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Les réseaux de Petri et leurs extensions constituent un formalisme très connu pour la modélisation de la spécification des systèmes à évènements discrets temps réel. Pour ces systèmes, les exigences de vérification et de validation sont indispensables pour garantir leur bon fonctionnement car la moindre erreur peut entrainer des conséquences catastrophiques. Pour analyser le comportement du système, il est courant de construire le graphe d'états (ou espace d'états) qui énumère de façon exhaustive les différents états accessibles.Ce graphe permet de vérifier des propriétés génériques comme le caractère borné, l'accessibilité, la terminaison, la vivacité, l'absence de blocage, etc. Mais la construction de cet espace d'états est confrontée au problème d'explosion combinatoire du nombre d'états lié à la complexité et à la concurrence du système.L'une des alternatives pour contenir cette combinatoire est de conserver uniquement les ordres partiels entre les évènements. Le dépliage est une technique d'ordre partiel adaptée à la vérification, au diagnostic et à la planification. Cette thèse contribue à l'étude du dépliage des réseaux de Petri et, plus particulièrement,apporte une contribution au dépliage des réseaux de Petri avec des arcs de reset. De plus, le dépliage explicite les exécutions possibles du système qui sont, par définition, des processus. Il s'agit plus précisément des processus de branchement qui diffèrent des processus classiques. Ainsi, nous proposons une algèbre adaptée aux processus de branchement issus du dépliage des réseaux de Petri.
A survey of real-time systems and the programming languages used in their development. Shows how modern real-time programming techniques are used in a wide variety of applications, including robotics, factory automation, and control. A critical requirement for such systems is that the software must
"This volume covers the period from the end of the Neolithic era to the beginning of the seventh century of our era. This lengthy period includes the civilization of Ancient Egypt, the history of Nubia, Ethiopia, North Africa and the Sahara, as well as of the other regions of the continent and its islands."--Publisher's description
Museums display much more than artifacts; Museum Culture makes us on a tour through the complex of ideas, values and symbols that pervade and shape the practice of exhibiting today. Bringing together a broad range of perspectives from history, art history, critical theory and sociology, the contributors to this new collection argue that museums have become a central institution and metaphor in contemporary society. Discussing exhibition histories and practice in Western Europe, the former Soviet Union, Israel and the United States, the authors explore the ways in which museums assign meaning to art through various kinds of exhibitions and display strategies, examining the political implications of these strategies and the forms of knowledge they invoke and construct. The collection also discusses alternative exhibition forms, the involvement of some museums with the more spectacular practices of mass media culture, and looks at how museums construct their public.
This is the first book in the field of workplace discourse to examine the relationships among leadership, ethnicity, and language use. Taking a social constructionist approach to the ways in which leadership is enacted through discourse, Leadership, Discourse, and Ethnicity problematizes the concept of ethnicity and demonstrates the importance of context-particularly the community of practice-in determining what counts as relevant in the analysis of ethnicity. The authors analyse everyday workplace interactions supplemented by interview data to examine the ways in which workplace leaders use language to achieve their transactional and relational goals in contrasting "ethnicized" contexts, two of which are Maori and two European/Pakeha. Their analysis pays special attention to the roles of ethnic values, beliefs and orientations in talk.
The hardcover edition of volume 8 was published in 1994. This paperback edition is the eighth and final volume to be published in the UNESCO General History of Africa. Volume 8 examines the period from 1935 to the present, and details the role of African states in the Second World War and the rise of postwar Africa. This is one of the most important books in the entire series, and as such, it is an unabridged paperback.
The last two decades have seen a rapid increase in the production and consumption of video by both professionals and amateurs. The near ubiquity of devices with video cameras and the rise of sites like YouTube have lead to the growth and transformation of the practices of producing, circulating, and viewing video, whether it be in households, workplaces, or research laboratories. This volume builds a foundation for studies of activities based in and around video production and consumption. It contributes to the interdisciplinary field of visual methodology, investigating how video functions as a resource for a variety of actors and professions.
At the heart of dialogue-based teaching as described in this book, is a conviction that learning takes place when students' curiosity and creativity are engaged through conversation and practical-aesthetic activity. By exploring seven cases, Dysthe, Bernhardt and Esbjorn demonstrate how experienced museum educators challenge groups of children and youth to explore a variety of topics, exchange views, and develop new perspectives. The museum educators in this book strive to connect with children's everyday life-worlds, as well as to draw out the multivoicedness that is latent in every group. The authors use seven teaching sequences from different art museums to reveal what dialogue-based teaching looks like in practice. They show how art and design is a springboard to engage students in dialogue, not only about art itself, but about subjects such as history, society, sustainability and identity. These case descriptions illuminate the power and process of dialogue-based education in the art museum and generate insights about learning that are relevant to any museum or classroom setting - in all subjects and at all levels.
This Australian text is about children’s voices – their minds, feelings, souls. It’s about how children’s voices are liberated through the arts, and how children make and communicate meaning through still and moving images, sounds, textures, gestures and the use of many other signs. It is also about how teachers, parents, peers and the community influence children’s early development, and how quality arts education in early childhood is an essential component of lifelong learning. The authors are teachers and researchers who are respected for their contributions to early childhood arts education. All of them have addressed their topics via practical examples, which are embedded in current philosophies and theories, often stemming from original research and firsthand interactions with children.
Dialogue interpreting, which takes place in institutional settings such as legal proceedings, healthcare contexts, work meetings or media talk, has attracted increasing attention in translation, language and communication studies. Drawing on transcribed sequences of authentic talk, this volume raises questions about aspects of interpreting that have been taken for granted, challenging preconceived notions about differences between professional and non-professional interpreting and pointing in new directions for future research. Collecting contributions from major scholars in the field of dialogue interpreting and interaction studies, the volume offers new insights into the relationship between interpreting and mediating. It addresses a wide readership, including students and scholars in translation and interpreting studies, mediation and negotiation studies, linguistics, sociology, communication studies, conversation analysis, discourse analysis.