Gotowe bibliografie tematyczne / Formal

Gotowa bibliografia na temat „Formal”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Formal"

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Petroff, Valery V. "Philosophical and Aesthetic Views of Vyacheslav Ivanov in His Essay “Forma Formans and Forma Formata”". Studia Litterarum 4, nr 2 (2019): 228–51. http://dx.doi.org/10.22455/2500-4247-2019-4-2-228-251.

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CATARINO, GISELLE FAUR DE CASTRO, GLÓRIA REGINA PESSÔA CAMPELLO QUEIROZ i MARIA DA CONCEIÇÃO DE ALMEIDA BARBOSA-LIMA. "O formal, o não formal e as outras formas: a aula de física como gênero discursivo". Revista Brasileira de Educação 22, nr 69 (czerwiec 2017): 499–517. http://dx.doi.org/10.1590/s1413-24782017226925.

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RESUMO Pesquisas têm enfatizado aproximações e diferenças entre a educação formal e não formal. Podemos afirmar que os dois tipos de educação são diferentes, requerendo uma formação, inicial e continuada, diferenciada para professores que desejem transitar nos dois espaços de educação. Entendemos que tal formação é possível e é realidade para licenciandos que assumem atividades em espaços não formais ligados à educação. Nosso objetivo, neste artigo, o qual faz parte de uma tese de doutorado, é compreender benefícios e obstáculos gerados no cotidiano de professores que transitam nos dois âmbitos de formação. A partir da análise da prática de um professor que traz na bagagem essa formação diferenciada, gerando uma prática híbrida, percebemos uma aula que entendemos pertencer a um gênero discursivo específico, diferente do formal e do não formal. Para isso, esboçaremos um referencial baseado nas ideias de Mikhail Bakhtin que nos possibilite pensar a aula como gênero discursivo.
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Woleński, Jan. "What is Formal in Formal Semantics?" Dialectica 58, nr 3 (23.06.2005): 427–36. http://dx.doi.org/10.1111/j.1746-8361.2004.tb00315.x.

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Tudor, Sofia Loredana. "Formal – Non-formal – Informal in Education". Procedia - Social and Behavioral Sciences 76 (kwiecień 2013): 821–26. http://dx.doi.org/10.1016/j.sbspro.2013.04.213.

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Colomer Feliu, Jordi, i Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, nr 13 (25.05.2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.

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Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the need to constantly design new architectures of interaction
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Sakurai, Taro. "On formal concepts of random formal contexts". Information Sciences 578 (listopad 2021): 615–20. http://dx.doi.org/10.1016/j.ins.2021.07.065.

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KURKE, HERBERT, DENIS V. OSIPOV i ALEXANDER B. ZHEGLOV. "FORMAL GROUPS ARISING FROM FORMAL PUNCTURED RIBBONS". International Journal of Mathematics 21, nr 06 (czerwiec 2010): 755–97. http://dx.doi.org/10.1142/s0129167x10006203.

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Breuer, Peter T., i Simon Pickin. "A formal nethod (a networked formal method)". Innovations in Systems and Software Engineering 6, nr 4 (21.01.2010): 255–68. http://dx.doi.org/10.1007/s11334-009-0121-4.

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Ibáñez D., Marcela. "Supervivencia de formas mercantiles simples de producción, una aproximación formal". Revista Desarrollo y Sociedad, nr 39 (styczeń 1997): 209–41. http://dx.doi.org/10.13043/dys.39.7.

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Borges Neto, José. "Semântica formal". Fórum Linguístico 17, Núm. Esp. (23.06.2020): 4689–700. http://dx.doi.org/10.5007/1984-8412.2020v17nespp4689.

