estudos apontam que a falta de informação sobre o processo de diagnóstico e sobre o planejamento do tratamento é uma das principais falhas de um sistema de prontuário eletrônico. Por isso, foi sugerida uma representação que utiliza diagramas para armazenar e visualizar, além dos dados do paciente, o raciocínio do profissional de saúde durante uma consulta. Essa técnica é conhecida como design rationale, e é usada, principalmente, na área de engenharia de software. Além de propor essas duas novas formas de visualização do prontuário clínico, foi realizado um experimento formal com o objetivo de testar o sumário e o diagrama com DR na prática. O experimento ocorreu em um ambulatório de clínica geral da Unifesp, onde alunos do curso de medicina recebiam o sumário, ou o diagrama com DR, ou o prontuário clínico tradicional e respondiam questões sobre um determinado caso. Os resultados do experimento mostram que o sumário continha informações suficientes para avaliar o quadro clínico do paciente; porém, eles também mostram que o diagrama com DR provavelmente não apresentou nenhuma vantagem em relação ao prontuário tradicional<br>Abstract: Collaboration between computer science and medicine is growing day by day, and one of the most controversial topics is the electronic patient record (EPR). Despite all scientists agree that the EPR can improve health care quality, how it should behave, or what tools it should provide are still open questions. This work suggests two ways to visualize the EPR. The first is through a summary, with the most important information of the patient. And, the second, is a diagram where the physician is able to express his design rationale. Summarization is a complex problem, and despite very simple procedures were used, the experimental evaluation shows that the summary contains as much information as the traditional EPR. The idea of diagrams to visualize the EPR was originated in a technique called design rationale (DR), used, mostly, in Software Engineering. Its major goal is to reproduce the rationale during a project design. Some researches pointed out that one of the major limitations of EPR is the lack of information about diagnosis processes, and treatment planning. To evaluate these new ways of visualization of the EPR, an experimental evaluation was performed to test the summary and the diagram in real practice. The experiment was conduct in a outpatient care clinic at Unifesp, where medical students use the summary, or the diagram, or the traditional EPR to answer questions about specific patients. The results of the experiment show that the summary was equivalent to the traditional EPR, and that the diagram no not show any leverage to the traditional EPR<br>Doutorado<br>Informática Médica<br>Doutor em Ciência da Computação
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Yust, Jason D. "Formal models of prolongation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/11317.
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Carbogim, Daniela Vasconcelos. "Dynamics in formal argumentation." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/591.
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In this thesis we are concerned with the role of formal argumentation in artificial intelligence, in particular in the field of knowledge engineering. The intuition behind argumentation is that one can reason with imperfect information by constructing and weighing up arguements intended to give support in favour or against alternative conclusions. In dynamic argumentation, such arguements may be revised and strengthened in order yo increase to decrease the acceptability of controversial positions. This thesis studies the theory, architecture, development and applications of formal arguementation systems from the procedural perspective of actually generating argumentation processes. First, the types of problems that can be tackled via the argumentation paradigm in knowledge engineering are characterised. Second, an abstract formal framework are built from an underlying set of axioms, represented here as executatble logic programs. Finally an architecture for dynamic arguementation systems is defined, and domain-specific applications are presented within different domaind, thus grounding problems with very distinctive characteristics into a similar source in argumentation. The methods and definitions desribed in this thesis have been assessed on various bases, including the reconstruction of informal arguements and of arguments captured by existing formalisms, the relation between our framework and these formalisms, and examples of dynamic argumentation applications in the safety-engineering and multi-agent domains.
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Palmer, John. "Formal strategies in composition." Thesis, City University London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261323.
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Gallagher, Alexis. "Evolvability : a formal approach." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:d3b0511e-bee5-4778-8822-703c514c1c1d.
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This dissertation clarifies the concept of evolvability, the increased capacity of some organisms or systems to support evolution, especially the evolution of life-like complexity. I survey the literature, which is spread over the fields of population genetics, developmental biology, artificial life, and microbial and molecular evolution. Finding that researchers have often used the term vaguely and incompatibly I identify five distinct kinds or senses of evolvability. I also identify five key constituent ideas, which I discuss in the context of organismic evolvability, a sense of evolvability with deep roots in the traditional fields of animal development and macroevolution. In these fields research into evolvability has historically been hampered by an insufficiently detailed knowledge of development. Research in molecular evolution has produced a thorough knowledge of the folding of RNA into secondary structure, which can be regarded as a model of development. This has motivated new approaches to evolvability based on representing development via a single genotype-phenotype mapping function. I build on these approaches to invent new mathematical methods to formalise the traditional ideas. I create an exact model illustrating a classic example of evolvability, the capacity for repeated segmentation and simple modularity. I analyse this with two new formal approaches. First is the genospace algebra, a propositional calculus based on graph theory. It is a formal language for describing genotype-phenotype maps. It provides a system for making calculations, proofs, and diagrams about mutational structures in genotype space, and it is flexible enough to allow description at arbitrary degrees of resolution. Second is a pair of concepts, the genetic leverage and the genetic fulcrum. The leverage provides a crude numerical measure of evolvability, and the fulcrum provides a heuristic for identifying the genomic and developmental causes of evolvability. Besides its specific relevance to diversification and development, evolvability is also crucial to the fundamental question of how evolution produces ordinary biological life. Simulation systems that implement only a conventional textbook model of evolution -– systems possessing only variation, inheritance, and selection –- fail to evolve anything resembling the complexity of the biological world. Research into evolvability is our best bet to illuminate the "missing ingredient" for life-like evolution.
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Almeida, João Marcos de. "Logics of formal inconsistency." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281301.
