Fast Calculation Methods in Collective Dynamical Models of Beam/Plasma Physics

We consider an application of modification of our variational-wavelet approach to some nonlinear collective model of beam/plasma physics: Vlasov/Boltzmann-like reduction from general BBGKY hierachy related to modeling of propagation of intense charged particle beams in high-intensity accelerators and transport systems. We use fast convergent multiscale variational-wavelet representations for solutions which allow to consider polynomial and rational type of nonlinearities. The solutions are represented via the multiscale decomposition in nonlinear high-localized eigenmodes (waveletons). In contrast with different approaches we do not use perturbation technique or linearization procedures.Comment: 4 pages, 2 figures, JAC2001.cls, presented at European Particle Accelerator Conference (EPAC02), Paris, June 3-7, 2002; changed from A4 to US format for correct printin

Employing Classifying Terms for Testing Model Transformations

This contribution proposes a new technique for developing test cases for UML and OCL models. The technique is based on an approach that automatically constructs object models for class models enriched by OCL constraints. By guiding the construction process through so-called classifying terms, the built test cases in form of object models are classified into equivalence classes. A classifying term can be an arbitrary OCL term on the class model that calculates for an object model a characteristic value. From each equivalence class of object models with identical characteristic values one representative is chosen. The constructed test cases behave significantly different with regard to the selected classifying term. By building few diverse object models, properties of the UML and OCL model can be explored effectively. The technique is applied for automatically constructing relevant source model test cases for model transformations between a source and target metamodel.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis

Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017). These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions. The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses. Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process

Images and Models of Thought

One really extraordinary ability of the mind is its capacity to match objects and form plausible hypotheses from just a few elements that we see through our eyes. We recognize a feather even if it is mostly covered by a book sitting on top of it. Even if we cannot see the whole shape, we recognize it as pertaining to a category, a set of objects called “feathers”. If by imagination we mean the ability to represent things for ourselves that are not present in the act of sensing, we should realize that the hypothesis of the feather is an imaginative construction of the mind, a mental representation, a model referred to by the sensory input

Hourly resolution forward curves for power: statistical modeling meets market fundamentals

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