A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of requirements for the degree of Master of Science. Johannesburg, February 16, 2015. / Random context picture grammars are used to generate pictures through successive refinement. There are three important subclasses of random context picture grammars, namely random permitting context picture grammars, random forbidding context picture grammars and table-driven context-free picture grammars. These grammars generate the random permitting context picture languages, random forbidding context picture languages and table-driven context-free picture languages, respectively. Theorems exist which provide necessary conditions that have to be satisfied by a language before it can be classified under a particular subclass. Some of these theorems include the pumping and shrinking lemmas, which have been developed for random permitting context picture languages and random forbidding context picture languages respectively. Two characterization theorems were developed for the table-driven context-free picture languages. This dissertation examines these existing theorems for picture languages, i.e., the pumping and shrinking lemmas and the two characterisation theorems, and attempts to prove theorems, which will provide an alternative to the existing theorems and thus provide new tools for identifying languages that do not belong to the various classes. This will be done by adapting Ogden’s idea of marking parts of a word which was done for the string case. Our theorems essentially involve marking parts of a picture such that the pumping operation increases the number of marked symbols and the shrinking operation reduces it.

Thesis (Ph. D.)--University of Tampere, 1985. / Includes bibliographical references (p. 91-94).

Thesis--Copenhagen.

Thesis (Ph. D.)--Clark University, 1914. / "Reprinted from the Pedagogical seminary September, 1914, vol. XXI." Bibliography: p. 392-393.

This study analyzes the concept of nonformal education and provides a framework for analyzing nonformal education systems. Nonformal education is seen by policy makers and funding agencies as one of the alternatives to formal schooling that may assist developing countries in the modernization process. Nonformal education is defined as any systematic learning that is provided outside the formal system to meet the learning needs of adults as well as children. In order to achieve the objectives of the study, two separate literature reviews are provided. Firstly, a review of the literature on the concept of nonformal education is provided. The review analyzes how the concept of nonformal education has developed. It discusses some issues regarding definitional problems; major characteristics of nonformal education and the major differences between nonformal education and formal education. Various theories that relate to nonformal education and development are discussed. Following the conceptual analysis, a review of selected research that has been conducted on nonformal education in the last twelve years is provided. Only major cross-cultural studies are reviewed as they provide a basis for comparison. Conclusions of the studies are discussed. A framework is provided for analyzing and comparing nonformal education systems. The framework identifies three levels of analysis: national, regional, and local. The major elements of the framework are discussed and questions are provided indicating at which level they can be asked. Major conclusions of the study are discussed in terms of planning nonformal education systems. Some recommendations for further research are provided. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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279f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-03-18T16:23:36Z No. of bitstreams: 1 Tese%Jorge%Luis%Sacramento%de%Almeida%seg.pdf: 6471654 bytes, checksum: a4a39e0047a4be5038340a2b0c7f07d8 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-03-22T14:05:52Z (GMT) No. of bitstreams: 1 Tese%Jorge%Luis%Sacramento%de%Almeida%seg.pdf: 6471654 bytes, checksum: a4a39e0047a4be5038340a2b0c7f07d8 (MD5) / Made available in DSpace on 2013-03-22T14:05:52Z (GMT). No. of bitstreams: 1 Tese%Jorge%Luis%Sacramento%de%Almeida%seg.pdf: 6471654 bytes, checksum: a4a39e0047a4be5038340a2b0c7f07d8 (MD5) Previous issue date: 2009 / Este trabalho de pesquisa busca descrever, analisar e interpretar a dinâmica do ensino/aprendizagem dos Alabês dos Terreiros Ilê Axé Oxumarê e Zoogodo Bogum Male Rundó. Trata-se de processo conhecido como não-formal, ou informal, contrapondo-se ao processo formal da academia, por ser característica das sociedades fundadas na tradição oral. A linha central da proposta desta pesquisa consistiu na coleta de dados pertinentes ao ensino dos conhecimentos de ritmos e cânticos do candomblé. Nesta dinâmica de ensino/aprendizagem, procurou-se observar, de modo acurado, a constância e o sentido da imitação, da repetição e do improviso criativo por parte dos agentes das comunidades em questão. A figura do professor não existe formalmente e o tempo do aprendiz é sempre respeitado. A metodologia utilizada se vale de aportes da etnografia e da etnomusicologia para se entender melhor o contexto do estudo. Durante a experiência, coletou-se material para analisar e concluir a proposta da tese quanto aos aspectos metodológicos, à avaliação e inserção das atividades. Material de vídeo, entrevistas com os alabês e pessoas da casa, depoimentos e ritmos do candomblé foram transcritos. O referencial teórico foi construído a partir das reflexões suscitadas por duas teses de doutorado, a de Margarete Arroyo, Representações sociais sobre práticas de ensino e aprendizagem musical: um estudo etnográfico entre congadeiros, professores e estudantes de música (1999). E a de Magali Kleber, A Prática de educação Musical em ONGs: dois estudos de caso no contexto urbano brasileiro (2006). Foram também valiosas as pesquisas de antropólogos e etnomusicólogos como Alan P. Merriam (1964) e John Blacking (1973, 1977, 1992) para a fundamentação do estudo. Quanto às informações mais específicas dos rituais do candomblé, o que demandou a abertura da atitude alteritária para compreender a dimensão simbólica própria dessa religião africana milenar, teve importância crucial a tese de doutorado de Ângela Luhning, A música no candomblé Nagô-Ketu (1990). Também foram relevantes os trabalhos de mestrado de Flavia Candusso, sobre o processo de ensino da Banda Lactomia do Candeal (2002), o de Marialva Rios, que estudou o processo de ensino no Terno de Reis Rosa Menina (1995), e o de Adalvia Borges, que pesquisou a transmissão de conhecimentos musicais no Terreiro Ilê Axé Opô Afonjá (1998). Constituem também referências valiosas os trabalhos de mestrado e doutorado de Sonia Chada Garcia, A música dos caboclos (1996) e Um repertório musical de caboclos no seio do culto aos orixás em Salvador-Ba (2001). Por último concluimos que: 1) É possível estabelecer uma interação entre os dois universos em que ocorrem o o ensino e aprendizagem dos percussionista de Salvador, Bahia; 2) Professores da área de educação Musical podem aprender com esta experiência; 3) Contribuímos para fortalecer a consciência da preservação do valor cultural mais significativo da herança africana entre nós — o de sua religião. / Salvador