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Orientadores: Walter Alexandre Carnielli, Carlos M. C. L. Caleiro<br>Texto em ingles e portugues<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas<br>Tese (doutorado) - Universidade Tecnica de Lisboa, Instituto Superior Tecnico<br>Made available in DSpace on 2018-08-04T03:00:36Z (GMT). No. of bitstreams: 1
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Previous issue date: 2005<br>Resumo: Segundo a pressuposição de consistência clássica, as contradições têm um cará[c]ter explosivo; uma vez que estejam presentes em uma teoria, tudo vale, e nenhum raciocínio sensato pode então ter lugar. Uma lógica é paraconsistente se ela rejeita uma tal pressuposição, e aceita ao invés que algumas teorias inconsistentes conquanto não-triviais façam perfeito sentido. A? Lógicas da Inconsistência Formal, LIFs, formam uma classe de lógicas paraconsistentes particularmente expressivas nas quais a noção meta-teónca de consistência pode ser internalizada ao nível da linguagem obje[c]to. Como consequência, as LIFs são capazes de recapturar o raciocínio consistente pelo acréscimo de assunções de consistência apropriadas. Assim, por exemplo, enquanto regras clássicas tais como o silogismo disjuntivo (de A e {não-,4)-ou-13, infira B) estão fadadas a falhar numa lógica paraconsistente (pois A e (nao-A) poderiam ambas ser verdadeiras para algum A, independentemente de B), elas podem ser recuperadas por uma LIF se o conjunto das premissas for ampliado pela presunção de que estamos raciocinando em um ambiente consistente (neste caso, pelo acréscimo de (consistente-.A) como uma hipótese adicional da regra). A presente monografia introduz as LIFs e apresenta diversas ilustrações destas lógicas e de suas propriedades, mostrando que tais lógicas constituem com efeito a maior parte dos sistemas paraconsistentes da literatura. Diversas formas de se efe[c]tuar a recaptura do raciocínio consistente dentro de tais sistemas inconsistentes são também ilustradas Em cada caso, interpretações em termos de semânticas polivalentes, de traduções possíveis ou modais são fornecidas, e os problemas relacionados à provisão de contrapartidas algébricas para tais lógicas são examinados. Uma abordagem formal abstra[cjta é proposta para todas as definições relacionadas e uma extensa investigação é feita sobre os princípios lógicos e as propriedades positivas e negativas da negação.<br>Abstract: According to the classical consistency presupposition, contradictions have an explosive character: Whenever they are present in a theory, anything goes, and no sensible reasoning can thus take place. A logic is paraconsistent if it disallows such presupposition, and allows instead for some inconsistent yet non-trivial theories to make perfect sense. The Logics of Formal Inconsistency, LFIs, form a particularly expressive class of paraconsistent logics in which the metatheoretical notion of consistency can be internalized at the object-language level. As a consequence, the LFIs are able to recapture consistent reasoning by the addition of appropriate consistency assumptions. So, for instance, while classical rules such as disjunctive syllogism (from A and (not-A)-or-B, infer B) are bound to fail in a paraconsistent logic (because A and (not-.4) could both be true for some A, independently of B), they can be recovered by an LFI if the set of premises is enlarged by the presumption that we are reasoning in a consistent environment (in this case, by the addition of (consistent-/!) as an extra hypothesis of the rule). The present monograph introduces the LFIs and provides several illustrations of them and of their properties, showing that such logics constitute in fact the majority of interesting paraconsistent systems from the literature. Several ways of performing the recapture of consistent reasoning inside such inconsistent systems are also illustrated. In each case, interpretations in terms of many-valued, possible-translations, or modal semantics are provided, and the problems related to providing algebraic counterparts to such logics are surveyed. A formal abstract approach is proposed to all related definitions and an extended investigation is carried out into the logical principles and the positive and negative properties of negation.<br>Doutorado<br>Filosofia<br>Doutor em Filosofia e Matemática
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Machado, Rodrigo. "Semântica formal para TVQL." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/6037.
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Modelos de bancos de dados têm sido progressivamente estendidos a fim de melhor capturar necessidades específicas de aplicações. Bancos de dados versionados, por exemplo, provêm suporte a versões alternativas de objetos. Bancos de dados temporais, por sua vez, permitem armazenar todos os estados de uma aplicação, registrando sua evolução com o passar do tempo. Tais extensões sobre os modelos de dados se refletem nas respectivas linguagens de consulta, normalmente sob a forma de extensões a linguagens conhecidas, tais como SQL ou OQL. O modelo de banco de dados TVM (Temporal Versions Model ), definido sobre o modelo de banco de dados orientado a objetos, suporta simultaneamente versões alternativas e o registro de alterações de objetos ao longo do tempo. A linguagem de consulta TVQL (Temporal Versioned Query Language), definida a partir da linguagem de consulta SQL, permite recuperar informações do modelo de dados TVM. As construções introduzidas em TVQL têm como objetivo tornar simples a consulta do banco de dados em diversos pontos da linha temporal. Apesar das vantagens da utilização da linguagem TVQL para resgatar dados temporais do modelo TVM, existem algumas limitações importantes para seu aprimoramento. Uma delas é a alta complexidade do modelo TVM, proveniente da integração de conceitos variados como estados alternativos e rótulos temporais. Outro ponto é que, até o presente momento, não existe um interpretador para TVQL, impedindo uma experiência prática de programação de consultas. O objetivo principal deste trabalho é o desenvolvimento de uma especificação formal para a linguagem TVQL, tornando possível um estudo consistente de suas construções. Adicionalmente, uma especificação formal serve como documentação para futuras implementações de interpretadores. Neste trabalho foi desenvolvido um protótipo de avaliador de consultas e verificador de tipos para um núcleo funcional da linguagem TVQL, possibilitando também uma experimentação prática sobre os modelos propostos.
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Shen, Gongqin. "Formal Concepts and Applications." Case Western Reserve University School of Graduate Studies / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=case1121454398.
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Valentine, Edward Eugene Jr. "Focusing on the formal." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1315340805.
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Alama, Jesse. "Formal proofs and refutations /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Petschulat, Cap. "Transparency in formal proof." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/54/.
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Lopes, Cornélio Márcio. "Refactoring as formal refinements." Universidade Federal de Pernambuco, 2004. https://repositorio.ufpe.br/handle/123456789/1891.
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Previous issue date: 2004<br>A reestruturação de programas no contexto da orientação a objeto é também conhecida como
refactoring e consiste em mudanças na estrutura interna de um software, sem modificar seu com
portamento externo, a ¯m de melhorar sua legibilidade e torn¶a-lo mais f¶acil de passar por futuras
mudan»cas. Na pr¶atica, refactoring baseia-se em compila»c~ao e testes para assegurar a preserva»c~ao
do comportamento.
