Charlie's the kind of boy that no one notices. Hell, his own mother can't remember his name. So when a mysterious clockwork man tries to kill him in modern day Philadelphia, and they tumble through a hole into 1725 London, Charlie realizes even the laws of time don't take him seriously. Still, this isn't all bad. Who needs school when you can learn about history first hand, like from Ben Franklin himself. And there's this girl... Yvaine... another time traveler. All good. Except for the rules: boys only travel into the past and girls only into the future. And the baggage: Yvaine's got a baby boy and more than her share of ex-boyfriends. Still, even if they screw up history - like accidentally let the founding father be killed - they can just time travel and fix it, right? But the future they return to is nothing like Charlie remembers. To set things right, he and his scrappy new girlfriend will have to race across the centuries, battling murderous machines from the future, jealous lovers, reluctant parents, and time itself.
An ominous vision and the discovery of a gruesome corpse lead Sarah Engelmann into a terrifying encounter with the supernatural in 1913 Salem, Massachusetts. With help from Alex, an attractive Greek immigrant, Sarah sets out to track the evil to its source, never guessing that she will take on a conspiracy involving not only a 900-year vampire, but also a demon-loving Puritan warlock, disgruntled Egyptian gods, and an immortal sorcerer, all on a quest to recover the holy trumpet of the Archangel Gabriel. Relying on the wisdom of an elderly vampire hunter, Sarah's rabbi father, and her own disturbing visions, Sarah must fight a millennia-old battle between unspeakable forces, where the ultimate prize might be herself.
This book includes a selection of the best contributions to the Forum on Specification and Design Languages held in 2005 (FDL'05). It provides detailed insights into recent works dealing with a large spectrum of issues in system-on-chip design. All the chapters have been carefully revised and extended to offer up-to-date information. They also provide seeds for further researches and developments in the field of heterogeneous systems-on-chip design.
This book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers.
Now in a revised and expanded fifth edition that reflects current research and best practices in direct assessment and intervention, this text addresses a perennial need for school practitioners and practitioners in training. Presented is a comprehensive, problem-solving-based approach for working with K–12 students who are struggling with reading, writing, or mathematics. The book provides a framework for evaluating the instructional environment as well as each student's context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students. *Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions. *Updated and expanded coverage of key topics--universal screening; progress monitoring; intensive, individualized academic skills interventions; and more. See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format.
The CSP approach has been widely used in the specification, analysis and verification of concurrent and real-time systems, and for understanding the particular issues that can arise when concurrency is present. It provides a language which enables specifications and designs to be clearly expressed and understood, together with a supporting theory which allows them to be analyzed and shown to be correct. This book supports advanced level courses on concurrency covering timed and untimed CSP. The first half introduces the language of CSP, the primary semantic models (traces, failures, divergences and infinite traces), and their use in the modelling, analysis and verification of concurrent systems. The second half of the book introduces time into the language, brings in the timed semantic model (timed failures) and finally presents the theory of timewise refinement which links the two halves together. Accompanying website: http://www.cs.rhbnc.ac.uk/books/concurrency Containing the following: -Exercises and solutions -Instructors resources - Example CSP programs to run on FDR and ProBe -Links to useful sites Partial Contents: Part I: The Language of CSP; Sequential Processes; Concurrency; Abstraction and Control Flow; Part II: Analyzing Processes; Traces; Specification and Verification with Traces; Stable Failures; Specification and Verification with Failures; Failures, Divergences, and Infinite Traces; Part III: Introducing Time; The Timed Language; Timed transition systems; Part IV: Timed Analysis; Semantics of Timed CSP; Timed Specification and Verification; Timewise Refinement; Appendix A: Event-based Time; A.1 Standard CSP and $tock$; A.2 Translating from Timed CSP; A.3 Notes; Appendix B: Model-checking with FDR; B.1 Interacting with FDR; B.2 How FDR Checks Refinement; B.3 Machine readable CSP; Index of Processes.
Illustrated with real-life manufacturing examples, Formal Methods in Manufacturing provides state-of-the-art solutions to common problems in manufacturing systems. Assuming some knowledge of discrete event systems theory, the book first delivers a detailed introduction to the most important formalisms used for the modeling, analysis, and control of manufacturing systems (including Petri nets, automata, and max-plus algebra), explaining the advantages of each formal method. It then employs the different formalisms to solve specific problems taken from today’s industrial world, such as modeling and simulation, supervisory control (including deadlock prevention) in a distributed and/or decentralized environment, performance evaluation (including scheduling and optimization), fault diagnosis and diagnosability analysis, and reconfiguration. Containing chapters written by leading experts in their respective fields, Formal Methods in Manufacturing helps researchers and application engineers handle fundamental principles and deal with typical quality goals in the design and operation of manufacturing systems.
This volume constitutes the proceedings of the Fifth International Conference on Concurrency Theory, CONCUR '94, held at Uppsala, Sweden in August 1994. In total, 29 refereed research papers selected from 108 submissions for the conference are presented together with full papers or abstracts of the 5 invited talks by prominent speakers. The book contains recent results on all relevant aspects of concurrency research and thus competently documents the progress of the field since the predecessor conference CONCUR '93, the proceedings of which are published as LNCS 715.
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
Intheworldweliveinconcurrencyisthenorm.Forexample,thehumanbody isamassivelyconcurrentsystem,comprisingahugenumberofcells,allsim- taneously evolving and independently engaging in their individual biological processing.Inaddition,inthebiologicalworld,trulysequentialsystemsrarely arise. However, they are more common when manmade artefacts are cons- ered. In particular, computer systems are often developed from a sequential perspective. Why is this? The simple reason is that it is easier for us to think about sequential, rather than concurrent, systems. Thus, we use sequentiality as a device to simplify the design process. However, the need for increasingly powerful, ?exible and usable computer systems mitigates against simplifying sequentiality assumptions. A good - ample of this is the all-powerful position held by the Internet, which is highly concurrent at many di?erent levels of decomposition. Thus, the modern c- puter scientist (and indeed the modern scientist in general) is forced to think aboutconcurrentsystemsandthesubtleandintricatebehaviourthatemerges from the interaction of simultaneously evolving components. Over a period of 25 years, or so, the ?eld of concurrency theory has been involved in the development of a set of mathematical techniques that can help system developers to think about and build concurrent systems. These theories are the subject matter of this book.
