Computational and experimental group theory : AMS-ASL joint special session, interactions between logic, group theory, and computer science, January 15-16, 2003, Baltimore, Maryland / / Alexandre V. Borovik, Alexei G. Myasnikov, editors

• Record Nr.: UNINA9910812588003321
• Pubbl/distr/stampa: Providence, Rhode Island : , : American Mathematical Society, , [2004]; ©2004
• ISBN: 0-8218-7939-1; 0-8218-5684-7
• Descrizione fisica: 1 online resource (234 p.)
• Collana: Contemporary mathematics, , 0271-4132 ; ; 349
• Disciplina: 512/.21
• Soggetti: Permutation groups; Non-Abelian groups; Quantum theory - Mathematics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: ""Contents""; ""Preface""; ""Quantum algorithms in group theory""; ""1. Introduction""; ""2. The basics of quantum computing""; ""3. The Deutschâ€?Jozsa algorithm""; ""4. Shor's algorithm and factoring integers""; ""5. Grover's algorithm""; ""6. Watrous' algorithms for solvable groups""; ""References""; ""Genetic algorithms and equations in free groups and semigroups""; ""1. Introduction""; ""2. A genetic algorithm framework on the free group""; ""3. Choosing problems""; ""4. Traceback""; ""5. Coevolution""; ""6. The genus problem and equations in a free semigroup""; ""7. The algorithm for the genus problem""""8. Discussion""; ""9. One more case study: restricted conjugacy problem in free partially commutative groups""; ""References""; ""One variable equations in free groups via context free languages""; ""1. Introduction""; ""2. Results from Language Theory""; ""3. Proof of Theorem 1""; ""References""; ""Whitehead method and genetic algorithms""; ""1. Introduction""; ""2. Whitehead method""; ""3. Description of the genetic algorithm""; ""4. Experiments and results""; ""5. Time complexity of GWA""; ""6. ; Mathematical problems arising from the experiments""; ""References""""The structure of automorphic conjugacy in the free group of rank two""; ""1. The automorphism graph of F2""; ""2. Combinatorial groundwork""; ""3. The structure within levels""; ""4. Algorithmic applications""; ""5. Computational tools""; ""6. Conclusions and future work""; ""References""; ""Pattern recognition approaches to solving combinatorial problems in free groups""; ""1. Introduction""; ""2. General remarks on pattern recognition tasks""; ""3. Feature vectors""; ""4. Pattern recognition tools and models""; ""5. Recognizing Whitehead minimal words in free groups""; ""References""""Experimenting with primitive elements in F2""

Responding to loss and bereavement in schools : a training resrouce to assess, evaluate and improve the school response / / John Holland

• Record Nr.: UNINA9910807724203321
• Autore: Holland John <1948->
• Pubbl/distr/stampa: London, [England] ; ; Philadelphia, Pennsylvania : , : Jessica Kingsley Publishers, , 2016; ©2016
• ISBN: 1-78450-229-4
• Descrizione fisica: 1 online resource (154 p.)
• Disciplina: 155.9/37083
• Soggetti: Loss (Psychology) in children; Bereavement in children; Counseling
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Responding to Loss and Bereavement in Schools by John Holland; Introduction; Problems that can arise after loss; Religious and cultural issues; How to use Responding to Loss and Bereavement in Schools: Menu of suggested action; Introduction; Chapter 1 - The Role of the School; The importance of planning and policy; Potential roles in schools; The importance of information gathering and communication; The Key or Golden Moments; Evaluation; When disaster strikes; Chapter ; 2 - The Audit; The pre-training quiz; Pre-training quiz answers; Evaluation of the questionnaires; Chapter 3 - The Exercises; Training planTraining key; General loss-awareness exercises; Exercise 1 - What makes a subject taboo?; Exercise 2 - Why is death a difficult or taboo subject?; Exercise 3 - Where do children get their ideas about death?; Exercise 4 - What do children understand about death?; Exercise 5 - The goldfish test; Exercise 6 - Euphemisms; Exercise 7 - Technical and complex language; Exercise 8 - Experiences of death 1; Exercise 9 - Experiences of death 2; Exercise 10 - Engaging with children about death; Exercise 11 - Misleading children; Exercise 12 - Different losses that pupils could experience; The Initial Responses to a DeathExercise 13 - Responding to the family after a death 1; Exercise 14 - Responding to the family: the caller's perspective; Exercise 15 - Responding to the family after a death 2; Exercise 16 - A letter of condolence ; Exercise 17 - A telephone call of condolence; Exercise 18 - The initial meeting with the family; Exercise 19 - When you need outside support; Exercise 20 - Children attending funerals; Exercise 21 - Parents, children and funerals; Exercise 22 - Children attending the chapel of rest; Exercise 23 - Informing the school community; The Medium and Longer-Term Responses to a DeathExercise 24 - Barriers to interacting with bereaved pupils; Exercise 25 - The pupil's return to school; Exercise 26 - Support for bereaved pupils; Exercise 27 - The 'ripple effect' after a significant death or loss 1; Exercise 28 - The 'ripple effect' after a significant death or loss 2; Exercise 29 - Help in the medium to long term; Exercise 30 - Warning signs; Exercise 31 - Bereavement policy and procedure; Supporting Bereaved Pupils: A Summary; Useful Resources; Bibliography; Untitled; Blank Page
• Sommario/riassunto: A complete resource to provide the best possible response to pupil and staff bereavement and loss in schools. Includes guidance on communication and the importance of considered whole-school support, audit and assessment tools, as well as a full set of photocopiable exercises for in-school training.