Trabalhos como os de Opdyke e Roberts foram realizados com vistas µa formaliza»c~ao de refac-
torings por meio da identi¯ca»c~ao de condi»c~oes que devem ser satisfeitas para assegurar que uma
mudan»ca num programa preserva o comportamento do mesmo. As condi»c~oes, geralmente escritas
na linguagem do c¶alculo de predicados, s~ao introduzidas como pr¶e e p¶os-condi»c~oes dos refactor-
ings. Outras abordagens para a prova de preserva»c~ao do comportamento de refactorings usam
formalismos como an¶alise conceitual e reescritura de grafos. Contudo, n~ao h¶a t¶ecnica alg¶ebrica
que apresente refactorings como transforma»c~oes que preservam o comportamento, com prova deste
fato.
Nossa principal contribui»c~ao constitui-se na apresenta»c~ao de refactorings como transforma»c~oes
de programas escritos em rool (Re¯nement object-oriented Language), uma linguagem baseada
em Java, com classes, controle de visibilidade, liga»c~ao din^amica, e recurs~ao. A linguagem rool
permite que raciocinemos sobre programas orientados a objetos e especi¯ca»c~oes, pois a mesma une
estas constru»c~oes como no c¶alculo de re¯namentos de Morgan. A sem^antica de rool ¶e baseada em
weakest preconditions. Um conjunto de leis de programa»c~ao est¶a dispon¶³vel tanto para os comandos
imperativos de rool quanto para construtores relacionados µa orienta»c~ao a objetos. A prova, na
sem^antica de rool, de que tais leis s~ao corretas, ¶e tamb¶em uma contribui»c~ao do presente trabalho.
Apresentamos refactorings como regras alg¶ebricas de re¯namento envolvendo programas. A
prova da preserva»c~ao do comportamento ¶e realizada pela aplica»c~ao de leis de programa»c~ao a um
lado da regra a ¯m de obtermos o lado oposto. N¶os generalizamos a t¶ecnica padr~ao de re¯namento
de dados a ¯m de lidar com hierarquia de classes.
Neste trabalho tamb¶em apresentamos como obter um sistema estruturado segundo um padr~ao
de projeto, por meio da aplica»c~ao de regras de refactoring. Padr~oes de projeto constituem-se
num objetivo natural para a realiza»c~ao de transforma»c~oes por meio da aplica»c~ao de refactorings.
Trabalhos presentes na literatura sobre padr~oes de projeto que prop~oem a formaliza»c~ao dos mesmos,
em geral, concentram-se em suas descri»c~oes formais, n~ao na transforma»c~ao de um sistema com vistas
a estrutur¶a-lo de acordo com padr~oes de projeto. Tamb¶em apresentamos a transforma»c~ao de uma
aplica»c~ao monol¶³tica para uma aplica»c~ao estruturada segundo um padr~ao arquitetural.
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Hekmatpour, S. "Formal specification based prototyping." Thesis, Open University, 1987. http://oro.open.ac.uk/57020/.
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Rapid prototyping is an approach to software development which attempts to remedy some of the shortcomings of the linear life cycle model, e.g. its inability to cope with fuzzy requirements and system evolution. This thesis first presents a broad survey of rapid software prototyping. It describes the rationale behind the process, the applications of prototyping, and specific techniques which may be used to achieve them. We then describe a system, called EPROS, together with its methodology, which supports a number of prototyping techniques in a coherent framework. The system is comprehensive in its approach and covers the prototyping and development of both functional and human-computer interface aspects of software systems. The former is based on the execution of VDM-based formal specification notation META-IV; the latter is based on a textual representation of state transition diagrams. Dialogue development is further supported by a rich set of abstractions which allow interaction concepts to be specified and directly executed rather than implemented. EPROS is based on a wide spectrum language which supports the main phases of a software development process, namely specification, design, and implementation. Included in this notation is a meta abstraction facility which facilitates its extension by the programmer. The primary application of EPROS is for evolutionary prototyping, where a system is developed iteratively and gradually from the abstract to the detailed, while it undergoes use and while its capabilities evolve. EPROS copes with all the requirements of evolutionary prototyping, namely rapid development, intermediate deliveries and gradual evolution of the system towards the final product. The thesis also describes a number of case studies where the presented ideas are put in practice, and which provide data in support of the effectiveness of the described system.
