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Books on the topic 'Relation Graphs'

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Published: 6 September 2023

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1

Schmidt, Gunther, and Thomas Ströhlein. Relations and Graphs. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-77968-8.

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2

Bader, David A., 1969- editor of compilation, Meyerhenke, Henning, 1978- editor of compilation, Sanders, Peter, editor of compilation, and Wagner, Dorothea, 1957- editor of compilation, eds. Graph partitioning and graph clustering: 10th DIMACS Implementation Challenge Workshop, February 13-14, 2012, Georgia Institute of Technology, Atlanta, GA. Providence, Rhode Island: American Mathematical Society, 2013.

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3

Schmidt, Gunther. Relations and graphs: Discrete mathematics for computer scientists. Berlin: New York, 1993.

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4

Schmidt, Gunther. Relations and graphs: Discrete mathematics for computer scientists. Berlin: Springer, 1993.

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5

Varlamov, Oleg. Mivar databases and rules. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1508665.

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The multidimensional open epistemological active network MOGAN is the basis for the transition to a qualitatively new level of creating logical artificial intelligence. Mivar databases and rules became the foundation for the creation of MOGAN. The results of the analysis and generalization of data representation structures of various data models are presented: from relational to "Entity — Relationship" (ER-model). On the basis of this generalization, a new model of data and rules is created: the mivar information space "Thing-Property-Relation". The logic-computational processing of data in this new model of data and rules is shown, which has linear computational complexity relative to the number of rules. MOGAN is a development of Rule - Based Systems and allows you to quickly and easily design algorithms and work with logical reasoning in the "If..., Then..." format. An example of creating a mivar expert system for solving problems in the model area "Geometry"is given. Mivar databases and rules can be used to model cause-and-effect relationships in different subject areas and to create knowledge bases of new-generation applied artificial intelligence systems and real-time mivar expert systems with the transition to"Big Knowledge". The textbook in the field of training "Computer Science and Computer Engineering" is intended for students, bachelors, undergraduates, postgraduates studying artificial intelligence methods used in information processing and management systems, as well as for users and specialists who create mivar knowledge models, expert systems, automated control systems and decision support systems. Keywords: cybernetics, artificial intelligence, mivar, mivar networks, databases, data models, expert system, intelligent systems, multidimensional open epistemological active network, MOGAN, MIPRA, KESMI, Wi!Mi, Razumator, knowledge bases, knowledge graphs, knowledge networks, Big knowledge, products, logical inference, decision support systems, decision-making systems, autonomous robots, recommendation systems, universal knowledge tools, expert system designers, logical artificial intelligence.
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6

University of Exeter. Centre for Innovation in Mathematics Teaching, ed. Relations by experiment. Exeter: Centre for Innovation in Mathematics Teaching, 1989.

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7

Productions, JN, ed. Oresama teacher: Eternal relation. San Francisco, Calif: Viz Media, 2012.

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8

Janowitz, M. F. Ordinal and relational clustering. Singapore: World Scientific, 2010.

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9

Rebecca, Otis, ed. Friends and relations: Using literature with social themes, grades 3-5. Greenfield, MA: Northeast Foundation for Children, 2000.

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10

Fraïssé, Roland. La reconstruction d'une relation dans l'hypothèse forte: Isomorphie des restrictions à chaque partie stricte de la base. Montréal, Québec, Camada: Presses de l'Université Laval, 1990.

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11

Sarojini, Muppidi. Finance commissions and centre-state financial relations. Allahabad, India: Chugh Publications, 1991.

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12

Visualizing abstract objects and relations: A constraint-based approach. Singapore: World Scientific, 1989.

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13

Ludwig, Chizarura, ed. Impact of economic partnership agreements on livelihoods in southern Africa: Sugar, grapes, cotton. Stockholm: Africa Groups of Sweden, 2011.

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14

Benn, Wolfgang. Dynamische nicht-normalisierte Relationen und symbolische Bildbeschreibung. Berlin: Springer-Verlag, 1986.

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15

Geldenhuys, Aletta E. Knowledge representation and relation nets. Boston: Kluwer Academic Publishers, 1999.

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16

Landalf, Helen. Moving is relating: Developing interpersonal skills through movement, grades 3-6. Lyme, NH: Smith and Kraus, 1998.

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17

League, B'nai B'rith Anti-defamation, ed. The wonderful world of difference: A human relations program for grades K-8. New York, N.Y: Anti-Defamation League of B'nai B'rith, 1986.

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18

Lane, Robert A. Relational presentation: A visually interactive approach for powerpoint 2007. Tucson, AZ: Aspire Communications, 2007.

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19

Lane, Robert A. Relational presentation: A visually interactive approach for powerpoint 2007. Tucson, AZ: Aspire Communications, 2007.

