Service Modeling with SoaML

Tutorial title: Service Modeling with SoaML Abstract: SoaML (Service oriented Architecture Modeling Language) is a new OMG standard for Service Modeling adopted in December 2009, with both a UML profile and a metamodel for modelling of services. This tutorial introduces the concepts and practical use of SoaML with corresponding tool and methodology support. The tutorial is provided in two parts. Part I provides an introduction to SoaML for Service Modeling and Service oriented architectures and Part II shows how SoaML can be used and extended in a wider context including a link to business modelling with BPMN 2.0, modelling of service variability, and support for semantic web services and agent modelling. It is also shown how SoaML can form a foundation for future enhancements, like support for P2P/Grid/Cloud etc. that can be build upon the SoaML metamodel and UML profile. The SoaML standard has been developed with support from the

European FP7 SHAPE project and members of the SoaML standardisation team and the SHAPE project will present the tutorial. The tutorial will be using running examples, and the participants will get access to a SoaML toolkit for their own computer to use as part of the tutorial. Keywords: Service modelling, Model Driven Architecture, Service oriented architecture Tutorial objectives The tutorial objective is to educate the audience on the practical use of SoaML, and to understand how SoaML can be used as a foundation for further extensions based on the SoaML metamodel and UML profile. Target audience The target audience are modellers, system developers and researchers familiar with standard UML and the principles of model driven engineering and architecrture (MDE/MDA). The target audience should have an interest in learning how to use the new SoaML standard for service modelling, with associated methodology and tools, and also to understand how SoaML can be related to process modelling in BPMN 2.0 and how SoaML can be extended to support other relevant modelling aspects, such as service variability, semantic services and service-oriented agent modelling. Tutorial Organization Part 1: Overview of SoaML. Concepts and principles, Capability models and relationship to business modelling, Introduction to SoaML...

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SAP 2000 Web Tutorial

Computers and Structures, Inc. Berkeley, California, USA Issue Date: June 1998 Revision Number : 0 Revision Date: N/A SAP2000 Integrated Finite Elements Analysis and Design of Structures SAP2000 Web Tutorial 2 QUICK PUSHOVER ANALYSIS TUTORIAL Copyright Computers and Structures, Inc., 1978-1997. The CSI Logo is a registered trademark of Computers and Structures, Inc. SAP2000 is a registered trademark of Computers and Structures, Inc. Windows is a registered trademark of Microsoft Corporation. COPYRIGHT The computer program SAP2000 and all associated documentation are proprietary and copyrighted products. Worldwide rights of ownership rest with Computers and Structures, Inc. Unlicensed use of the program or reproduction of the documentation in any form, without prior written authorization from Computers and Structures, Inc., is explicitly prohibited. Further information may be obtained from: Computers and Structures, Inc 1995 University Avenue Berkeley, California 94704 USA tel: (510) 845-2177 fax: (510) 845-4096 e-mail: support@csiberkeley.com web: www.csiberkeley.com DISCLAIMER

CONSIDERABLE TIME, EFFORT AND EXPENSE HAVE GONE INTO THE DEVELOPMENT AND DOCUMENTATION OF SAP2000. THE PROGRAM HAS BEEN THOROUGHLY TESTED AND USED. IN USING THE PROGRAM, HOWEVER, THE USER ACCEPTS AND UNDERSTANDS THAT NO WARRANTY IS EXPRESSED OR IMPLIED BY THE DEVELOPERS OR THE DISTRIBUTORS ON THE ACCURACY OR THE RELIABILITY OF THE PROGRAM. THE USER MUST EXPLICITLY UNDERSTAND THE ASSUMPTIONS OF THE PROGRAM AND MUST INDEPENDENTLY VERIFY THE RESULTS. i Table Of Contents Introduction.........................................................................................................................1 1. Assigning hinge properties (pushover)..........................................................................1 2. Defining static pushover cases.......................................................................................4 3. Running the pushover analysis......................................................................................6 4. Displaying the pushover deformed shape and the sequence of hinge formation.........7 5. Displaying frame element forces at each step of the pushover...................................10 6. Displaying the pushover and capacity spectrum curves.............................................11 1 Introduction This is a quick tutorial that introduces some of the pushover analysis features available in SAP2000. For a more detailed pushover analysis tutorial refer to the SAP2000 Web Tutorial 1. The basic model used in this tutorial, Sapwb02.sdb, is developed from scratch in SAP2000 Web Tutorial 1. SAP2000 has extensive online help for the pushover analysis. Press F1 from within a pushover related dialog box to get context sensitive help related to the dialog box. To see...

