Um dos objetivos permanentes da Computação Gráfica é a representação fiel, e por consequência realista, da aparência de objetos e cenas sintetizadas. Para objetos e cenas do Reino Vegetal pode-se dizer que houve um grande avanço nos métodos para modelagem da forma e propriedades de reflexão de elementos individuais, como folhas, e de coleções de elementos, como árvores, vegetação em geral e florestas. Por outro lado, as técnicas para modelagem de padrões visuais presentes em muitos objetos naturais do Reino Vegetal, como listras de melancias ou padrões em folhas e flores, não tem recebido a mesma atenção. O presente trabalho tem por objetivos principais o estudo de técnicas de Computação Gráfica aplicáveis ao Reino Vegetal, principalmente explorar o modelo procedural Mosaico de Clones (MClone), desenvolvido em pesquisas anteriores, para a síntese de padrões visuais familiares do Reino Vegetal. Nossos resultados mostram que, neste contexto, um modelo procedural tem vantagens sobre outras técnicas, como, por exemplo, mapeamento de texturas, pois geralmente esses padrões são necessários em grande quantidade, e, ao menos para algumas plantas, com muitas variações geométricas, a atribuição de coordenadas de textura consistentes é um desafio. Nós mostramos resultados para frutos, cactus e pequenas folhagens decorativas, que confirmam a aplicabilidade do MClone para uma ampla gama de padrões do Reino Vegetal. / There has been a lot of progress in modeling and rendering elements of our Natural World for computer graphics tasks. In the Plant Kingdom, techniques for modeling the visual patterns presented in many natural objects (such as stripes on a watermelon or spots on flowers) have advanced far less than methods for modeling the shape and reflectance properties of individual or large collections of elements (such as leaves and trees). In this work we want to explore the procedural Clonal Mosaic Model (MClone), developed in previous research, for synthesis of many familiar visual patterns from the Plant Kingdom. Our results show that in this context a procedural model has advantages over other techniques such as texture mapping, since these patterns are often needed in large quantities, and at least for some plants, with many geometric variation, assigning consistent texture coordinates is a challenge. We show results for fruits, cactus, and small decorative plants, which confirm the applicability of the MClone model for synthesis of a large group of visual patterns in the Plant Kingdom.

Software patterns have been proven as a valuable way to storing a repeatable solution to a commonly occurring problem in software design. A pattern is not a finished design that can be directly formed into program code; instead it is a description how to solve a problem that may occur in many situations. In the ontology community very little research have been made in producing high-level patterns where the solution shows how an architecture of an ontology based software might look like. In this thesis the results of examining how high-level patterns of this type relates to other types of patterns are given and how these patterns would be described are formulated.

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Arbetet med mönster, genom dess innehållande av strukturer och samband, är en betydelsefull del inom området algebra. Genom att bedriva undervisning i de lägre årskurserna om matematiska mönster kan elever få en god grund att stå på i mötet med den mer komplexa algebran. Studien är en kvalitativ intervjustudie med inspiration av fenomenografi, där elever i årskurs 1 ombeds att lösa ett antal uppgifter om upprepade samt växande geometriska mönster. Utifrån denna metod syftar studien till att bidra med kunskap om hur elever i de yngre åldrarna uppfattar matematiska mönster. Genom detta syfte, bidrar studien också till förståelse för vad det finns för kritiska aspekter i samband med erfarandet av de två mönstertyperna. När kunskap om ovannämnda delar finns tillhands, kan lärare designa undervisning på ett sätt som gynnar elevers lärande.  Resultatet påvisar ett antal kritiska aspekter i samband med förståelsen av upprepade och växande geometriska mönster. Det kan vara kritiskt att identifiera den upprepade delen i ett upprepat mönster och att fortsätta ett upprepat mönster enligt samma struktur. Vidare kan det vara kritiskt att urskilja en växande struktur och ett regelbundet numeriskt samband i de växande mönstren. Upptäcka ett generellt samband i ett växande geometriskt mönster är ytterligare en kritisk aspekt som framkommer i studien.  Elever uppfattar mönster på många skilda sätt, vilket lärare bör ha i åtanke då de planerar och genomför undervisning. Det finns viktiga aspekter som bör synliggöras i undervisningen så att elever kan utveckla en förståelse för upprepade och växande mönster. / The work of patterns, through its content of structures and relationships, is an important part in the area of algebra. Teaching pupils in the lower grades about mathematical patterns, helps them to understand the more complex algebra. The study is a qualitative interview study inspired by phenomenography, where pupils in grade 1 were asked to solve a number of tasks related to repeating as well as growing geometric patterns. Based on this method, the study aims to contribute knowledge about how pupils in the younger ages perceive mathematical patterns. In connection with the purpose of this study it also contributes to the understanding about what the critical aspects connected to the two types of patterns could be. Once knowledge of the above-mentioned parts is available, teachers can design their education in a way that benefits pupils' learning. The result shows a number of critical aspects associated with the understanding of repeating and growing patterns. It may be critical to identify the repeating part in a repeated pattern and to continue a repeated pattern according to the same structure. Furthermore, it may be critical to distinguish a growing structure and a regular numerical connection in the growing patterns. Discovering a general relationship in a growing geometric pattern is another critical aspect that appears in the study. Pupils perceive patterns in many different ways, which teachers should keep in mind when planning and conducting teaching. There are important aspects that should be made visible in the education so that pupils can develop an understanding of repeating and growing patterns.

