Mutual Dimension

We define the lower and upper mutual dimensions $mdim(x:y)$ and $Mdim(x:y)$ between any two points $x$ and $y$ in Euclidean space. Intuitively these are the lower and upper densities of the algorithmic information shared by $x$ and $y$. We show that these quantities satisfy the main desiderata for a satisfactory measure of mutual algorithmic information. Our main theorem, the data processing inequality for mutual dimension, says that, if $f:\mathbb{R}^m \rightarrow \mathbb{R}^n$ is computable and Lipschitz, then the inequalities $mdim(f(x):y) \leq mdim(x:y)$ and $Mdim(f(x):y) \leq Mdim(x:y)$ hold for all $x \in \mathbb{R}^m$ and $y \in \mathbb{R}^t$. We use this inequality and related inequalities that we prove in like fashion to establish conditions under which various classes of computable functions on Euclidean space preserve or otherwise transform mutual dimensions between points.Comment: This article is 29 pages and has been submitted to ACM Transactions on Computation Theory. A preliminary version of part of this material was reported at the 2013 Symposium on Theoretical Aspects of Computer Science in Kiel, German

Delivering knowledge in the field: A telecommunications service provision and maintenance case

This paper proposes a novel approach to providing knowledge management services in a business process wherein field engineers are the main process actors, providing and maintaining telecommunications services. Cooperating multi-agents play a central role for the provision of knowledge management services by integrating heterogeneous systems to collect related knowledge for the execution of mobile tasks. The proposed system is expected to increase both the performance of the mobile workforce and customer satisfaction by supporting and encouraging knowledge sharing

Electromagnetic interference aspects of integrating a UHF/VHF receiver onboard Mariner 5

Electromagnetic interference assessment in integration of Mariner 5 UHF/VHF receive

Production study of gadolinium-153

Production of gadolinium-153 for use in atmospheric density gages based on gamma backscatter measurement

Results of Millikan Library Forced Vibration Testing

This report documents an investigation into the dynamic properties of Millikan Library under forced excitation. On July 10, 2002, we performed frequency sweeps from 1 Hz to 9.7 Hz in both the East-West (E-W) and North-South (N-S) directions using a roof level vibration generator. Natural frequencies were identified at 1.14 Hz (E-W fundamental mode), 1.67 Hz (N-S fundamental mode), 2.38 Hz (Torsional fundamental mode), 4.93 Hz (1st E-Wovertone), 6.57 Hz (1st Torsional overtone), 7.22 Hz (1st N-S overtone), and at 7.83 Hz (2nd E-Wovertone). The damping was estimated at 2.28% for the fundamental E-W mode and 2.39% for the N-S fundamental mode. On August 28, 2002, a modal analysis of each natural frequency was performed using the dense instrumentation network located in the building. For both the E-W and N-S fundamental modes, we observe a nearly linear increase in displacement with height, except at the ground floor which appears to act as a hinge. We observed little basement movement for the E-W mode, while in the N-S mode 30% of the roof displacement was due to basement rocking and translation. Both the E-W and N-S fundamental modes are best modeled by the first mode of a theoretical bending beam. The higher modes are more complex and not well represented by a simple structural system

Fort Berthold Dam Site v. The Garrison Dam Site Statement of Fact and Law. Amended and Extended, 1947

Statement of Fact concerning the Fort Berthold site v. The Garrison Dam site presented by the Indian People of Fort Berthold Reservation, North Dakota that has been extended and amended. Headers include: Impending losses of Indian lands, Impending Danger Garrison Dam Site of Opinions of Army and Other Engineers for the inadequacy of the site foundation, Discussion, The unnecessity of Garrison Dam, The Alternate Offer of the Fort Berthold Dam site, The prohibition from Congrees for use of money to construct the dam, The War Department offer of Lieu Lands, Interior Department Declination of War Department Offer, Losses Sustained by Construction of Garrison Dam, Losses to North Dakota, Losses to the United States, Losses to the Indians of Fort Berthold Reservation, North Dakota, and The Remedy. See also: Fort Berthold Dam Site v. The Garrison Dam Site Statement of Fact and Law.https://commons.und.edu/langer-papers/1148/thumbnail.jp

Teacher Perceptions of the Impact of the North Carolina Teacher Evaluation Process on Teacher Effectiveness, Professional Growth, and Attitudes Toward Teaching

This study’s purpose was to examine teacher perceptions of the impact the North Carolina Teacher Evaluation Process (NCTEP) has on their professional growth, effectiveness, and attitudes toward teaching. Literature review reveals a longstanding interest in teacher evaluation for ensuring teacher quality and enhancing professional growth. Controversy exists in public and educational arenas as to how both purposes can be accomplished within a single evaluation system. North Carolina evaluation reforms have mirrored nationwide efforts to use teacher evaluation as a tool for improving teacher effectiveness. The incorporation of value-added measures (VAMs) into teachers’ summative ratings and implementation of the North Carolina Educator Evaluation System (NCEES) for online data collection were outcomes of North Carolina’s Race to the Top grant. In this study, teachers from a midsized school district in western North Carolina completed the Teacher Evaluation Profile (modified). This online survey identified correlations among key evaluation attributes and outcome ratings for overall quality of NCTEP, its impact on attitudes toward teaching, professional growth, and teacher effectiveness. Narrative responses were generated through survey comments and follow-up interviews. Findings from this study supported the conclusions that teacher perceptions of the impact of NCTEP on professional growth, teacher effectiveness, and attitudes toward teaching differed based on years of teaching experience and grade level taught at the time of the last evaluation. Teacher attributes did not show significant relationships to outcome ratings. Qualitative data indicated that teachers perceive that NCTEP does not include all aspects contributing to teacher performance. Teachers report that student factors such as motivation, attendance, behavior, and intellectual qualities should be taken into consideration in NCTEP