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Müller, Alcenir Ester. "Educação formal em ciência." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/101031.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2012<br>Made available in DSpace on 2013-06-26T00:56:57Z (GMT). No. of bitstreams: 1
310523.pdf: 1706015 bytes, checksum: 1576b35a7e917e11b42312e99e0cbfa9 (MD5)<br>As pesquisas acadêmicas na área de Educação justificam-se pela sua importância intrínseca de discutir as mudanças e alterações na educação brasileira, bem como o cenário sociopolítico dos estudantes, as novas tecnologias e sua aplicabilidade e utilização no ensino, enfim, o movimento constante que é a educação. A velocidade nas transformações científicas e tecnológicas ocorre de tal forma, que muitas vezes, o trabalho escolar e de docência não acompanha essa demanda, principalmente no ensino público onde os investimentos não são prioridade, apesar de a legislação afirmar esse direito. Recai essa busca por melhores condições de ensino, diretamente sobre a comunidade escolar de acordo com seu planejamento e condições possíveis que lhe cabem. Rever nossas perspectivas, enquanto educadores públicos tornam-se uma missão isolada e particularmente unilateral, mas conscientemente necessária. O presente trabalho tem como objetivo investigar, problematizar e discutir as diferentes concepções de Ciência, Tecnologia e Sociedade que os estudantes possuem ao terminarem o Ensino Fundamental, ou seja, após oito anos de ensino formal de ciências, entendendo e delineando qual foi à abrangência do conhecimento científico e tecnológico em relação à sociedade que estes estudantes comungam. Tais questões foram importantes no cenário do ensino de ciências e foi possível perceber a necessidade de Alfabetizar Científica e Tecnologicamente de forma mais efetiva nossos estudantes para que possam emitir juízo de valor a respeito das questões relativas à ciência e à tecnologia. A partir deste levantamento de dados e diagnósticos social, que foi feito em duas escolas da Rede Pública de Ensino - Municipal e Estadual, gerou alternativas metodológicas para os temas de CTS durante o Ensino Fundamental. Compreendendo melhor o elo social da C&T, para não delimitar apenas um tipo de visão sobre elas e desenvolver outros aspectos de análise desses conceitos durante as aulas, e outros tipos de discussões ampliando ações críticas e que o estudante tenha mais autonomia em suas ações no decorrer de sua vida. Imagino que assim é possível aproximar de uma educação pública e de qualidade como nossa legislação brasileira discorre.<br><br>Abstract : Academic researches in the field of education are justified by their intrinsic importance in discussing the shift of the Brazilian education, as well as the socio-political scenario of students, the new technologies and their relevance and use in teaching; in sum, the constant movement called education. The velocity of scientific and technological changes occur in a way that, usually, school work and teaching do not follow its demands, especially in public education where the investments are not a priority, despite being a right guaranteed by law. The search for better teaching conditions is thrown directly to the school community based on its planning and resources. Reflecting about our own perspectives as educators in public institutions become an isolated mission and particularly one-sided, but very necessary. This study aims to investigate, question and discuss the different conceptions of Science, Technology and Society (STS) that students retain after graduating the middle school. At that point, after eight years of formal education, they would understand and delineate the purpose of the scientific and technological knowledge related to the society that they live in. Such issues were very important in the Science education scenario and we perceived the need to help the students to be scientific and technologically literate in a more effective way then they would form their own judgment values about science and technology. The data collection and social diagnosis were done in two public schools # one municipal and another one from the state -, and generated methodological alternatives for the topics of STS to the middle school. By understanding better the social bond of S&T in a broad way - not just defining a single view about them, and developing other aspects of the analysis of these concepts during the classes, and other kinds of discussions related to critical actions -, then the students will have more autonomy in the course of their lives. I imagine that this way it is possible to reach a high quality in public education as the one that the Brazilian legislation already guarantees.
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Prinz, Andreas. "Formal Semantics for SDL." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2001. http://dx.doi.org/10.18452/13752.
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In dieser Habilitationsschrift wird die formale Semantik der standardisierten Spezifikationssprache SDL (Specification and Description Language) beschrieben. Da SDL eine sehr umfangreiche Sprache ist, wurde eine repräsentative eingeschränkte Sprache RSDL (Restricted SDL) ausgewählt, um die Konzepte der formalen Definition von SDL darzustellen. Die vorliegende Habilitationsschrift umfaßt zwei große Teile: die Definition der formalen Semantik von RSDL und ihre Implementierung. Die formale Definition der Semantik von RSDL ist verständlich, leicht mit der informalen Beschreibung zu vergleichen und repräsentiert die grundsätzliche Vorstellung von RSDL. Für die Beschreibung werden zwei Teile unterschieden, nämlich die statische Semantik und die dynamische Semantik. Die statische formale Sprachdefinition besteht aus einer konkreten Syntax, einer Menge von Korrektheitsbedingungen, einer Menge von Transformationsregeln und einer abstrakten Syntax als Basis für die dynamische Semantik. Das Ergebnis der statischen Beschreibung ist eine Repräsentation der Spezifikation in abstrakter Syntax. Die Formalisierung der dynamischen Semantik beginnt mit der abstrakten Syntax. Aus dieser abstrakten Syntax wird ein Verhaltensmodell abgeleitet, das auf der mathematischen Theorie der Abstrakten Zustandmaschinen ASM (Abstract State Machines) basiert. Um die Definition der Semantik besonders übersichtlich zu gestalten, wird eine Spezielle Abstrakte Maschine (SAM) unter Nutzung von ASM definiert. Diese abstrakte Maschine stellt eine abstrakte SDL-Maschine dar. Die formale Semantik beschreibt die Eigenschaften von SDL exakt. Um jedoch herauszufinden, ob die Semantik korrekt ist, muß sie mit der Sprachbeschreibung und den Intentionen der Sprachentwickler verglichen werden. Dies geschieht am einfachsten durch eine korrekte Implementierung der Semantik. Die Implementierung der formalen Semantik basiert auf einer Repräsentation der Eingabe als abstrakter Syntaxbaum. Um die Semantik mit minimalem Aufwand zu implementieren, werden existierende Werkzeuge verwendet. Der Compiler wird mit den Standardwerkzeugen lex und yacc generiert. Nach der Syntaxanalyse wird die weitere Verarbeitung über dem abstrakten Syntaxbaum der Eingabe definiert. Die Verarbeitung von abstrakten Syntaxbäumen wird durch ein Werkzeug namens kimwitu erledigt. Mit der hier vorgestellten Technologie wurde die formale Semantik von RSDL implementiert. Entsprechend wird die formale Semantik von SDL implementiert.<br>In this habilitation thesis the formal semantics of the standardised specification language SDL (Specification and Description Language) is described. Because of the size of the language SDL a representative subset of the language called RSDL (Restricted SDL) was selected to present the concepts of the formal definition. In this thesis two major parts are covered: the definition of the formal semantics and its implementation. The RSDL formal semantics is intelligible, easily comparable with the informal description and represents the general understanding of RSDL. We distinguish between two phases of the definition, namely the static semantics and the dynamic semantics. The static semantics comprises the definition of a concrete grammar, a set of correctness constraints, a set of transformation rules and an abstract syntax as basis for the dynamic semantics. The result of the static semantics is a representation of the specification in abstract syntax. The dynamic semantics starts with the abstract syntax. From here a behaviour model is derived based on the theory of Abstract State Machines (ASM). In order to keep the presentation intelligible a special abstract machine is defined using ASM. This abstract machine in fact represents an abstract SDL-machine. The formal semantics describes the properties of SDL exactly. However, in order to check the correctness of the formalisation, it has to be compared with the informal language description and the intentions of the language designers. This is most easily done using a correct implementation of the semantics. The implementation of the semantics is based on a representation of the input as an abstract syntax tree. For implementing the semantics with minimal effort existing tools are used. The compiler is produced using the standard tools lex and yacc. After parsing the remaining processing is defined over abstract syntax trees, which is covered by a tool called kimwitu. The formal semantics of RSDL is implemented using these tools. The same approach is applicable for SDL.
