Discrete event simulation tool for analysis of qualitative models of continuous processing systems

An artificial intelligence design and qualitative modeling tool is disclosed for creating computer models and simulating continuous activities, functions, and/or behavior using developed discrete event techniques. Conveniently, the tool is organized in four modules: library design module, model construction module, simulation module, and experimentation and analysis. The library design module supports the building of library knowledge including component classes and elements pertinent to a particular domain of continuous activities, functions, and behavior being modeled. The continuous behavior is defined discretely with respect to invocation statements, effect statements, and time delays. The functionality of the components is defined in terms of variable cluster instances, independent processes, and modes, further defined in terms of mode transition processes and mode dependent processes. Model construction utilizes the hierarchy of libraries and connects them with appropriate relations. The simulation executes a specialized initialization routine and executes events in a manner that includes selective inherency of characteristics through a time and event schema until the event queue in the simulator is emptied. The experimentation and analysis module supports analysis through the generation of appropriate log files and graphics developments and includes the ability of log file comparisons

Training for and the Use of Technology and Assistive Technology in Special Education: A Survey in the State of Illinois

This study was designed to examine the training of special education teachers employed in public schools in Illinois regarding educational technology and their use of educational technology in the classroom. Surveys were sent to a randomly-selected sample of special education teachers from the school districts and a randomly selected sample of the special education teachers of half of all special education cooperatives in Illinois. All teacher training institutions in Illinois that provide coursework for special education certification were also surveyed. Analysis was performed on the data from schools and cooperatives because the return rates for these two groups were considered acceptable for reaching conclusions regarding the populations. Returns from Chicago and the teacher training institutions were not submitted for analysis because the return rates were not considered acceptable. Results of this study showed that responses from the two analyzed samples were generally similar. Both groups reported the highest percentages of computer use during student freetime and for drill and practice. These groups reported the lowest percentages of use of on-line connections and student-specific assistive technology devices. The reported number of respondents trained in the above areas corresponds with the state use in each area. Results showed that the highest percentages of training occurred in informal training settings. The study found that a majority of the respondents did not have students who had been assessed for the use of assistive devices. Concomitantly, a majority of the respondents\u27 students did not have the topic of assistive technology on their students\u27 IEPs. The teachers perceived the major barriers to providing technology in the classroom to be funding, training, administrative support, and support staff. Conclusions based on the results of this study strongly suggest that special education teachers in Illinois need more support and training in order to appropriately use technology with their students

Training for and the Use of Technology and Assistive Technology in Special Education: A Survey in the State of Illinois

This study was designed to examine the training of special education teachers employed in public schools in Illinois regarding educational technology and their use of educational technology in the classroom. Surveys were sent to a randomly-selected sample of special education teachers from the school districts and a randomly selected sample of the special education teachers of half of all special education cooperatives in Illinois. All teacher training institutions in Illinois that provide coursework for special education certification were also surveyed. Analysis was performed on the data from schools and cooperatives because the return rates for these two groups were considered acceptable for reaching conclusions regarding the populations. Returns from Chicago and the teacher training institutions were not submitted for analysis because the return rates were not considered acceptable. Results of this study showed that responses from the two analyzed samples were generally similar. Both groups reported the highest percentages of computer use during student freetime and for drill and practice. These groups reported the lowest percentages of use of on-line connections and student-specific assistive technology devices. The reported number of respondents trained in the above areas corresponds with the state use in each area. Results showed that the highest percentages of training occurred in informal training settings. The study found that a majority of the respondents did not have students who had been assessed for the use of assistive devices. Concomitantly, a majority of the respondents\u27 students did not have the topic of assistive technology on their students\u27 IEPs. The teachers perceived the major barriers to providing technology in the classroom to be funding, training, administrative support, and support staff. Conclusions based on the results of this study strongly suggest that special education teachers in Illinois need more support and training in order to appropriately use technology with their students

The Judgments

A collection of eight short stories titled The Judgments. The first seven stories take characters that have a clear weakness with regards to one of the seven deadly sins of gluttony, lust, greed, wrath, sloth, envy, or pride and play out the story of the choices they make based on who they believe they are and who they believe everyone else is in comparison. It becomes evident throughout the stories that one deadly sin will branch out into one or more of the others. The eighth and final story is one of redemption in which one man finally sees a reality other than the one he\u27s created inside of his own mind. This allows him to change and become a better person

Application of 'Optimised' Perturbation Theory to Determination of alpha_s(M_Z^2) from Hadronic Event Shape Observables in e+e- Annihilation

We have applied so-called `optimised' perturbation theory to resolve the renormalisation-scale (mu) ambiguity of exact O(alpha_s^2) QCD calculations of event shape observables in e+e- --> hadrons. We fitted the optimised predictions for 15 observables to hadronic Z0 decay data from the SLD experiment to determine alpha_s(M_Z^2). Comparing with results using the physical scale mu = M_Z we found no reduction in the scatter among alpha_s(M_Z^2) values from the 15 observables, implying that the O(alpha_s^2) predictions with optimised scales are numerically no closer to the exact all-orders results than those with the physical scale.Comment: 19 pages for text plus 4 pages for figures which were tar'ed, gzip'ed, uuencoded and put as one package. Original text is in PS format and original figures are in EPS forma

Overcoming challenges: Going mobile with your own video models.

This is the publisher's version, also found here: http://cec.metapress.com/content/xtv27p4270444543/?p=368d1858244d4b8d957b1ecaf7e99f37&pi=

A Precision Calculation of the Next-to-Leading Order Energy-Energy Correlation Function

The O(alpha_s^2) contribution to the Energy-Energy Correlation function (EEC) of e+e- -> hadrons is calculated to high precision and the results are shown to be larger than previously reported. The consistency with the leading logarithm approximation and the accurate cancellation of infrared singularities exhibited by the new calculation suggest that it is reliable. We offer evidence that the source of the disagreement with previous results lies in the regulation of double singularities.Comment: 6 pages, uuencoded LaTeX and one eps figure appended Complete paper as PostScript file (125 kB) available at: http://www.phys.washington.edu/~clay/eecpaper1/paper.htm

Probing quark gluon plasma with jets

We study multiple scatterings of jets on constituents of quark gluon plasma and introduce energy--energy correlations to quantify their effects. The effects from a longitudinally expanding plasma on medium as well as high energy jets are found to be significant at both RHIC and LHC energies. Because jets escape from the plasma long before the completion of mixed phase, these effects are free from complications of final state hadronic interactions and decays. These suggest that jets can be used to probe the plasma that might be created in future high energy heavy ion collisions.Comment: 15 pages, 6 figures in 5 ps files included, McGill/94-1

The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education

Bioinfo PublicationsDramatic increases in K—12 online education for all students, including those in traditionally underserved populations, necessi2 tate a reconceptualization in the way educators plan and implement instruction. In this article the authors examine the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational sys2 tem to one that makes use of both virtual and blended environ2 ments. The authors call for enhanced emphasis on instructional goals and design principles, rather than the capabilities of available technology. They conclude that educational leaders and researchers must play a role in three key areas: using technology to enhance the accessibility and usability of curricular materials to meet the needs of different types of learners, advancing the understanding and practices of in-service and pre-service teachers through preparation that focuses on online learning, and fostering collaboration between educational researchers and technology innovators and developers to build a research base that will inform K—12 online education