This thesis describe two graphical modeling languages that can be used for specifying the access control setup in most systems that store information in a tree based structure. The Tree-based Access control Modeling Language (TACOMA) is the simplest language that is defined. It is easy to learn and use as it has only 8 symbols and two relations. With this language it is possible to define the exact access control rules for users using a graphical notation. The simplicity of the language do however come at a cost: it is best suited for small or medium sized tasks where the number of users and objects being controlled are limited. To solve the scalability problem a second language is also presented. The Policy Tree-based Access control Modeling Language (PTACOMA) is a policy based version of TACOMA that doubles the number of symbols and relations. While it is harder to learn it scales better to larger tasks. It also allows for distributed specification of access rules where administrators of different domains can be responsible for specifying their own access control rules. Domains can be organized in a hierarchical manner so that administrators on a higher level can create policies that have higher priority and therefor limits what administrators at lower levels can do. The thesis describes the two languages in detail and provides a comparison between them to show the strong and weak points of each language. There is also a detailed case study that shows how the two languages can be used for specifying access control in SNMPv3.

The use of energy methods and variational principles is widespread in many fields of engineering of which structural mechanics and curve and surface design are two prominent examples. In principle many different types of function can be used as possible trial solutions to a given variational problem but where piecewise polynomial behaviour and user controlled cross segment continuity is either required or desirable, B-splines serve as a natural choice. Although there are many examples of the use of B-splines in such situations there is no common thread running through existing formulations that generalises from the one dimensional case through to two and three dimensions. We develop a unified approach to the representation of the minimisation equations for B-spline based functionals in tensor product form and apply these results to solving specific problems in geometric smoothing and finite element analysis using the Rayleigh-Ritz method. We focus on the development of algorithms for the exact computation of the minimisation matrices generated by finding stationary values of functionals involving integrals of squares and products of derivatives, and then use these to seek new variational based solutions to problems in the above fields. By using tensor notation we are able to generalise the methods and the algorithms from curves through to surfaces and volumes. The algorithms developed can be applied to other fields where a variational form of the problem exists and where such tensor product B-spline functions can be specified as potential solutions.

Diss.--Department of English--Uppsala universitet, 2003. / Bibliogr. p. 273-282. Index.

Diss.--Philosophy--New York (NY)--Graduate School of arts and sciences, Columbia Univ., 1995. / Sources et bibliogr. p. 400-421.

Thesis--Philosophie--Los Angeles--Univ. of California, 1994. / Extraits de textes en latin. Bibliogr. p. 250-268.

Texte remanié de: Th. Etat--Tours, 2004. / Bibliogr. p. 273-298.

Texte remanié de: Dissertation--Department of musicology--University of South Africa, 1985. / Bibliogr. p. 323-328.

Thèse de 3e cycle : Sciences de l'éducation : Lyon 2 : 1987. / Titre provenant de l'écran-titre. Bibliogr.

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In this inquiry, I examined how young children use their personal, social and material resources to solve a music notational task. I asked 13 children, ages 5-9 to notate a song they learned the previous week, sing it back, explain what they did and then teach the song to a classmate the following week. I used Lightfoot and Davis' concept of portraiture as a qualitative research methodology to collect, code, analyze and interpret my data. Data included the children's invented notations and videotaped transcripts of their actions as they created their notations and taught the song to a classmate. Sociocultural Vygotskian developmental theory, activity theory and Bakhtin's dialogic theory provided the interpretive lens through which I examined how the children used their resources as mediational tools to complete the task. / Findings revealed that children who had no previous music training used increasingly sophisticated representational strategies to notate a song, and that they were able to refine their notations when singing the song from their notation, teaching the song or when prompted by an adult or a peer. I concluded that the peer-peer situation was a motivating force for triggering a recursive process of reflections-on-actions and knowing-in-action. Classmates' questions, comments and their singing played a critical role in moving the children to modify their notations and their singing, verbal explanations and gesturing in ways they did not do alone or with me. / Analysis of the children's notations, verbal explanations and teaching strategies provided insights not only into what they knew about music, but also their appropriation of the cultural conventions of writing and their aesthetic sensibilities, as gleaned from their choice of symbols, colours and how they presented their symbols on the page. Interviews with parents, teachers and school principal provided contextual background for interpreting the children's notations and how they approached the task. This study shows the value of adopting a social constructivist approach to teaching the language of music. It also demonstrates that researching the products and processes of children's invented notations from a social constructivist perspective enables more detailed portraits of children's musical and meta-cognitive understandings.