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Almeida, João Marcos de 1974. "Logics of Formal Inconsistency." Phd thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- IST-Instituto Superior Técnico -- -Departamento de Matemática, 2005. http://dited.bn.pt:80/29635.
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According to the classical consistency presupposition, contradictions have an explosive character: Whenever they are present in a theory, anything goes, and no sensible reasoning can thus take place. A logic is paraconsistent if it disallows such presupposition, and allows instead for some inconsistent yet non-trivial theories to make perfect sense. The Logics of Formal Inconsistency, LFIs, form a particularly expressive class of paraconsistent logics in which the metatheoretical notion of consistency can be internalized at the object-language level. As a consequence, the LFIs are able to recapture consistent reasoning by the addition of appropriate consistency assumptions.
The present monograph introduces the LFIs and provides several illustrations of them and of their properties, showing that such logics constitute in fact the majority of interesting paraconsistent systems in the literature. Several ways of performing the recapture of consistent reasoning inside such inconsistent systems are also illustrated. In each case, interpretations in terms of many-valued, possible-translations, or modal semantics are provided, and the problems related to providing algebraic counterparts to such logics are surveyed. A formal abstract approach is proposed to all related definitions and an extended investigation is made into the logical principles and the positive and negative properties of negation.
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Eleftherakis, George. "Formal verification of X-machine models : towards formal development of computer-based systems." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400012.
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Mokrani, Hocine. "Assistance au raffinement dans la conception des systèmes embarqués." Thesis, Paris, ENST, 2014. http://www.theses.fr/2014ENST0029/document.
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La dernière décennie, la complexité des technologies embarqués a explosé et les flots de conception industrielle habituels ne suffisent plus pour proposer des produits fiables en respectant les exigences du marché. Ainsi, le développement de nouvelles méthodologies de conception est devenu un besoin impératif. La thèse vise l'amélioration des méthodologies de conception des systèmes embarqués. En proposant une approche de conception par niveaux d’abstraction, la nouvelle approche permet de guider et d’assister les concepteurs dans les étapes de conception, précisément de raffiner les composants de communication. Elle offre des garanties de préservation des propriétés fonctionnelles le long du flot de conception. La méthode proposée permet de raisonner sur les différents niveaux de description d'un système en exploitant des techniques de preuve de propriétés associées aux raffinement formel<br>In the last decade, the complexity of embedded systems has exploded and the usual industrial design flows do not suffice any more to propose reliable products while respecting time to market constrain. Thus, developing new design methodologies has become an imperative. The thesis aims at the improvement of the methodologies of conception of the embedded systems. It proposes a method for assisting the process of refinement along the design flow. The proposed approach splits the design flow into multiple-levels, in order to guide the designer in the design process, from the most abstract model down to a synthesizable model. Furthermore, by using formal techniques the method allows to check the preservation of functional correctness along the design flow
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Lisowski, Matthew A. "Development of a target recognition system using formal and semi-formal software modeling methods." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA386925.
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Thesis (M.S. in Software Engineering) Naval Postgraduate School, Dec. 2000.<br>Thesis advisors, Neil Rowe, Man-Tak Shing. "December 2000." Includes bibliographical references (p. 101-102). Also available in print.
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Machado, Maria Elisabete. "Diálogos em roda: uma práxis pedagógica possível com a educação formal e não formal." Pontifícia Universidade Católica do Rio Grande do Sul, 2012. http://hdl.handle.net/10923/2889.
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Previous issue date: 2012<br>La presente pesquisa intento descubrir el potencial transformador de la praxis pedagógica en los Diálogos en Rueda. Se trata de una perspectiva metodológica inaudito viable que se realiza de acuerdo al compromiso con las personas de la pesquisa. Teniendo Paulo Freire como referencia central, se comprende que es posible, en el movimiento de los diálogos en rueda, por medio de una práxis basada en la reflexión sobre la práctica, constituir un proceso de educación emancipadora a fin de promover la conciencia y la potenciación de los sujetos. La pesquisa fue realizada a partir de las experiencias de la investigadora con una trilogía de ruedas: la Rueda Cultural de Lecturas Freireanas, como grupo de investigación en la Universidad; la Rueda celebrada en el espacio no formal, en el intercambio de la experiencia con educadores/as del Movimiento por los Derechos del Niño y del Adolescente (MDCA) y, especialmente, la Rueda realizada en una Escuela Estatal de Enseñanza Fundamental, em la experiencia de la investigadora como educadora alfabetizadora. Resulta de esta pesquisa la comprensión de que los diálogos en rueda, con el apoyo del diario de pesquisa, contribuyen a minimizar la distancia en las relaciones que se establecen entre educador y educandos y para fortalecer el aprendizaje. Los contenidos que contribuyen a este proceso surgen del análisis de los datos procedentes de los diarios de pesquisa de los educandos. Se puede percibir el diálogo como un contenido procesal y la confianza como un contenido atitudinal, ambos importantes contribuciones para el aprendizaje. En este sentido es responsabilidad del educador, junto con los educandos, crear en clase un ambiente de dialogo y de confianza. spa<br>A presente pesquisa buscou desvelar o potencial transformador da práxis pedagógica nos Diálogos em Roda. Essa é uma perspectiva metodológica inédito-viável, que se realiza em função do compromisso com os sujeitos da pesquisa. Assumindo Paulo Freire como referência central, compreende-se que é possível, no movimento dos diálogos em roda, por meio de uma práxis alicerçada na reflexão sobre a prática, constituir um processo educativo emancipatório, de modo a promover a tomada de consciência e o empoderamento dos sujeitos. A pesquisa realizou-se a partir das experiências da pesquisadora com uma trilogia de rodas: a Roda Cultural de Leituras Freireanas, como grupo de pesquisa na Universidade; a Roda realizada no espaço não formal, na partilha da experiência com educadores/as do Movimento pelos Direitos da Criança e do Adolescente (MDCA); e, especialmente, a Roda realizada em uma Escola Estadual de Ensino Fundamental, na experiência da pesquisadora como educadora alfabetizadora. Resulta desta pesquisa a compreensão de que os diálogos em roda, com o apoio do diário de pesquisa, contribuem para minimizar a distância nas relações que se estabelecem entre educador e educandos e para fortalecer as aprendizagens. Os conteúdos que contribuem para este processo emergem da análise dos dados procedentes dos diários de pesquisa dos educandos. Pôde-se perceber o diálogo como um conteúdo procedimental e a confiança como um conteúdo atitudinal, ambos importantes contribuições para a aprendizagem. Nesse sentido, é responsabilidade do educador, juntamente com os educandos, criar na sala de aula um ambiente de diálogo e de confiança.
