Elementary Cause Effect Structures

This book presents a new algebraic system whose interpretation coincides with the behaviour of Petri nets, enhanced with an inhibitory mechanism and four time models. Its goal is to provide a formal means of modelling dynamic tasks, and of testing and verifying properties, in contexts characterised by the parallel execution of actions. However, the task description differs from that of Petri nets. The algebra is a quasi-semiring, “quasi” because of its somewhat restricted distributivity axiom. Expressions of this algebra, the cause–effect structures, have a graphic presentation as nets, but with one kind of named nodes, each annotated by two expressions that specify the type of signal reception from predecessors and transmission to successors. Many structural and behavioural properties are stated with proofs, and illustrative sample tasks are included. The book is intended for all those interested or involved in parallel and distributed computing – students, researchers and practitioners alike.

This book focuses on numerous examples of tasks represented by c-e structure. Cause–effect (c-e) structures are dynamic objects devised for algebraic and graphic description of realistic tasks. They constitute a formal system providing means to specify or implement (depending on degree of description generality) the tasks. They can be transformed, thus come under simplification, in accordance with rules-axioms of their algebra. Also, their properties can be inferred from the axioms. One objective of this book is presentation, by many realistic examples, of computing capability of c-e structures, without entering into mathematical details of their algebra. In particular, how computing with natural numbers and in propositional calculus can be performed by c-e structures and how to specify behavior of data structures. But also demonstration of many other tasks taken from the area of parallel processing, specified as c-e structures. Another objective is modelling or simulation by means of c-e structures, of other descriptive systems, devised for tasks from various fields. Also without formalizing by usage of functions between the systems. This concerns formalisms such as reaction systems, rough sets, Petri nets and CSP-like languages. Also on such, where temporal interdependence between actions matters. The presentation of examples is prevalently graphic, in the form of peculiar nets, but accompanied by their algebraic and set-theoretic expressions. A fairly complete exposition of concepts and properties of the algebra of cause-effect structures is in the previous book appeared in the Lecture Notes in Networks and Systems series. But basic notions of c-e structures are here provided for understanding the examples.

SeeMore about volcanoes - from powerful explosions to flowing rivers of hot, fiery lava - in this book from award-winning science author Seymour Simon. With fascinating facts and amazing images, Simon presents an irresistible invitation to growing readers to question, explore and discover the exciting world around them.

This book focuses on numerous examples of tasks represented by c-e structure. Cause–effect (c-e) structures are dynamic objects devised for algebraic and graphic description of realistic tasks. They constitute a formal system providing means to specify or implement (depending on degree of description generality) the tasks. They can be transformed, thus come under simplification, in accordance with rules-axioms of their algebra. Also, their properties can be inferred from the axioms. One objective of this book is presentation, by many realistic examples, of computing capability of c-e structures, without entering into mathematical details of their algebra. In particular, how computing with natural numbers and in propositional calculus can be performed by c-e structures and how to specify behavior of data structures. But also demonstration of many other tasks taken from the area of parallel processing, specified as c-e structures. Another objective is modelling or simulation by means of c-e structures, of other descriptive systems, devised for tasks from various fields. Also without formalizing by usage of functions between the systems. This concerns formalisms such as reaction systems, rough sets, Petri nets and CSP-like languages. Also on such, where temporal interdependence between actions matters. The presentation of examples is prevalently graphic, in the form of peculiar nets, but accompanied by their algebraic and set-theoretic expressions. A fairly complete exposition of concepts and properties of the algebra of cause-effect structures is in the previous book appeared in the Lecture Notes in Networks and Systems series. But basic notions of c-e structures are here provided for understanding the examples.

Published by Teachers & Writers Collaborative in association with The Library of America, The T&W Guide to Classic American Literature is an anthology of essays that provides rich and diverse approaches and insights to writers and teachers of writing at all levels. These include introducing third graders to Gertrude Stein, teaching Emily Dickinson's poetry to prisoners, and using the model of Henry David Thoreau's journals in the college classroom. The other authors discussed in this book are James Baldwin, Elizabeth Bishop, Raymond Chandler, Stephen Crane, Frederick Douglass, Nathaniel Hawthorne, Zora Neale Hurston, Henry James, Herman Melville, Eugene O'Neill, Lorine Niedecker, Edgar Allan Poe, Anne Porter, Wallace Stevens, Jean Toomer, Mark Twain, Walt Whitman, and William Carlos Williams. The T&W Guide to Classic American Literature also includes a useful bibliography and essay on using World War II journalism to inspire imaginative writing. The distinguished contributors to this volume are veteran teachers of imaginative writing from across the country. The T&W Guide to Classic American Literature is an inspiring collection for teachers American literature and imaginative writing. It is also a fascinating read for anyone passionate about teaching, literature, or creative writing.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

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When he was a student struggling to concentrate on dreadfully boring passages of standardized reading tests, Charles Fuhrken remembers thinking to himself, 'Who writes this stuff?' He had no idea that one day it would be him. ' Fuhrken has spent years working as a writer for several major testing companies, and he believes that what he's learned about testing could be very usefuleven liberatingfor teachers interested in teaching effective reading strategies as well as preparing students for reading tests. In What Every Elementary Teacher Needs to Know About Reading Tests (From Someone Who Has Written Them), Fuhrken' takes the mystery out of reading tests. He explains how reading tests are created, how standards are interpreted and assessed, and how students can apply their knowledge of reading to standardized tests.' ' What Every Elementary Teacher Needs to Know About Reading Tests sets the record straight about the myths and realities of tests and offers extensive, practical strategies that help students perform well on test day. This ready to use, easy to understand resource provides a wealth of information about reading tests, including high-quality preparation materials; samples of the most frequently assessed reading standards; and more than thirty engaging, core-reading activities. ' Tests require a special kind of savvy, a kind of critical thinking and knowledge-application that is not always a part of classroom reading experiences. That's why teachers need to provide students with sound, specific information about reading tests. Only then can students feel prepared and confident on test day. '