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Record Nr. |
UNINA9910812588003321 |
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Titolo |
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 |
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Pubbl/distr/stampa |
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Providence, Rhode Island : , : American Mathematical Society, , [2004] |
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©2004 |
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ISBN |
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0-8218-7939-1 |
0-8218-5684-7 |
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Descrizione fisica |
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1 online resource (234 p.) |
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Collana |
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Contemporary mathematics, , 0271-4132 ; ; 349 |
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Disciplina |
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Soggetti |
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Permutation groups |
Non-Abelian groups |
Quantum theory - Mathematics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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""Contents""; ""Preface""; ""Quantum algorithms in group theory""; ""1. Introduction""; ""2. The basics of quantum computing""; ""3. The Deutsch�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. |
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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"" |
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2. |
Record Nr. |
UNINA9910807724203321 |
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Autore |
Holland John <1948-> |
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Titolo |
Responding to loss and bereavement in schools : a training resrouce to assess, evaluate and improve the school response / / John Holland |
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Pubbl/distr/stampa |
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London, [England] ; ; Philadelphia, Pennsylvania : , : Jessica Kingsley Publishers, , 2016 |
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©2016 |
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ISBN |
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Descrizione fisica |
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1 online resource (154 p.) |
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Disciplina |
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Soggetti |
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Loss (Psychology) in children |
Bereavement in children |
Counseling |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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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 |
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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 |
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Sommario/riassunto |
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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. |
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