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Firstly, we extend the Generalised Substitution Language, and therefore the principles of weakest precondition calculus, to embrace differential constraints. Our approach is based on generalising the traditional view that a Generalised Substitution specifies a fragment of a sequential programme. We consider a Generalised Substitution to represent an autonomous transformation which is 'clocked' repeatedly to perform its computation at regular intervals. In the case of such components composed synchronously, we can generalise the notion of weakest precondition to traces (sequences of values) of inputs and outputs. In our approach we characterise traces with first order constraints as 'step' predicates over adjacent elements in the trace. We refer to these as 'acceptance criteria'. We also generalise our calculus to cover nth order differentials. Secondly, we adapt weakest precondition to traces characterised by state machines which represent sequencing constraints. We do this by introducing a form of state machines called 'acceptance machines' which constrain traces of variable values in an alternative way to differential properties. Using the Generalised Substitution Language once more we present a semantics for the propagation of acceptance machines in a manner analagous to predicate transformers. We also use acceptance machines to specify safety properties which have been derived from the safety process. The requirements can then be shown correct with respect to these properties. Finally, we consolidate and integrate our differential calculus and state machine theory with a domain specific formal framework, focusing on the practical application of the theory in a real engineering setting. The domain specific framework which we have selected is Practical Formal Specification. It is a framework which has been developed specifically for use in the engine (and aircraft) control software domain and is based on the decomposition of requirements into components whose usage can be scoped by the specification of environmental and contextual assumptions.

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