The rules have changed for job seekers. Online profiles, content, posts and social media engagement are becoming more important than the resume. Learn how to craft a memorable personal branding statement and engaging content that separates you from the crowd.
This document discusses the use of knowledge technologies for 3D cultural heritage content. It argues that existing cultural heritage systems focus on presenting unified datasets and semantic search, but do not leverage semantics within 3D content itself. An example of a semantic distributed system aims to semantically integrate 3D objects, images, sounds and text to provide contextualized heritage information. Knowledge technologies for 3D cultural heritage exist but are still emerging across different disciplines. The document raises questions about how systems can evolve to support 3D modeling, how operators and users can access and compare 3D content, and how tools can share information through the digital lifecycle of 3D cultural heritage objects.
The rules have changed for job seekers. Online profiles, content, posts and social media engagement are becoming more important than the resume. Learn how to craft a memorable personal branding statement and engaging content that separates you from the crowd.
This document discusses the use of knowledge technologies for 3D cultural heritage content. It argues that existing cultural heritage systems focus on presenting unified datasets and semantic search, but do not leverage semantics within 3D content itself. An example of a semantic distributed system aims to semantically integrate 3D objects, images, sounds and text to provide contextualized heritage information. Knowledge technologies for 3D cultural heritage exist but are still emerging across different disciplines. The document raises questions about how systems can evolve to support 3D modeling, how operators and users can access and compare 3D content, and how tools can share information through the digital lifecycle of 3D cultural heritage objects.
Parallel iterative solution of the hermite collocation equations on gpusManolis Vavalis
This document describes research on solving elliptic boundary value problems using a Hermite collocation method. A parallel algorithm was developed using the Schur complement method and BiCGSTAB iterative solver on shared memory architectures with GPUs. Testing on an HP server with Tesla GPUs showed up to 30% acceleration compared to a serial CPU implementation. Future work involves designing an efficient parallel Schur complement algorithm for distributed memory systems with GPUs.
Optimization techniques for a model problem of saltwater intrusion in coastal...Manolis Vavalis
This document summarizes optimization techniques for managing saltwater intrusion in coastal aquifers. It begins with an introduction to the problem of saltwater intrusion caused by pumping fresh water from coastal aquifers. It then presents the mathematical model and equations used to describe water flow. Three types of coastal aquifers are described along with analytical solutions. An optimization algorithm called ALOPEX is introduced for determining optimal well placement and pumping rates. Numerical simulations are shown applying ALOPEX to sample aquifers with 2 and 5 wells. Sensitivity analysis is also presented by varying pumping rates, recharge rates, and ambient water discharge.
Automatic generation of platform architectures using open cl and fpga roadmapManolis Vavalis
This document discusses using OpenCL to automatically generate platform architectures for FPGAs. It introduces FPGAs and their architecture, then discusses how OpenCL can be used as a hardware description language. The Silicon OpenCL (SOpenCL) tool flow is presented, which takes an unmodified OpenCL application and converts it into an FPGA system design with hardware and software components. Key steps in SOpenCL include code transformations, granularity management, and architectural synthesis to generate customized FPGA accelerators from OpenCL kernels. Monte Carlo simulations are provided as an example of an application that could exploit multiple levels of parallelism on FPGAs using this approach.
This document contains notes from a lecture on web technologies. It discusses procedural items like asking some students to speak after class and notifying about assignment grades and deadlines. It also covers technical topics around installing LAMP and Tomcat, using servlets, web application deployment descriptors, context listeners, and ensuring thread safety.
Tomcat is a container that handles requests and provides services to web applications. It extends the Apache web server and acts as a simple standalone server for applications using HTML, servlets, and JSPs. Alternative containers include JBoss, which provides additional Java EE features but may be more difficult to install than Tomcat. Containers help concentrate on business logic rather than programming details by handling communication, lifecycles, multithreading, security, and other services for applications.
This document discusses where to place different file types when deploying a web application, including static resources, JSP pages, servlet class files, tag files, listener classes, and more. It covers deploying via a WAR file, protecting deployment via configuration, the actual and virtual directory structures, and configuration options for welcome pages, error pages, servlet initialization, and mime types in the web deployment descriptor.
This document discusses the JSTL (JSP Standard Tag Library) which provides tags for common tasks like looping and flow control. It introduces several core JSTL tags like <c:forEach> for looping, <c:if> for conditional logic, and <c:url> for generating URLs. The document also covers how to define custom tags through a Tag Library Descriptor (TLD) that specifies the tag name, library URI, and other metadata. It questions how custom tags are handled and where TLD files are located.
Debra Peck has over 15 years of experience in telecommunications including supervision, project management, quality assurance, and customer service. She has expertise in Nortel, Alcatel-Lucent, Nokia, Ericsson, and central office environments. Peck held roles such as network support engineer, NOC engineer, and field supervisor where she monitored networks, troubleshot issues, and supervised installations. She aims to leverage her strong technical, problem solving, and multi-tasking skills.
