Algorithms Seminar, 2001-2002

These seminar notes constitute the proceedings of a seminar devoted to the analysis of algorithms and related topics. The subjects covered include combinatorics, symbolic computation, asymptotic analysis, number theory, as well as the analysis of algorithms, data structures, and network protocols

Proceedings of the 26th International Symposium on Theoretical Aspects of Computer Science (STACS'09)

The Symposium on Theoretical Aspects of Computer Science (STACS) is held alternately in France and in Germany. The conference of February 26-28, 2009, held in Freiburg, is the 26th in this series. Previous meetings took place in Paris (1984), Saarbr¨ucken (1985), Orsay (1986), Passau (1987), Bordeaux (1988), Paderborn (1989), Rouen (1990), Hamburg (1991), Cachan (1992), W¨urzburg (1993), Caen (1994), M¨unchen (1995), Grenoble (1996), L¨ubeck (1997), Paris (1998), Trier (1999), Lille (2000), Dresden (2001), Antibes (2002), Berlin (2003), Montpellier (2004), Stuttgart (2005), Marseille (2006), Aachen (2007), and Bordeaux (2008). ..

Glossarium BITri 2016 : Interdisciplinary Elucidation of Concepts, Metaphors, Theories and Problems Concerning Information

222 p.Terms included in this glossary recap some of the main concepts, theories, problems and metaphors concerning INFORMATION in all spheres of knowledge. This is the first edition of an ambitious enterprise covering at its completion all relevant notions relating to INFORMATION in any scientific context. As such, this glossariumBITri is part of the broader project BITrum, which is committed to the mutual understanding of all disciplines devoted to information across fields of knowledge and practic

Interdisciplinary elucidation of concepts, metaphors, theories and problems concerning INFORMATION

Terms included in this glossary recap some of the main concepts, theories, problems and metaphors concerning INFORMATION in all spheres of knowledge. This is the first edition of an ambitious enterprise covering at its completion all relevant notions relating to INFORMATION in any scientific context. As such, this glossariumBITri is part of the broader project BITrum, which is committed to the mutual understanding of all disciplines devoted to information across fields of knowledge and practice. This glossary pretends to make explicit the conflicts and agreements among use and meaning of terms related to information phenomena. Information is approached from opposing paradigms and also from competing and cooperating disciplines. Both in science and in ordinary life, conceptual, ethical, technical and societal problems regard information in an essential way. This glossary does not endorse or presuppose any paradigm or any theory, but rather locates into a public, explicit and commonly understandable space some of the crucial assumptions dividing informational concepts, theories, problems and metaphors. Moreover, we purport to embrace all distinct paradigms with a critical and comprehensive attitude. The glossary is the result of an original methodology, which places any entrance under the responsibility of its editor. Authors possibly distinct from the editor contribute to different articles with texts, comments or discussions. Since authors come from many distinct fields of knowledge, each article should reflect many perspectival but rigorous approaches. The glossary is an open work: the number and contents of all its entrances are updated and submitted to revision by editors and authors. For this reason, this first edition is only a first step in the active development of this collaborative methodology. Any interested reader wishing to contribute, may contact the general editors. This glossary is most indebted to the enthusiasm and work of José María Díaz Nafría. The editorial team, authors and correctors thank the Universidad de León and Caja España for their support to this initiative

A complex systems approach to education in Switzerland

The insights gained from the study of complex systems in biological, social, and engineered systems enables us not only to observe and understand, but also to actively design systems which will be capable of successfully coping with complex and dynamically changing situations. The methods and mindset required for this approach have been applied to educational systems with their diverse levels of scale and complexity. Based on the general case made by Yaneer Bar-Yam, this paper applies the complex systems approach to the educational system in Switzerland. It confirms that the complex systems approach is valid. Indeed, many recommendations made for the general case have already been implemented in the Swiss education system. To address existing problems and difficulties, further steps are recommended. This paper contributes to the further establishment complex systems approach by shedding light on an area which concerns us all, which is a frequent topic of discussion and dispute among politicians and the public, where billions of dollars have been spent without achieving the desired results, and where it is difficult to directly derive consequences from actions taken. The analysis of the education system's different levels, their complexity and scale will clarify how such a dynamic system should be approached, and how it can be guided towards the desired performance