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O propósito do texto é a apresentação de um mecanismo descritivo de estruturas semânticas, desenvolvido em parceria por lógicos, linguistas e especialistas em processamento computacional de línguas naturais, denominado por vezes semântica de modelo teórico, que se serve de uma metalinguagem de natureza lógica para descrever as estruturas linguísticas. Depois de uma introdução em que se discute a natureza dos modelos analíticos na Linguística e de uma seção em que se discutem as características de um sistema formal, em geral, busca-se a caracterização da semântica formal desenvolvida, em boa parte, com base nos trabalhos de Richard Montague. Para finalizar, apresentam-se alguns exemplos, claramente simplificados, dos procedimentos formais de que faz uso a semântica de modelo teórico.
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Rozprawy doktorskie na temat "Formal"

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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.
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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
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.
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.
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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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Shlapunov, A., i 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.
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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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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
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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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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Orientador: Jacques Wainer
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação
Made available in DSpace on 2018-08-16T05:40:57Z (GMT). No. of bitstreams: 1 Billa_CleoZanella_D.pdf: 3316703 bytes, checksum: 82c6b703f196ad4980b583703c56be1f (MD5) Previous issue date: 2009
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
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
Doutorado
Informática Médica
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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Książki na temat "Formal"

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Eckardt, Regine. Formale diachrone Semantik =: Formal diachronic semantics. Konstanz: Fachgruppe Sprachwissenschaft der Universität Konstanz, 1998.

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Ross, Pat. Formal country. New York: Viking Studio Books, 1989.

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Ross, Pat. Formal country. New York: Friedman/Fairfax, 1999.

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Formal languages. Boston: Academic Press, 1987.

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1955-, Poli Roberto, Simons Peter M i International Summer School in Philosophy and Artifical Intelligence on "Formal Ontology" (1991 : Bolzano, Italy), red. Formal ontology. Dordrecht: Kluwer Academic Publishers, 1996.

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Formal country. [Place of publication not identified]: Friedman Fairfax Pub, 2001.

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Jago, Mark. Formal logic. Penrith: Humanities-Ebooks, 2007.

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David, Phelps, red. Formal country. New York: Viking Studio Books, 1989.

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Plante, Ellen M. Formal Victorian. New York, N.Y: Friedman/Fairfax Publishers, 1996.

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Daan, Smit, red. Formal Gardens. London: Tiger Books International, 1996.

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Części książek na temat "Formal"

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Shu, Nan C. "FORMAL". W Application Development Systems, 2–26. Tokyo: Springer Japan, 1986. http://dx.doi.org/10.1007/978-4-431-68051-2_1.

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Straubing, Howard. "Formal Languages and Formal Logic". W Finite Automata, Formal Logic, and Circuit Complexity, 9–20. Boston, MA: Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4612-0289-9_2.

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Thompson, Stephanie L., Tina Rosenblum i Barbara Koslowski. "Is Formal Training Really Formal?" W Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, 1270. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315782416-290.

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Wieringa, Roel, Eric Dubois i Sander Huyts. "Integrating semi-formal and formal requirements". W Notes on Numerical Fluid Mechanics and Multidisciplinary Design, 19–32. Cham: Springer International Publishing, 1997. http://dx.doi.org/10.1007/3-540-63107-0_2.

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Gidley, Jennifer M. "Evolving Education: Pre-formal and Formal". W Postformal Education, 71–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29069-0_4.

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Duke, D. J., i M. D. Harrison. "From formal models to formal methods". W Software Engineering and Human-Computer Interaction, 159–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/bfb0035813.

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Barker, Gary, Felicia Knaul, Neide Cassaniga i Anita Schrader. "4. Formal and Non-formal Education". W Urban Girls, 45–56. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2000. http://dx.doi.org/10.3362/9781780440491.004.

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Surry, Patrick D., i Nicholas J. Radcliffe. "Formal algorithms + formal representations =search strategies". W Parallel Problem Solving from Nature — PPSN IV, 366–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61723-x_1001.

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Herranz, Ángel, i Juan José Moreno-Navarro. "Formal Extreme (and Extremely Formal) Programming". W Extreme Programming and Agile Processes in Software Engineering, 88–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44870-5_12.

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Fodor, George A. "Formal Description". W Ontologically Controlled Autonomous Systems, 65–133. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5475-2_3.

