On Synergies between Diversity and Task Decomposition in Constructing Complex Systems with GP

Author(s):  
Jessica P.C. Bonson ◽  
Stephen Kelly ◽  
Andrew R. McIntyre ◽  
Malcolm I. Heywood
1994 ◽  
Vol 84 (1-3) ◽  
pp. 278-296 ◽  
Author(s):  
A.A. Mirin ◽  
J.J. Ambrosiano ◽  
J.H. Bolstad ◽  
A.J. Bourgeois ◽  
J.C. Brown ◽  
...  

1991 ◽  
pp. 1655-1658 ◽  
Author(s):  
M. de BOLLIVIER ◽  
P. GALLINARI ◽  
S. THIRIA

Author(s):  
Margaret Sinclair

The main thesis of a recent article by Davis and Simmt (2003) is that “mathematics classes are adaptive and self-organizing complex systems”. This thesis is intriguing. It helps explain a phenomenon teachers often witness—the spontaneous emergence of a special learning community in a particular class. And it raises the question—if this thesis applies to all mathematics classes how do the additional elements of a computer lab environment affect the evolution of the “learning system”? In this article three technology experiences have been analyzed in light of the thesis, to determine how software, organization, and task impact the blossoming of a complex learning system in the lab-classroom.


2018 ◽  
Vol 176 ◽  
pp. 01025
Author(s):  
Han Zhuangzhi ◽  
Ma Tianlin

For embedded systems, there are two cases of using an operating system and not using an operating system. When the real-time task is accomplished by the embedded system of the operating system, the task needs to meet certain conditions and occupy part of the processor's resources. Therefore, based on the method of event interruption, timed interruption and task decomposition, the real-time performance of the completion of the task of the embedded system is achieved. Finally, an embedded radar track compression scheduling algorithm is designed. It is proved through experiment that the track data can be compressed and transmitted in real time.


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