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20

H, Rühl E., Schmid J, and International Society for Horticultural Science., eds. First ISHS Workshop on Water Relations of Grapevines, Stuttgart, Germany, 11-13 May 1998. [Leuven, Belgium]: ISHS, 1999.

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21

Krym", Blok Gracha "Za novyĭ. Za chto vystupaet Blok Gracha. [Simferopolʹ]: Obshchestvennyĭ Sovet po zashchite Konstitut︠s︡ionnykh prav Kryma, 2010.

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22

Axelsson, Tony. Landskap: Visuella & rumsliga relationer i Falbygdens neolitikum. Göteborg: Institutionen för historiska studier, Göteborgs universitet, 2010.

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23

Heritage, Canada Canadian, Canadian Council on Multicultural and Intercultural Education., and Ontario Multicultural Association, eds. Let's stop racism : teachers' guide, elementary grades. [Hull, PQ]: Canadian Heritage, 1993.

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24

Heritage, Canada Canadian, Canadian Council on Multicultural and Intercultural Education., and Ontario Multicultural Association, eds. Let's stop racism : teachers' guide : secondary grades. [Hull, PQ]: Canadian Heritage, 1993.

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25

Du, Chun. RelCAD--a relational CAD system with constraint-based geometric modelling. Hamburg: Verlag Dr. Kovač, 1995.

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26

Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1990.

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27

Fox, Emogene. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1990.

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28

John, Benegar, Singleton Laurel R. 1950-, Social Science Education Consortium, and University of Denver. Center for Teaching International Relations, eds. Global issues in the middle school: Grades 5-8. 3rd ed. Boulder, Colo: Social Science Education Consortium, Inc., Center for Teaching International Relations, 1994.

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29

Brennan, Angela. The distribution of SRB challenge fund expenditure in relation to local area needs in England. Cambridge: Department of Land Economy, University of Cambridge, 1998.

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30

Whitten, Kenneth R. Movement patterns of the porcupine caribou herd in relation to oil development. Juneau: Alaska Dept. of Fish and Game, Division of Wildlife Conservation, 1990.

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31

Whitten, Kenneth R. Movement patterns of the porcupine caribou herd in relation to oil development. Juneau: Alaska Dept. of Fish and Game, Division of Wildlife Conservation, 1991.

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32

Whitten, Kenneth R. Movement patterns of the porcupine caribou herd in relation to oil development. Juneau, AK: Alaska Dept. of Fish and Game, Division of Wildlife Conservation, 1993.

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33

Soft soil, black grapes: The birth of Italian winemaking in California. New York: New York University Press, 2012.

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34

McIntyre, Alexander. World relations and the continents: An elementary geography for the junior and middle grades of the public schools. Toronto: Educational Book Co., 1996.

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35

E, Gough Robert, and Poling E. B. 1953-, eds. Small fruits in the home garden. New York: Food Products Press, 1996.

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36

Pat, Achilles, ed. Know yourself: A five-session self-exploration program relating to career awareness for grades 5-7. Warminster, PA: MARCO, 1996.

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37

1946-, Peterson Susan, and Simington Linda, eds. Teaching reading in the elementary grades. Boston: Allyn and Bacon, 1991.

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38

Higgins, Teri, and Catherine Fowler. Epistolary Entanglements in Film, Media and the Visual Arts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463729666.

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This collection departs from the observation that online forms of communication—the email, blog, text message, tweet—are actually haunted by old epistolary forms: the letter and the diary. By examining the omnipresence of writing across a variety of media, the collection adds the category of Epistolary Screens to genres of self-expression, both literary (letters, diaries, auto-biographies) and screenic (romance dramas, intercultural cinema, essay films, artists’ videos and online media). The category Epistolary encapsulates an increasingly paradoxical relation between writing and the self: first, it describes selves that are written in graphic detail via letters, diaries, blogs, texts, emails and tweets; second, it acknowledges that absence complicates communication, bringing people together in an entangled rather than ordered way. The collection concerns itself with the changing visual/textual texture of screen media and examines what is at stake for our understanding of self-expression when it takes Epistolary forms.
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39

Entering adulthood.: A curriculum for grades 9-12. Santa Cruz, CA: Network Publications, 1991.

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40

Alberta. Alberta Learning. Special Programs. Supporting the social dimension: A resource guide for teachers grades 7-12. Alberta, AB: Alberta Learning, 2002.

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41

Lyman, R. Lee. Graphing Culture Change in North American Archaeology. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198871156.001.0001.