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Analytic Hierarchy Process (AHP) Tutorial

Analytic Hierarchy Process (AHP) Tutorial 1 This tutorial presents a (fabricated) working example to reinforce an understanding of the AHP prioritization technique. Situation Description: We are analysts at Blodger’s Communications. We are planning our next release. We have planned releases every four to six months. Due to this relatively short delivery time in which we must fit the planning; detailed requirements specification, analysis and design; programming; and thorough testing (including full regression testing), the scope of our release must be constrained. As well, Blodger’s has fixed the systems budget which further necessitates the need to choose implementation items wisely. The team responsible for product introduction and packaging services at Blodger’s cannot agree on what to include in the release. This team consists of the Vice President (VP) of Sales and Marketing, the VP of Customer Care, the VP of Billing and Invoicing, the VP of Provisioning and Equipment Distribution, the

VP of Finance, and the VP of Information Systems. At a meeting, one of our Senior Systems Analyst s (a wise graduate from the University of Toronto who has been invited because of their great ability) proposes the application of the Analytical Hierarchy Process (AHP) to identify what will be included in the release and what will be excluded. Here are the items to be considered for the release: 1. The Customer Care group has proposed that a communication-tracking mechanism be put in place. This would capture a record of all advice and quotations made to existing and potential customers. The purpose of this is to ensure that the store salespeople are aware of what the customers have been told in order to provide consistent service. As well, sales people are often befuddled by claims that customers make about phone conversations. This would help them to understand what the customer is talking about. 2. Billing and Invoicing want to publish detailed bills online and allow customer payment through credit card or pay-pal accounts. They want to add a discount for customers who choose to route their billing through the internet and further discount for those who pre-authorize bill payment. 3....

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Understanding SAP R/3 A Tutorial for Computer Scientists

Learning Objectives Participants will
- break the "language barrier" of R/3 terminology
- understand R/3's fundamental architectural, database and language concepts
- be able to relate R/3 to their own research and development work
- have a conceptual basis and reference material for a further study of R/3

History of SAP Software
1972 SAP “R/1”
• Innovation = Standard Software and Real Time Computing
1983 SAP R/2
• Innovation = Integration of Applications (Mainframe-based)
1989 SAP R/3
• Innovation = Relational Database, Client-/Server-Architecture, Platform Independence

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Care Notebook Tutorial Basic Computer Terminology

You will hear these computer terms used throughout the Tutorial. If you are fairly new to computers, these definitions may be helpful to you in following the directions in this Tutorial. However, the step by step directions provided in the Tutorial will help you navigate fairly easily.

Browser - This is the program you use to surf the internet. There are several internet browsers available, some of the most popular are Internet Explorer, Firefox, and Netscape Navigator.
Click - To tap one of the mouse buttons. If clicking doesn't work, try 2 quick taps (double-click). In some instructions, click may mean double-click. If one click doesn't work, try double-clicking. Default--A value or setting that a device or program automatically selects if you do not specify a substitute. For example, word processors have default margins and default page lengths that you can reset. The default drive is the disk drive the computer accesses unless you specify a different disk drive. The default can also be an action that a device or program will take. For example, some word processors generate backup files by default.
Download – to transfer data from one computer to another. Downloading usually means to "receive" data and upload means to "send”.
Field – (also referred to as a form field) An area of a database record, or form, into which a particular item of data is entered . A field holds exactly one type of information about an item or subject. For example, on a form, there may be a Name field, an Address field and a Phone Number field.

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Basic Computer Hardware Tutorial

The term computer hardware refers to the physical components of a computer – basically, the parts and pieces that can be touched or moved, whether inside or outside of the computer. This tutorial will focus on the components that will be used on a day-to-day basis – the parts on the outside. Below is an example of a computer with several common components:

Here are the common components in a little more detail.
Monitor:
The monitor looks like a television screen, except instead of watching television programs on it, the monitor allows for viewing of computer programs. It is connected to the main computer box. There are several types of monitors, but they all function in the same way. The power button is usually located on the front of the monitor, beneath the screen. Often, there will be a small light to indicate if the power is on. Here are two examples of different monitors.