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Fredriksen, Inge. "Formal Methods for System Development." Thesis, Norwegian University of Science and Technology, Department of Engineering Cybernetics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9991.
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<p>Two main types of formal methods have been investigated, formal specification and formal verification. Focus for formal verification has been on the concept of un-timed model checking. Some dominating formal specification languages, VDM and Z, and some prominent model checkers, FDR, Spin, and LTSA, have been learnt and presented. A tutorial for the formal verification tool Spin is created. The tutorial is example driven and describes the description language Promela and the verification methods available in Spin. Care has been taken to illustrate reasoning about the results from Spin. Topics discussed include the applicability and need for formal methods, the possible need for understanding the underlying theory, and considerations made in regards to creating the tutorial.</p>
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Tristan, Jean-Baptiste. "Formal verification of translation validators." Phd thesis, Université Paris-Diderot - Paris VII, 2009. http://tel.archives-ouvertes.fr/tel-00437582.
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Comme tout logiciel, les compilateurs, et tout particulièrement les compilateurs optimisant, peuvent être défectueux. Il est donc possible qu'ils changent la sémantique du programme compilé, et par conséquent ses propriétés. Dans le cadre de développement de logiciels critiques, où des méthodes formelles sont utilisées pour s'assurer qu'un programme satisfait certaines propriétés, et cela avant qu'il soit compilé, cela pose un problème de fond. Une solution à ce problème est de vérifier le compilateur en s'assurant qu'il préserve la sémantique des programmes compilés. Dans cette thèse, nous évaluons une méthode nouvelle pour développer des passes de compilations sûres: la vérification formelle de validateurs de traduction. D'une part, cette méthode utilise la vérification formelle à l'aide d'assistant de preuve afin d'offrir le maximum de garanties de sûreté sur le compilateur. D'autre part, elle repose sur l'utilisation de la validation de traduction, où chaque exécution du compilateur est validée a posteriori, une méthode de vérification plus pragmatique qui a permis de vérifier des optimisations avancées. Nous montrons que cette approche nouvelle du problème de la vérification de compilateur est viable, et même avantageuse dans certains cas, à travers quatre exemples d'optimisations réalistes et agressives: le list scheduling, le trace scheduling, le lazy code motion et enfin le software pipelining.
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Lascarides, Alex, and Matthew Stone. "Formal semantics for iconic gesture." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2006/1033/.
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We present a formal analysis of iconic
coverbal gesture. Our model describes
the incomplete meaning of gesture that’s
derivable from its form, and the pragmatic
reasoning that yields a more specific
interpretation. Our formalism builds
on established models of discourse interpretation
to capture key insights from
the descriptive literature on gesture: synchronous
speech and gesture express a single
thought, but while the form of iconic
gesture is an important clue to its interpretation,
the content of gesture can be resolved
only by linking it to its context.
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Strand, Magnus. "The Formal Concept of Discrimination." Thesis, Lunds universitet, Juridiska fakulteten, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-161162.
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According to the Principle of Formal Justice like cases must be treated alike, and different cases must be treated differently. This principle is derived from the Aristotelian concept of distributive justice. Aristotle held that ‘All men agree that what is just in distribution should be according to merit of some sort, but not all men agree as to what that merit should be’. The classical concept of illegal discrimination, in Community law referred to as direct discrimination, seeks to decide what these merits must not be. This is done by declaring disparate treatment on certain grounds, in certain circumstances, illegal. It is argued in this paper that exceptions to this principle are made through acknowledging that discriminations on prohibited grounds are sometimes justified, and that this should be called justified direct discrimination. It is submitted that it is only obscuring to the concept to suggest otherwise, since the concept of discrimination as such, just as the Principle of Formal Justice, should not be carrying substantive or emotive meanings. The subsequent concept of indirect discrimination aims instead at prohibiting disparate impacts of neutral criteria. There is some ambiguity to this concept, specifically on what it is that amounts to ‘discrimination’ in this context, and how the available defences should be perceived. It is submitted that to pursue clarity, it must be acknowledged that this concept is built on the second element of the Principle of Formal Justice, i.e., that different cases must be treated differently, and that ‘discrimination’ occurs when discriminators omit to do so, causing disparate impacts statistically connected to prohibited grounds of discrimination. A justification defence, if successful, should in such circumstances prompt courts to hold that there has been discrimination, but that it is justified. It is further argued that the concept of positive action is a formal concept through which disparate treatment is required on specific grounds, i.e., that the legislature in this case indeed recognises some ‘merits’ according to which distribution is ‘just’ (according to the legislature). Unlike direct and indirect discrimination, positive action is necessarily a one-way vessel, designed to promote preference for individuals belonging to a certain class of people identified by the positive action norm. The author concludes that all these concepts are built upon a formal structure taken from the Principle of Formal Justice, and that the acknowledgment of this fact can contribute to clarity in anti-discrimination law.
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Trinh, Cong Quy. "Formal Verification of Skiplist Algorithms." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-160314.
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Hughes, Thomas S. "Animation prototyping of formal specifications." Thesis, Loughborough University, 1992. https://dspace.lboro.ac.uk/2134/27241.
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At the present time one of the key issues relating to the design of real-time systems is the specification of software requirements. It is now clear that specification correctness is an essential factor for the design and implementation of high quality software. As a result considerable emphasis is placed on producing specifications which are not only correct, but provably so. This has led to the application of mathematically-based formal specification techniques in the software life-cycle model. Unfortunately, experience in safety-critical systems has shown that specification correctness is not, in itself, sufficient. Such specifications must also be comprehensible to all involved in the system development. The topic of this thesis—Animation Prototyping—is a methodology devised to make such specifications understandable and usable. Its primary objective is to demonstrate key properties of formal specifications to non-software specialists. This it does through the use of computer-animated pictures which respond to the dictates of the formal specification.
