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Conceptual modeling represents a recent approach to creating knowledge. It has emerged in response to the computer revolution, which started in the middle of the 20th century.
Computers, in the meantime, have become a major knowledge media. Conceptual modeling provides an answer to the difficulties experienced throughout the development of computer applications and aims at creating effective, reasonably priced, and sharable knowledge about using computers in business. Moreover, it has become evident that conceptual modeling has the potential to exceed the boundaries of business and computer usage.
This state-of-the-art survey originates from the International Seminar on the Evolution of Conceptual Modeling, held in Dagstuhl Castle, Germany, in April 2008. The major objective of this seminar was to look into conceptual modeling from a historical perspective with a view towards the future of conceptual modeling and to achieve a better understanding of conceptual modeling issues in several different domains of discourse, going beyond individual (modeling) projects.
The book contains 14 chapters. These were carefully selected during two rounds of reviewing and improvement from 26 presentations at the seminar and are preceded by a detailed preface providing general insights into the field of conceptual modeling that are not necessarily discussed in any of the chapters but nevertheless aid in conceptualizing the inner structure and coherence of the field. The chapters are grouped into the following three thematic sections: the evolution of conceptual modeling techniques; the extension of conceptual modeling to a service-oriented, peer-to-peer, or Web context; and new directions for conceptual modeling.
This piece of work began life as a doctoral thesis written at the University of Texas between 1976 and 1978. Now after a year in Dublin it is to become a book. Of the many people in the Department of Linguistics at Texas who shaped my interests and who helped me through the writing of the thesis, I must single out Lee Baker, Lauri Karttunen, Bill Ladusaw, Sue Schmerling and Stanley Peters for special gratitude. All of them have provided specific suggestions which have improved this work, but perhaps more .importantly they provided a uniquely stimulating and harmonious environment in which to work, and a demanding set of professional standards to live up to. To Ken Hale lowe a particular debt of gratitude - for two years of encour- agement and suggestions, and particularly for a set of detailed comments on an earlier version of the book which led to many changes for the better. I also thank my friends Per-Kristian Halvorsen and Elisabet Engdahl, both of whom took the trouble to provide me with detailed criticisms and comments. In Dublin I am grateful to the School of Celtic Studies of the Institute for Advanced Studies for giving me the opportunity of teaching a seminar on many of the topics covered in the book and of exposing the material to people whose knowledge of the language is unequalled. Donal 6 Baoill and Liam Breatnach have been particularly helpful.
Many people are convinced that Sustainable Development and Mathematics are completely unrelated. Sustainable Development, in its role of a value laden imperative for polluting and over-consuming societies, seems to be totally unconnected to mathematical reasoning and ignorant of the values behind its symbols. Still, they are not only connected: they need each other. Mathematics needs Sustainable Development. When science was gradually reinvented in European medieval societies, it was legitimised as contributing to the disclosure of God s divine creation. The conflicts that emerged became well known as a result of the clash between Galileo and the Church. Science found a new legitimacy through recognition that it was a powerful force against superstition. In the Enlightenment the argument was pushed forward by attributing Progress to the advancement of science: science could produce a better world by promoting rationality. In our modern society, science has become intimately linked to technology. Science for its own sake unfortunately rarely has positive outcomes in terms of research grant applications. Meanwhile, science and technology, and the progress they are supposed to produce, meet with wide scale scepticism. We all know of the current global problems: climate change, resource depletion, a thinning ozone layer, space debris, declining biodiversity, malnutrition, dying ecosystems, global inequity, and the risk of unprecedented nuclear wars. Science has to engage with these problems or lose its legitimacy."
A charming, funny adventure with the irrepressible mischief-maker Vitello Vitello sets out to make a million pounds with the help of his friends Max and Harry, and the little squirt William. But what are the four businessmen going to sell? And does Vitello have a nose for business or just for trouble? Vitello lives in a terraced house by a ring road with his mum, where the traffic is noisy and his friends are annoying. He's had other adventures and been in other scrapes too. Kim Fupz Aakeson is known for his quirky, honest, humorous, and wonderful picture books and biting young adult fiction. He has written more than 80 books for children and adults and won numerous awards. He is also known for being a prolific screenwriter.
Written by a professor with extensive teaching experience, System Dynamics and Control with Bond Graph Modeling treats system dynamics from a bond graph perspective. Using an approach that combines bond graph concepts and traditional approaches, the author presents an integrated approach to system dynamics and automatic controls.
The textbook guides students from the process of modeling using bond graphs, through dynamic systems analysis in the time and frequency domains, to classical and state-space controller design methods. Each chapter contains worked examples, review exercises, problems that assess students' grasp of concepts, and open-ended "challenges" that bring in real-world engineering practices. It also includes innovative vodcasts and animated examples, to motivate student learners and introduce new learning technologies.
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