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Documentation, analysis, and explanation of culture change have long been goals of archaeology. The earliest archaeological spindle graphs appeared in the 1880s and 1890s, but had no influence on subsequent archaeologists. Line graphs showing change in frequencies of specimens in each of several artifact types were used in the 1910s and 1920s. Seriograms or straight-sided spindles diagraming interpretations of culture change were published in the 1930s, but were seldom subsequently mimicked. Spindle graphs of centered and stacked columns of bars, each column representing a distinct artifact type, each bar the empirically documented relative frequency of specimens in an assemblage, were developed in the 1940s, became popular in the 1950s and 1960s, and are often used to illustrate culture change in textbooks published during the twentieth century. Graphs facilitate visual thinking, different graph types suggest different ontologies and theories of change, and particular techniques of parsing temporally continuous morphological variation of artifacts into types influence graph form. Line graphs, bar graphs, spindle diagrams, and phylogenetic trees of artifacts and cultures indicate archaeologists often mixed elements of Darwinian variational evolutionary change with elements of Midas-touch-like transformational change. Today there is minimal discussion of graph theory or graph grammar in both introductory archaeology textbooks and advanced texts, and elements of the two theories of evolution are often mixed. Culture has changed, and despite archaeology’s unique access to the totality of humankind’s cultural past, there is minimal discussion on graph theory, construction, and decipherment in the archaeological literature.
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42

Jansson, Lina. When are Structural Equation Models Apt? Causation versus Grounding. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198777946.003.0013.

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While much about the notion of ground in contemporary metaphysics is contested, there is large agreement that ground is closely connected to a certain kind of explanation. Recently, Jonathan Schaffer and Alastair Wilson have argued that ground is a relation that is very closely related to causation and that grounding explanations should be given an account in broadly interventionist terms through the use of structural equations and directed graphs. Such an approach offers the potential benefit of a largely unified framework for explanations with different relations, or different species of the same relation, backing different types of explanation. However, this chapter argues that this benefit cannot be realized since there are crucial differences between causal explanations and grounding explanations in how we can evaluate the aptness of the models in question.
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43

Sorrentino, Alfonso. The Hamilton-Jacobi Equation and Weak KAM Theory. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691164502.003.0005.

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This chapter describes another interesting approach to the study of invariant sets provided by the so-called weak KAM theory, developed by Albert Fathi. This approach can be considered as the functional analytic counterpart of the variational methods discussed in the previous chapters. The starting point is the relation between KAM tori (or more generally, invariant Lagrangian graphs) and classical solutions and subsolutions of the Hamilton–Jacobi equation. It introduces the notion of weak (non-classical) solutions of the Hamilton–Jacobi equation and a special class of subsolutions (critical subsolutions). In particular, it highlights their relation to Aubry–Mather theory.
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44

Chekhov, Leonid. Two-dimensional quantum gravity. Edited by Gernot Akemann, Jinho Baik, and Philippe Di Francesco. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198744191.013.30.

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This article discusses the connection between large N matrix models and critical phenomena on lattices with fluctuating geometry, with particular emphasis on the solvable models of 2D lattice quantum gravity and how they are related to matrix models. It first provides an overview of the continuum world sheet theory and the Liouville gravity before deriving the Knizhnik-Polyakov-Zamolodchikov scaling relation. It then describes the simplest model of 2D gravity and the corresponding matrix model, along with the vertex/height integrable models on planar graphs and their mapping to matrix models. It also considers the discretization of the path integral over metrics, the solution of pure lattice gravity using the one-matrix model, the construction of the Ising model coupled to 2D gravity discretized on planar graphs, the O(n) loop model, the six-vertex model, the q-state Potts model, and solid-on-solid and ADE matrix models.
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45

Atkins, Richard Kenneth. The Place of “On a New List of Categories”. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190887179.003.0003.

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Peirce’s essay “On a New List of Categories,” presented in 1867, apparently anticipates his later work in phenomenology. Some scholars have regarded it as the keystone of Peirce’s philosophy, but others view it merely as a stepping stone to his mature work. In that early essay, Aristotle’s analysis of the proposition and Peirce’s discovery of three specific functions of the copula result in his identification of quality, relation, and representation as the three categories. He would have to abandon this account as his development of the Existential Graphs and study of other grammars led him to reject the Aristotelian theory of the proposition and to regard the copula as logically inessential.
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46

Schmidt, Gunther, and Thomas Ströhlein. Relations and Graphs: Discrete Mathematics for Computer Scientists. Springer London, Limited, 2012.

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47

Bowen, Brian Andrew. Augmenting the relational model with conceptual graphs. 1995.

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48

Geometry of Semilinear Embeddings: Relations to Graphs and Codes. World Scientific Publishing Co Pte Ltd, 2015.

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49

Thomas, David. Spatial Relations, Grades 5-6. Didax Educational Resources, 1999.

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50

Spatial Relations, Grades 1-2. [Distributed by] Didax Educational Resources, 1999.

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