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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Modelling and Generating Complex Emergent Behaviour

Kitto, Kirsty, Kirsty.Kitto@flinders.edu.au January 2006 (has links)
Despite a general recognition of the importance of complex systems, there is a dearth of general models capable of describing their dynamics. This is attributed to a complexity scale; the models are attempting to describe systems at different parts of the scale and are hence not compatible. We require new models capable of describing complex behaviour at different points of the complexity scale. This work identifies, and proceeds to examine systems at the high end of the complexity scale, those which have not to date been well understood by our current modelling methodology. It is shown that many such models exhibit what might be termed contextual dependency, and that it is precisely this feature which is not well understood by our current modelling methodology. A particular problem is discussed; our apparent inability to generate systems which display high end complexity, exhibited by for example the general failure of strong ALife. A new model, Process Physics, that has been developed at Flinders University is discussed, and arguments are presented that it exhibits high end complexity. The features of this model that lead to its displaying such behaviour are discussed, and the generalisation of this model to a broader range of complex systems is attempted.
2

Process Physics: Bootstrapping Reality from the Limitations of Logic

Klinger, Christopher Martin, chris.klinger@unisa.edu.au January 2005 (has links)
For all the successes of the two edifices of modern physics, quantum theory and Einstein's relativity, a fundamental description of the Universe as a whole -- a theory that informs as to the true nature of reality -- has continued to elude science. This thesis describes the development and evolution of a new paradigm called Process Physics, a radical information-theoretic modelling of reality. It is argued that the failure of the extant approaches in physics is the direct consequence of limitations stemming from the mathematization, language and methodology of theoretical physics: the limitations of the postulated background spatial concepts and geometric modelling of time, the limitations of quantum theory in its failure to account for the measurement process and classicality; and the limitations of formal systems. In contrast, Process Physics utilizes the limitations of logic first identified by Godel and asserts the priority of process and relational endophysics, realized via a stochastic, autopoietic bootstrap system whose properties emerge a posteriori rather than being assumed a priori. The work is arranged in two parts. Part I discusses the historical, philosophical, and metaphysical foundations of physics to consider how the prevailing views in modern physics arose and what this revealed and contributed to the development of Process Physics. Part II describes the fundamentals of the new theory and its implementation, and demonstrates the viability of looking outside the current paradigms by showing that Process Physics yields unified emergent phenomena that permit an understanding of fundamental processes and penultimately motivate both quantum theory and relativity as relevant higher-level descriptors within their respective domains.
3

Communication in Learner-Centered Classrooms : An explorative study of the communication patterns in two classrooms / Kommunikation i elevcentrerad klassrum : En explorativ studie av kommunikationsmönster i två klassrum

Haliti, Donjeta January 2016 (has links)
The purpose of the present study was to explore teachers’ orchestration of the class communication during teaching and to show whether the communication can be explained by frame factors. This study is a multiple case study of two physics teachers – one public and one private school teacher - using observational and interview data to illustrate and analyze their communication/talk process in the classroom. Implications are drawn for the way that they develop dialogue, which is further explored in regards to identified frame factors. Data collection was complemented with field notes and audio-recordings. The observations served for identifying the communication process. Interviews were used to develop the understanding of the teacher’s background and their beliefs on teaching for further strengthening the evidence for the findings. Transcripts were developed for detailed qualitative analysis of selected episodes of their communicative approaches.Concepts and theories on the importance of the communication process for reflective thinking and a learner-centered classroom along with the frame factors theory aid the construction of the research and are linked to the findings.The study provides insight on the frequency of elicitation of dialogic communication encouraging of reflective thought occurring at recurrent rate by the private school teacher during lecturing. The findings showed that frame factors steering the two teacher’s elicitation of communication were the curriculum, the teachers’ educational opportunities, external support and their ideologies. Findings suggest that reverting the teachers discourse fully towards an environment of dialogic communication encouraging of reflective thought - an aim of the Kosovo Curriculums - require additional sustenance and a profounder inquiry of the influence of teachers ideologies and how it can be diminished. Furthermore, an assessment of the curriculums implementation in classrooms and its limiting aspect of providing dialogically organized instruction is necessary along with assessment of the trainings offered to teachers.

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