Key problems in the extension of module-behaviour duality

AbstractThe duality for linear constant coefficient partial differential equations between behaviours and finitely generated modules over the operator ring is a very powerful tool linking equation structure to dynamic behaviour. This duality is critically dependent on the choice of signal space. In this paper we discuss two key algebraic problems which form an obstacle to the extension of this theory to general signal spaces. The first of these is the so-called Willems closure problem, which limits the ability of system equations to directly describe the system. The second is the elimination problem, the general solution of which depends upon an algebraic property (injectivity) of the signal space. We demonstrate the importance of these problems in the module-behaviour framework, and some of the useful consequences of a full or partial solution. The issues here are of particular relevance to the extension of the current duality theory for behaviours defined by linear partial differential equations from the case of constant to non-constant coefficients

The Development of the CMS Zero Degree Calorimeters to Derive the Centrality of AA Collisions

The centrality of PbPb collisions is derived using correlations from the zero degree calorimeter (ZDC) signal and pixel multiplicity at the Compact Muon Solenoid (CMS) Experiment using data from the heavy ion run in 2010. The method to derive the centrality takes the two-dimensional correlation between the ZDC and pixels and linearizes it for sorting events. The initial method for deriving the centrality at CMS uses the energy deposit in the HF detector, and it is compared to the centrality derived by the correlations in ZDC and pixel multiplicity. This comparison highlights the similarities between the results of both methods in central collisions, as expected, and deviations in the results in peripheral collisions. The ZDC signals in peripheral collisions are selected by low pixel multiplicity to obtain a ZDC neutron spectrum, which is used to effectively gain match both sides of the ZDC

Recalibrating the Federal Government\u27s Authority to Regulate Intrastate Endangered Species After SWANCC

The federal government has spent the last thirty years regulating activities that affect endangered species regardless of the species\u27 impact on interstate commerce. The federal government used the Commerce Clause to justify such a wide range of activities there seemed to be no limit to the federal government power to intervene on behalf of endangered species. This scheme changed radically with the Supreme Court\u27s decision in Solid Waste Agency of Northern Cook County v. United States Army Corps of Engineers. The holding implied that federal regulation of isolated, intrastate ponds unconstitutional. This article outlines the framework that produced the SWANCC decision. The structure is based on the Endangered Species Act and its earlier judicial treatment. Once the foundation is laid, the article begins to consider the effects of the SWANCC decision and its treatment of the Commerce Clause. These discussions provide the basis for the proposal of an intrastate species test by the author. The test narrowly defines intrastate species and bans federal regulation based on such species

The Gold in the Hill

The Gold in the Hill is a historical fiction novel for juveniles, written to entertain, inform, and change attitudes. The setting is Minnesota in the wake of the Dakota Conflict. The principal characters are David Hughes, a mixed-blood boy, and Good Singer, a Dakota boy. Through the eyes of these two 14-year-olds, young readers should understand the clash of cultures that killed more than 500 whites and caused the death or exile of nearly every Dakota. David and Good Singer meet in the Dakota refugee camp below Fort Snelling in the fall of 1862. They develop a relationship based on mutual need. David seeks friendship, escape and adventure. Good Singer realizes his family\u27s survival may depend upon David\u27s help. The story climaxes with a nighttime journey to Scott County, where Good Singer and David dig for buried gold coins. The Gold in the Hill should inform adolescent readers. The setting includes political and natural geographic features, as well as Minnesota flora and fauna. Through Good Singer young readers learn about Dakota language and culture. Saloon owner Abram Felsenthal tells of a pogrom in Prussia and a financial panic in St. Paul. Catherine Hughes\u27 point of view presages the 20th century concept of cultural relativity. Anti-Indian attitudes are Minnesota\u27s most pervasive race-relations problem. Young readers should be repelled by the ethnocentrism, racism and cultural oppression evident throughout the novel. The Gold in the Hill is intended to help young readers appreciate all cultures, past and present, particularly that of the Santee Dakota

DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN

Thesis (PhD) - Indiana University, School of Education, 2007This nine-year ethnographic study describes how three children, Emily, Tristan, and Simon learned, used and understood literacies over time, across sites and within specific discourses. In documenting the literacies of these children, I have gained insight into the processes by which they became literate as well as how each of these children scaffold their own learning by using multiple literacies and sign systems. Emily, Tristan and Simon helped me to see literacies as complex in their conception and use and that all sign systems (e.g. art, dance, language, maths, sports, videogaming, etc.) operate using common semiotic principles. Sign systems as literacies are multimodal, meaning-focused and motivated; they involve specific social and cultural practices which differ depending on site and community. During every literate act the children in this study made extensive use of the semantic, sensory, syntactic and pragmatic cuing systems to make meaning, regardless of the literacies used. Emily, Tristan and Simon taught me that we need to see children as literate, as symbol users, and meaning-makers from birth. In order to support literacies learning we need to begin by recognizing and supporting the literacies learning process that is already in place