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GPGPU – Basic Math Tutorial

The goal of this tutorial is to explain the background and all necessary steps that are required to implement a simple linear algebra operator on the GPU: saxpy() as known from the BLAS library. For two vectors x and y of length N and a scalar value alpha, we want to compute a scaled vector-vector addition: y = y+alpha∗x. The saxpy() operation requires almost no background in linear algebra, and serves well to illustrate all entry-level GPGPU concepts. The techniques and implementation details introduced in this tutorial can easily be extended to more complex calculations on GPUs.

This tutorial is based on OpenGL, simply because the target platform should not be limited to MS Windows. Most concepts explained here however translate directly to DirectX. This tutorial is not intended to explain every single detail from scratch. It is written for programmers with a basic understanding of OpenGL, its state machine concept and the way OpenGL models the graphics pipeline. For a good overview and pointers to reading material, please refer to the GPGPU community web page 1 .Updates of this tutorial are available on my homepage.

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Discourse Phenomena in Tutorial Dialogs on Mathematical Proofs

Dialogs about problem solving in mathematics are characterized by a mixture of telegraphic natural language text and embedded formal expressions. Behaving adequately in such an environment is extremely important for tutorial systems, as follows from Moore’s empirical findings which show that flexible natural language dialog is needed to support active learning [9]. However, most state-of-the-art tutorial systems are only able to process limited forms of dialogs, either menu-based or requiring exact wordings [10,2,6].

Motivated by the lack of empirical data, we have collected a corpus of dialogs with a simulated tutoring system for teaching proofs in naive set theory, to identify genre-specific variants of linguistic phenomena which impose specific requirements on natural language dialog management. This work is embedded in a project whose goal is to develop a mathematical tutoring system with flexible natural language dialog. The outline of this paper is as follows. We first present the aims of our project. Next, we describe an experiment in which we collected a corpus of natural language tutorial dialogs. We follow with an analysis of the phenomena observed. Finally, we discuss challenges for natural language dialog management.

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Beginner's Mathematica Tutorial

This document is designed to act as a tutorial for an individual who has had no prior experience with Mathematica. For a more advanced tutorial, walk through the Mathematica built in tutorial located at Help > Tutorial on the Mathematica Task Bar.
Starting the Program
1. Start Mathematica. After the program starts, you should see something similar to that shown in Figure 1.
2. It is possible that the Basic Input Palette is not visible at startup. To activate this window, go File > Palettes > Basic Input

Using Mathematica
1. Mathematica is a symbolic manipulator. To assign a variable, simply type it in the Input Window. The enter in the command, you need to hit “Shift + Enter”.
1. Type in “x = 1” then hit “Shift + Enter”
2. Type in “y = a+b;” then hit “Shift + Enter” (note the semicolon here!)
3. Type “z = x + y” then hit “Shift + Enter”

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MATHEMATICAL SKILLS Tutorial

To a mathematician math is an end in itself; to the chemist and chemistry student it is a means to an end: a tool. Little in chemistry can be studied and understood without the aid of mathematics. Since math will be an important tool for you it is best if you learn to use this tool efficiently.

Efficiency at doing anything comes through practice; you learn to do something by doing it. The problems in this Tutorial are for your practice. You should do these problems over and over until you can do them automatically. Then when the time comes to use these skills in a chemistry problem you can pay attention to the principle illustrated by the problem and not get lost in the use of math.

If you have to spend what seems like an extraordinary amount of time on these problems, then, definitely, you need to practice and the time spent will repay you many times over during the semester. It may even make the difference between doing well and dropping out. The two math skills covered in this Tutorial are: (1) exponential arithmetic and (2) significant figures.
EXPONENTIAL ARITHMETIC: The basics are given in Appendix A, section A.1, pp 1012-1014, of your lecture text.

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A Tutorial on Mathematical Modeling

It is the quintessence of science, engineering, and numerous other disciplines to make quantitative observations, record them, and then try to make some sense out of the resulting dataset. Quite often, the latter is an easy task, due either to practiced familiarity with the domain or to the fact that the goals of the exercise are undemanding. However, when working at the frontiers of knowledge, this is not the case. Here, one encounters unknown territory, with maps that are sometimes poorly defined and always incomplete.

The question posed above is nontrivial; the path from observation to understanding is, in general, long and arduous. There are techniques to facilitate the journey but these are seldom taught to those who need them most. My own observations, over the past twenty years, have disclosed that, if a functional relationship is nonlinear, or a probability distribution something other than Gaussian, Exponential, or Uniform, then analysts (those who are not statisticians) are usually unable to cope. As a result, approximations are made and reports delivered containing conclusions that are inaccurate and/or misleading.