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Xu, Sanjia. "Formal total synthesis of (±)-tetrodotoxin." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59489.
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This dissertation details a formal total synthesis of (±)-tetrodotoxin, a potent sodium channel blocker, based on a transformation developed in these laboratories: the bimolecular oxidative amidation of phenols. The present route leads to the Du Bois intermediate in 27 steps from a commercial starting material. Because the Du Bois intermediate can be elaborated to tetrodotoxin in 4 steps, this work constitutes a formal synthesis of the natural product in 31 steps. This is competitive with the best known alternatives. A structural revision of the Sato tetrodotoxin intermediate is also provided. Finally, an even more concise avenue to a new bis-lactonic precursor of the natural product is described, and potential enantioselective routes to tetrodotoxin are discussed.<br>Science, Faculty of<br>Chemistry, Department of<br>Graduate
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Meziane, F. "From English to formal specifications." Thesis, University of Salford, 1994. http://usir.salford.ac.uk/1732/.
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Specifications provide the foundation upon which a system can be formally developed. If a specification is wrong, then no matter what method of design is used, or what quality assurance procedures are in place, they will not result in a system that meets the requirements. The specification of a system involves people of different profiles who favour different representations. At the beginning natural language is used because the specification document acts as a contract between the user and the developers. Most of the time, the only representation that users understand and agree on is natural language. At the other end, developers find natural language specifications ambiguous and incomplete and may therefore prefer formal specifications. The transition from informal specifications to formal ones is an error prone and time consuming process. This transition must be supported to ensure that the formal specifications are consistent with the informal ones. In this research we propose an interactive approach for producing formal specifications from English specifications. The approach uses research in the area of natural language understanding to analyse English specifications in order to detect ambiguities. The method used for analysing natural language text is based on McCord’s approach. This method consists of translating natural language sentences into a logical form language representation. This helps to identify ambiguities present in natural language specifications and to identify the entities and relationships. These entities and relationships are used as a basis for producing VDM data types. We also investigate the production of data type invariants for restricted sentences and the production of some common specifications. We test our approach by implementing it in Prolog-2 and apply it to an independent case study.
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Dragomir, Ciprian. "Formal verification of P systems." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15452/.
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Membrane systems, also known as P systems, constitute an innovative computational paradigm inspired by the structure and dynamics of the living cell. A P system consists of a hierarchical arrangement of compartments and a finite set of multiset rewriting and communication rules, which operate in a maximally parallel manner. The organic vision of concurrent dynamics captured by membrane systems stands in antithesis with conventional formal modelling methods which focus on algebraic descriptions of distributed systems. As a consequence, verifying such models in a mathematically rigorous way is often elusive and indeed counter-intuitive when considering established approaches, which generally require sequential process representations or highly abstract theoretical frameworks. The prevalent investigations with this objective in the field of membrane computing are ambivalent and inconclusive in the wider application scope of P systems. In this thesis we directly address the formal verification of membrane systems by means of model checking. A fundamental distinction between the agnostic perspective on parallelism, advocated by process calculi, and P systems' emblematic maximally parallel execution strategy is identified. On this basis, we establish that an intuitional translation to traditional process models is inadequate for the purpose of formal verification, due to a state space growth disparity. The observation is essential for this research project: on one hand it implies the feasibility of model checking P systems, and on the other hand it underlines the suitability of this formal verification technique in the context of membrane computing. Model checking entails an exhaustive state space exploration and does not derive inferences based on the independent instructions comprising a state transition. In this respect, we define a new sequential modelling strategy which is optimal for membrane systems and targets the SPIN formal verification tool. We introduce elementary P systems, a distributed computational model which subsumes the feature diversity of the membrane computing paradigm and distils its functional vocabulary. A suite of supporting software tools which gravitate around this formalism has also been developed, comprising of 1. the eps modelling language for elementary P systems; 2. a parser for the eps specification; 3. a model simulator and 4. a translation tool which targets the Promela specification of the SPIN model checker. The formal verification approach proposed in this thesis is progressively demonstrated in four heterogeneous case studies, featuring 1. a parallel algorithm applicable to a structured model; 2. a linear time solution to an NP-complete problem; 3. an innovative implementation of the Dining Philosophers scenario (a synchronisation problem) using an elementary P system and 4. a quantitative analysis of a simple random process implemented without the support of a probabilistic model.
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Benghabrit, Walid. "A formal model for accountability." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2017. http://www.theses.fr/2017IMTA0043/document.