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Streszczenia konferencji na temat "Formal"

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Stoughton, Alley. "Experimenting with formal languages using forlan". W the 2008 international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1411260.1411267.

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Mishra, A. K., i A. Chandra. "EQU-IITG: A multi-format formal equivalence checker". W 2011 International Conference on Energy, Automation, and Signal (ICEAS). IEEE, 2011. http://dx.doi.org/10.1109/iceas.2011.6147138.

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Wing, Jeannette M. "Formal methods". W the 2013 ACM SIGAda annual conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2527269.2527291.

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Zarzycki, Andrzej. "Formal mutations". W ACM SIGGRAPH ASIA 2009 Sketches. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1667146.1667151.

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Lamsweerde, Axel van. "Formal specification". W the conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/336512.336546.

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Wolfsthal, Yaron, i Rebecca M. Gott. "Formal verification". W the 42nd annual conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1065579.1065755.

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Scott, Alex. "The Importance of Data In Formal Safety Assesment". W Formal Safety Assessment. RINA, 2002. http://dx.doi.org/10.3940/rina.sa.2002.12.

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Spyrou, Kostas, Apostolos Papanikolaou, M. Samoulides, D. Servis i S. Papadogianni. "Risk Assessment of Double-Skin Bulk Carriers". W Formal Safety Assessment. RINA, 2002. http://dx.doi.org/10.3940/rina.sa.2002.07.

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Lockett, Julian. "Formal Safety Assessment of Bulk Carriers Under 150m". W Formal Safety Assessment. RINA, 2002. http://dx.doi.org/10.3940/rina.sa.2002.04.

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White, Phil. "Where Does Formal Safety Assessment Go From Here?" W Formal Safety Assessment. RINA, 2002. http://dx.doi.org/10.3940/rina.sa.2002.16.

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Raporty organizacyjne na temat "Formal"

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Allen, Robert, i David Garlan. Formal Connectors. Fort Belvoir, VA: Defense Technical Information Center, marzec 1994. http://dx.doi.org/10.21236/ada277611.

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WETSTONE TECHNOLOGIES CORTLAND NY. Formal Methods Framework. Fort Belvoir, VA: Defense Technical Information Center, luty 2002. http://dx.doi.org/10.21236/ada399514.

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Perlis, Donald. Formal and Implemented Pragmatics. Fort Belvoir, VA: Defense Technical Information Center, październik 2000. http://dx.doi.org/10.21236/ada384167.

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Cort, G., W. Dearholt, S. Donahue, J. Frank, B. Perkins, R. Tyler i J. Wrye. Integrated formal operations plan. Office of Scientific and Technical Information (OSTI), styczeń 1994. http://dx.doi.org/10.2172/10117514.

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Cort, G., S. Donahue, J. Frank, B. Perkins i J. Wrye. Glossary of formal operations. Office of Scientific and Technical Information (OSTI), styczeń 1994. http://dx.doi.org/10.2172/10117517.

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Berztiss, Alfs. Formal Specification of Software. Fort Belvoir, VA: Defense Technical Information Center, październik 1987. http://dx.doi.org/10.21236/ada236362.

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Amer, Paul D. Formal Design of Communication Protocols Based on The Estelle ISO Formal Description Technique. Fort Belvoir, VA: Defense Technical Information Center, październik 1999. http://dx.doi.org/10.21236/ada370116.

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Kokar, Mieczyslaw M., Jerzy Weyman i Jerzy A. Tomasik. Fusion as an Operation on Formal Systems: A Formal Framework for Information Fusion. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2001. http://dx.doi.org/10.21236/ada387633.

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Matson, Eric, i Scott DeLoach. Formal Transition in Agent Organizations. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2005. http://dx.doi.org/10.21236/ada443475.

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Fang, Hanming, Rongzhu Ke i Li-An Zhou. Rosca Meets Formal Credit Market. Cambridge, MA: National Bureau of Economic Research, październik 2015. http://dx.doi.org/10.3386/w21683.

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