Este documento presenta 9 actividades diseñadas para promover la aceptación y valoración de la diversidad entre estudiantes. Las actividades incluyen ejercicios de autoconocimiento, empatía, pensamiento crítico y dinámicas grupales. El objetivo general es fomentar actitudes y conductas de respeto hacia la diversidad a través de estrategias prácticas aplicables en el aula.
This document contains a resume for Tahir Mehmood, a software engineer with experience developing web and desktop applications using technologies like Java, Spring, Hibernate, JavaScript, and more. He currently works at Tabaqsoftware developing modules for their web-based document collaboration system using technologies like Java, Spring, Hibernate, MySQL, and Amazon web services. Previously he worked as a freelance desktop application developer creating solutions for clients.
El documento describe diferentes modelos y técnicas de intervención terapéutica. Identifica tres espacios de cambio - cognitivo, emocional y pragmático - y explica cómo los modelos cognitivo, conductual, gestáltico, psicoanalítico y psicodramático utilizan diferentes vías de acceso para generar cambios en estos espacios. También describe varias técnicas narrativas, emocionales y pragmáticas que los terapeutas pueden utilizar para orientar las intervenciones.
Shibo Hou is a graduate student seeking job opportunities with strong technical skills including programming languages like C/C++, Java, and MATLAB. He has a Master's degree in Computer Engineering from North Carolina State University and relevant project experience designing databases and websites. His research focused on wireless communication systems and green communication techniques.
O documento discute como equilibrar a organização e a provocação na sala de aula usando tecnologias. Um bom educador ajuda os alunos a organizarem informações de forma coerente e compreendê-las. As tecnologias podem ajudar os alunos a organizarem informações dispersas e consolidarem o que já está organizado.
The document discusses parallel and perpendicular lines. It explains that parallel lines have the same slope, while perpendicular lines have slopes that are negative reciprocals of each other. The document provides examples of writing equations for lines that are parallel or perpendicular to given lines and pass through specific points. It also gives examples of determining whether two lines are parallel or perpendicular based on their slopes.
2. Θεώρημα
Εάν το σύνολο v1 , v2 , . . . , vm είναι βάση του χώρου V και το
σύνολο w1 , w2 , . . . , wn είναι και αυτό βάση του ίδιου χώρου V
τότε m = n.
3. Θεώρημα
Εάν το σύνολο v1 , v2 , . . . , vm είναι βάση του χώρου V και το
σύνολο w1 , w2 , . . . , wn είναι και αυτό βάση του ίδιου χώρου V
τότε m = n.
΄Εστω m < n
W = VC ⇒ Wx = VCx ⇒ Wx = V (Cx)
Ο μηδενόχωσρος του πίνακα C έχει μη-μηδενικά στοιχεία. ΄Αρα
το Cx = 0 έχει μη-τετριμένη λύση
Οπότε και το Wx = VCx = 0 έχει μη-τετριμένη λύση
΄Ατοπο επειδή τα wi είναι γραμμικά ανεξάρτητα.
Απόδειξη.
.
4. Θεώρημα
Ο χώρος γραμμών του A έχει την ίδια διάσταση r και την ίδια
βάση με τον χώρο γραμμών του U.
5. Θεώρημα
Ο χώρος γραμμών του A έχει την ίδια διάσταση r και την ίδια
βάση με τον χώρο γραμμών του U. (΄Αρα οι δύο χώροι
ταυτίζονται).
6. Θεώρημα
Ο χώρος γραμμών του A έχει την ίδια διάσταση r και την ίδια
βάση με τον χώρο γραμμών του U. (΄Αρα οι δύο χώροι
ταυτίζονται).
Απόδειξη.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
7. Θεώρημα
Ο χώρος στηλών του A δεν είναι ίδιος με τον χώρο στηλών του U.
Απόδειξη.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
8. Θεμελιώδεις υπόχωροι A και U.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
9. Θεμελιώδεις υπόχωροι A και U.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
Ο μηδενόχωρος του A ταυτίζεται με τον μηδενόχωρο του U
10. Θεμελιώδεις υπόχωροι A και U.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
Ο μηδενόχωρος του A ταυτίζεται με τον μηδενόχωρο του U
Ο χώρος γραμμών του A ταυτίζεται με τον χώρος γραμμών
του U
11. Θεμελιώδεις υπόχωροι A και U.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
Ο μηδενόχωρος του A ταυτίζεται με τον μηδενόχωρο του U
Ο χώρος γραμμών του A ταυτίζεται με τον χώρος γραμμών
του U
Ο χώρος στηλών του A δεν είναι ίσος με τον χώρο στηλών
του U
12. Θεμελιώδεις υπόχωροι A και U.
1 3 0 2 −1
1 3 0 2 −1
A = 0 0 1 4 −3 , U = 0 0 1 4 −3
1 3 1 6 −4
0 0 0 0 −0
Ο μηδενόχωρος του A ταυτίζεται με τον μηδενόχωρο του U
Ο χώρος γραμμών του A ταυτίζεται με τον χώρος γραμμών
του U
Ο χώρος στηλών του A δεν είναι ίσος με τον χώρο στηλών
του U
Βάση του χώρου στηλών του A είναι οι στήλες του A που
αντιστοιχούν σε στήλες του U που φέρουν οδηγό.