Reuse has often been claimed in the software engineering literature to improve thequality and reduce the cost of software. Motivated by the idea that these gains canbe multiplied if reuse can be achieved earlier in the software life-cycle, a subset ofthe requirements engineering literature has focused, since the inception of the field,on investigating approaches to reuse at the requirements level. A wide array of differentapproaches now exist within this space. However, these approaches offer varyingdegrees of generality and utility. Generality is important because it enables a requirementsengineer to utilise the same reuse library across multiple projects. Utility isimportant because it is a measure of the extent to which effort is reduced by utilising areuse approach. This thesis presents Reuse-Oriented Requirements Engineering (RORE): a systematicframework to support the production of requirements models by reuse. RORE aimsto improve on existing requirements-reuse approaches in respect of the generalityutilitytrade-off. RORE seeks to do this by bringing together the strengths of two existingrequirements-level reuse approaches: The Domain Theory and Problem-OrientedSoftware Engineering (POSE - a refinement of Jackson’s Problem Frames Approach).This thesis evaluates RORE with respect to both generality and utility, and comparesRORE against both frameworks. The major conclusion of the thesis is that while ROREimproves on each framework in respect of some, but not all, evaluation metrics, ROREdoes succeed in offering a level of generality which compares favourably to existinghighly general approaches, and without significantly reducing the utility of the approach.

Following the success of software engineering design patterns, security patterns are a promising approach to aid in the design and development of more secure software systems. At the same time, recent work on aspect-oriented programming (AOP) suggests that the cross-cutting nature of software security concerns makes it a good candidate for AOP techniques. This work uses a set of software metrics to evaluate and compare object-oriented and aspect-oriented implementations of five security patterns--Secure Base Action, Intercepting Validator, Authentication Enforcer, Authorization Enforcer, and Secure Logger. Results show that complete separation of concerns was achieved with the aspect-oriented implementations and the modularity of the base application was improved, but at a cost of increased complexity in the security pattern code. In most cases the cohesion, coupling, and size metrics were improved for the base application but worsened for the security pattern package. Furthermore, a partial aspect-oriented solution, where the pattern code is decoupled from the base application but not completely encapsulated by the aspect, demonstrated better modularity and reusability than a full aspect solution. This study makes several contributions to the fields of aspect-oriented programming and security patterns. It presents quantitative evidence of the effect of aspectization on the modularity of security pattern implementations. It augments four existing security pattern descriptions with aspect-oriented solution strategies, complete with new class and sequence diagrams based on proposed aspect-oriented UML extensions. Finally, it provides a set of role-based refactoring instructions for each security pattern, along with a proposal for three new basic generalization refactorings for aspects.

This Ph.D. thesis describes proposed notation and method for working with parallel design patterns, which allowes proposing of automatic corrections to existing parallel source code with help of refactoring. In order to define the proposed notation, this work must cover areas of static code analysis, formal description of parallel design patterns and refactoring. Static code analysis is used to analyse the existing parallel source code for definition of places where you want to insert specified design pattern. Formal description of design pattern allows you to automatically apply the pattern to the existing source code. Finally, refactoring allows you to edit an existing source code without changing its functionality. The first part is devoted to the description of the current status in these three areas e.g. code analysis, design patterns and refactoring. The second part is devoted to a description of the methodology and experimental verification of its deployment.

Thesis (M.Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.

The following project explores how colored light can be used as a variable to manipulate the perception of a surface pattern. Placing the work within the textile design field, colors are a main factor for the development, it shows that colors’ visual state changes when colored light is inflicted. Taking advantage of the effect, an aim was set to explore the relationship between colored light and colored surface to expand methods of designing dynamic and storytelling surface patterns. This to add a different approach of how patterns can be created with a motion ability. The method used was through experimenting with different color combinations under colored light, observing movement of different color placements combined with motif arrangements and patterns, in order to find a working effect. The outcome are three different surface patterns with a dynamic property, each with its own storytelling aspect narrated by the colored light changing. This contributes to a playful way of creating depth to surface patterns, which can be developed further to different textile areas.

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.