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[null,"1.","Record Nr.",null,"UNINA9910349284603321"]
[null,null,"Autore",null,"Sanders Peter"]
[null,null,"Titolo",null,"Sequential and Parallel Algorithms and Data Structures : The Basic Toolbox / / by Peter Sanders, Kurt Mehlhorn, Martin Dietzfelbinger, Roman Dementiev"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019"]
[null,null,"ISBN",null,"3-030-25209-4"]
[null,null,"Edizione",null,"[1st ed. 2019.]"]
[null,null,"Descrizione fisica",null,"1 online resource (XV, 509 p.)"]
[null,null,"Disciplina",null,"518.1"]
[null,null,"Soggetti",null,"Algorithms"]
[{"$nulls":4},"Microprocessors"]
[{"$nulls":4},"Data structures (Computer science)"]
[{"$nulls":4},"Engineering—Data processing"]
[{"$nulls":4},"Algorithm Analysis and Problem Complexity"]
[{"$nulls":4},"Processor Architectures"]
[{"$nulls":4},"Data Structures and Information Theory"]
[{"$nulls":4},"Data Engineering"]
[{"$nulls":4},"Mathematics of Algorithmic Complexity"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Appetizer: Integer Arithmetic -- Introduction -- Representing Sequences by Arrays and Linked Lists -- Hash Tables and Associative Arrays -- Sorting and Selection -- Priority Queues -- Sorted Sequences -- Graph Representation -- Graph Traversal -- Shortest Paths -- Minimum Spanning Trees -- Generic Approaches to Optimization -- Collective Communication and Computation -- Load Balancing -- App. A, Mathematical Background -- App. B, Computer Architecture Aspects -- App. C, Support for Parallelism in C++ -- App. D, The Message Passing Interface (MPI) -- App. E, List of Commercial Products, Trademarks and Licenses."]
[null,null,null,"Sommario/riassunto","This textbook is a concise introduction to the basic toolbox of structures that allow efficient organization and retrieval of data, key algorithms for problems on graphs, and generic techniques for modeling, understanding, and solving algorithmic problems. The authors aim for a balance between simplicity and efficiency, between theory and practice, and between classical results and the forefront of "]
[{"$nulls":4},"research. Individual chapters cover arrays and linked lists, hash tables and associative arrays, sorting and selection, priority queues, sorted sequences, graph representation, graph traversal, shortest paths, minimum spanning trees, optimization, collective communication and computation, and load balancing. The authors also discuss important issues such as algorithm engineering, memory hierarchies, algorithm libraries, and certifying algorithms. Moving beyond the sequential algorithms and data structures of the earlier related title, this book takes into account the paradigm shift towards the parallel processing required to solve modern performance-critical applications and how this impacts on the teaching of algorithms. The book is suitable for undergraduate and graduate students and professionals familiar with programming and basic mathematical language. Most chapters have the same basic structure: the authors discuss a problem as it occurs in a real-life situation, they illustrate the most important applications, and then they introduce simple solutions as informally as possible and as formally as necessary so the reader really understands the issues at hand. As they move to more advanced and optional issues, their approach gradually leads to a more mathematical treatment, including theorems and proofs. The book includes many examples, pictures, informal explanations, and exercises, and the implementation notes introduce clean, efficient implementations in languages such as C++ and Java."]
[null,"2.","Record Nr.",null,"UNINA9910971092903321"]
[null,null,"Titolo",null,"Indigenous Education : A Learning Journey for Teachers, Schools and Communities / / edited by Nina Burridge, Frances Whalan, Karen Vaughan"]
[null,null,"Pubbl/distr/stampa",null,"Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2012"]
[null,null,"ISBN",null,"9789460918872"]
[{"$nulls":4},"9460918875"]
[{"$nulls":4},"9789460918889"]
[{"$nulls":4},"9460918883"]
[null,null,"Edizione",null,"[1st ed. 2012.]"]
[null,null,"Descrizione fisica",null,"1 online resource (166 p.)"]
[null,null,"Collana",null,"Transgressions, Cultural Studies and Education , , 2214-9740 ; ; 86"]
[null,null,"Disciplina",null,"370"]
[null,null,"Soggetti",null,"Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Preliminary Material / Nina Burridge , Frances Whalan and Karen Vaughan -- Aboriginal Education Policy Contexts and Learning Pathways / Nina Burridge , Frances Whalan and Karen Vaughan -- An Historical Overview of Aboriginal Education Policies in the Australian Context / Nina Burridge and Andrew Chodkiewicz -- Action Learning Based Professional Development / Frances Whalan and Kerin Wood -- A Study of Action Learning and Aboriginal Cultural Education / Nina Burridge , Andrew Chodkiewicz and Frances Whalan -- Coral Secondary School / Stacey Quince -- Magenta Secondary School / Nina Burridge and Christine Evans -- Carmine School / Nina Burridge and Christine Evans -- Indigo Primary School / Christine Evans and Geoffrey Riordan -- Teal Primary School / Peter Aubusson and Karen Vaughan -- Crimson Primary School / Suzanne Kenney and Karen Vaughan -- Maroon Primary School / Karen Vaughan , Peter Aubusson and Heather Edwards -- The Journey Continues / Nina Burridge and Andrew Chodkiewicz -- Appendix / Nina Burridge , Frances Whalan and Karen Vaughan -- Author Biographies / Nina Burridge , Frances Whalan and Karen Vaughan."]
[null,null,null,"Sommario/riassunto","Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects "]
[{"$nulls":4},"aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners andmembers of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities."]