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Nous assistons à la démocratisation des services ducloud et de plus en plus d’utilisateurs (individuels ouentreprises) utilisent ces services dans la vie de tous lesjours. Dans ces scénarios, les données personnellestransitent généralement entre plusieurs entités.L’utilisateur final se doit d’être informé de la collecte, dutraitement et de la rétention de ses donnéespersonnelles, mais il doit aussi pouvoir tenir pourresponsable le fournisseur de service en cas d’atteinte àsa vie privée. La responsabilisation (ou accountability)désigne le fait qu’un système ou une personne estresponsable de ses actes et de leurs conséquences.Dans cette thèse nous présentons un framework deresponsabilisation AccLab qui permet de prendre enconsidération la responsabilisation dès la phase deconception d’un système jusqu’à son implémentation.Afin de réconcilier le monde juridique et le mondeinformatique, nous avons développé un langage dédiénommé AAL permettant d’écrire des obligations et despolitiques de responsabilisation. Ce langage est basé surune logique formelle FOTL ce qui permet de vérifier lacohérence des politiques de responsabilisation ainsi quela compatibilité entre deux politiques. Les politiques sontensuite traduites en une logique temporelle distribuéeque nous avons nommée FO-DTL 3, cette dernière estassociée à une technique de monitorage basée sur laréécriture de formules. Enfin nous avons développé unoutil monitorage appelé AccMon qui fournit des moyensde surveiller les politiques de responsabilisation dans lecontexte d’un système réel. Les politiques sont fondéessur la logique FO-DTL 3 et le framework peut agir enmode centralisée ou distribuée et fonctionne à la fois enligne et hors ligne<br>Nowadays we are witnessing the democratization ofcloud services. As a result, more and more end-users(individuals and businesses) are using these services intheir daily life. In such scenarios, personal data isgenerally flowed between several entities. End-usersneed to be aware of the management, processing,storage and retention of personal data, and to havenecessary means to hold service providers accountablefor the use of their data. In this thesis we present anaccountability framework called AccountabilityLaboratory (AccLab) that allows to consideraccountability from design time to implementation time ofa system. In order to reconcile the legal world and thecomputer science world, we developed a language calledAbstract Accountability Language (AAL) that allows towrite obligations and accountability policies. Thislanguage is based on a formal logic called First OrderLinear Temporal Logic (FOTL) which allows to check thecoherence of the accountability policies and thecompliance between two policies. These policies aretranslated into a temporal logic called FO-DTL 3, which isassociated with a monitoring technique based on formularewriting. Finally, we developed a monitoring tool calledAccountability Monitoring (AccMon) which providesmeans to monitor accountability policies in the context ofa real system. These policies are based on FO-DTL 3logic and the framework can act in both centralized anddistributed modes and can run into on-line and off-linemodes
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Matthews, Chris, and mikewood@deakin edu au. "Fuzzy concepts and formal methods." Deakin University. School of Management Information Systems, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.154843.
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It has been recognised that formal methods are useful as a modelling tool in requirements engineering. Specification languages such as Z permit the precise and unambiguous modelling of system properties and behaviour. However some system problems, particularly those drawn from the information systems problem domain, may be difficult to model in crisp or precise terms. It may also be desirable that formal modelling should commence as early as possible, even when our understanding of parts of the problem domain is only approximate. This thesis suggests fuzzy set theory as a possible representation scheme for this imprecision or approximation. A fuzzy logic toolkit that defines the operators, measures and modifiers necessary for the manipulation of fuzzy sets and relations is developed. The toolkit contains a detailed set of laws that demonstrate the properties of the definitions when applied to partial set membership. It also provides a set of laws that establishes an isomorphism between the toolkit notation and that of conventional Z when applied to boolean sets and relations. The thesis also illustrates how the fuzzy logic toolkit can be applied in the problem domains of interest. Several examples are presented and discussed including the representation of imprecise concepts as fuzzy sets and relations, system requirements as a series of linguistically quantified propositions, the modelling of conflict and agreement in terms of fuzzy sets and the partial specification of a fuzzy expert system. The thesis concludes with a consideration of potential areas for future research arising from the work presented here.
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Diener, Glendon. "Formal languages in music theory." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59610.
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In this paper, the mathematical theory of languages is used to investigate and develop computer systems for music analysis, composition, and performance. Four prominent research projects in the field are critically reviewed. An original grammar-type for the computer representation of music is introduced, and a computer system for music composition and performance based on that grammar is described. A user's manual for the system is provided as an appendix.
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Chen, Y. "Formal methods for global synchrony." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365295.
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Goldsmith, M. H. "Logic, programming and formal specification." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371541.
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Pancho, Susan B. "Contributions of formal security proofs." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620085.
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Hinchey, Michael Gerard. "Structural design and formal methods." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624390.
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Hurd, J. "Formal verification of probabilistic algorithms." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604823.
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We begin with an extensive foundational development of probability, creating a higher-order logic formalization of mathematical measure theory. This allows the definition of the probability space we use to model a random bit generator, which informally is a stream of coin-flips, or technically an infinite sequence of IID Bernoulli( 1/2 ) random variables. Probabilistic programs are modified using the state-transformer monad familiar from functional programming, where the random bit generator is passed around in the computation. Functions remove random bits from the generator to perform their calculation, and then pass back the changed random bit generator with the result. Our probability space modelling the random bit generator allows us to give precise probabilistic specifications of such programs, and then verify them in the theorem prover. We also develop technical support designed to expedite verification: probabilistic quantifiers; a compositional property subsuming measurability and independence; a probabilistic while loop together with a formal concept of termination with probability 1. We also introduce a technique for reducing properties of a probabilistic while loop to properties of programs that are guaranteed to terminate: these can then be established using induction and standard methods of program correctness. We demonstrate the formal framework with some example probabilistic programs, samples algorithms for four probability distributions; some optimal procedures for generating dice rolls from coin flips; the symmetric simple random walk. In addition, we verify the Miller-Rabin primality test, a well-known and commercially used probabilistic algorithm. Our fundamental perspective allows us to define a version with strong properties, which we can execute in the logic to prove compositeness of numbers.
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Jefferson, Nigel Patrick. "Dependable compositions : a formal approach." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/1959.
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Design processes for most engineering disciplines are based on component reuse. In much the same way as the need for customizable reuse of software fueled the growth and development of object-oriented programming languages over module-based languages, the same driving force for component-based solutions is leading to object-oriented languages being transcended by component-based composition languages. Existing declarative programming languages are ideally suited to the construction of software components, but are inappropriate for specifying compositions of components in a high level manner. Indeed several composition environments exist that are built on top of object-oriented languages though they fail to supply the level of abstraction required to specify compositions of components. This is particularly true when the components are black boxes. In order to reuse a black box component, an accurate and unambiguous description of the component's functionality must exist. It is doubtful that natural language can fulfil this requirement. This thesis advocates a formal approach to specifying a component and demonstrates that this approach will aid in the composition and verification of component based systems. The thesis presents a general solution to the problem by defining the formal semantics for a composition of components. Building on this work, a formal definition of exceptional component behaviour is provided along with a formal reasoning about component dependability. These then form the basis for the formal definition of a composition specification language and theoretical declarative compositional programming language. Such a language would afford the programmer the tools required to construct a dynamic composition of components.
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Harman, Neal Andrew. "Formal specifications for digital systems." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235627.
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Read, Simon. "Formal methods for VLSI design." Thesis, University of Manchester, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239786.
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Salter, Ian Kingsley. "The design of formal languages." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321641.
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