With scientific papers, there are always peers who are ready and willing to second-guess any published analysis. Unfortunately, there are as well many less mature disciplines which lack the checks and balances that science has developed over the centuries and which frequently address areas of public concern. These concerns lead, inevitably, to public decisions and warrant the best that mathematics and statistics have to offer, indeed, the best that analysts can provide. Since Nature is seldom linear or Gaussian, such analyses often fail to live up to expectations.

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Photovoltaic (PV) Tutorial

This presentation was designed to provide Million Solar Roof partners, and others a background on PV and inverter technology. Many of these slides were produced at the Florida Solar Energy Center and PVUSA as part of training programs for contractors.

Some Benefits of
Solar Electricity
XEnergy independence
XEnvironmentally friendly
X“Fuel” is already delivered free
everywhere
XMinimal maintenance
XMaximum reliability
XReduce vulnerability to power loss
XSystems are easily expanded

Solar energy has more even distribution across the United States than other forms of renewables such as wind or hydro. Where wind and hydro are available, they are good sources of energy, but only select places get good wind, and hydro can have many impacts, whereas solar energy is spread out across the entire U.S. and has very little environmental impacts.

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Incorporating Tutorial Strategies into an Intelligent Assistant

Computer tutors and intelligent software assistants have traditionally been thought of as different kinds of systems. However tutors and assistants share many properties. We have incorporated tutorial strategies into an intelligent assistant based on the COLLAGEN architecture. We are working on an agent, named Triton, which teaches and helps users with the graphical user interface of an air travel planning system. We found that the collaborative model underlying COLLAGEN is an excellent foundation for both an assistant and a tutor, and that both modes of interaction can be implemented in the same system with different parameter settings.

In this paper, we report on our work in progress to incorporate tutorial strategies into an intelligent assistant for an air travel planning application. Our initial findings are (1) that by viewing both tutoring and assisting as collaborative activities, the same set of mechanisms can be used to support both, and (2) that COLLAGEN can be extended and generalized to support both activities. This paper is a case study of how we extended COLLAGEN and used it to build a tutoring/assisting agent called Triton. We will describe some of the differences between tutoring and assisting, and discuss how these differences can be encoded as parameters, in a single system.

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Power Measurement Tutorial for the Green500 List

This tutorial serves as a practical guide for measuring the computer system power that is required as part of a Green500 submission. It describes the basic procedures to be followed in order to measure the power consumption of a supercomputer.

A supercomputer that appears on The TOP500 List can easily consume megawatts of electric power. This power consumption may lead to operating costs that exceed acquisition costs as well as intolerable system failure rates. In recent years, we have witnessed an increasingly stronger movement towards energy-efficient computing systems in academia, government, and industry. Thus, the purpose of the Green500 List is to provide a ranking of the most energy-efficient supercomputers in the world and serve as a complementary view to the TOP500 List.

However, as pointed out in [1, 2], identifying a single objective metric for energy efficiency in supercomputers is a difficult task. Based on [1, 2] and given the already existing use of the “performance per watt” metric, the Green500 List uses “performance per watt” (PPW) as its metric to rank the energy efficiency of supercomputers. The “performance per watt” metric is defined as:...

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Electric Fields Tutorial

Welcome to the Electric Fields Tutorial program. The program reviews a set of concepts that are important in understanding electric fields.
You will review
how to use a vector to represent the electric field
- how the force on a charged particle is related to the electric field.
- how to find the electric field at a point

You should already know
- what an electric charge is.
- the units used to measure electric charge.
- that electric fields exist around charged objects.
- the units used to measure electric field
You will need a calculator, paper, and a pencil or pen.

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Electric Tutorial

This tutorial will run through the design and simulation of a ‘plain vanilla’ positive edge triggered D flip-flop. Electric allows the design to be done and linked together through what are called facets. These facets are each different hierarchical levels of the design (i.e. Layout, schematic, VHDL, and so on). The design of this flip-flop will be covered in the transistor, schematic, VHDL, and layout levels. The purpose of this tutorial is to cover those topics that are not covered sufficiently in the provided User’s Manual. It is assumed that the student knows how to create a library and facets of that library.

Creating a Gate-Level Schematic Using Provided Logic Gates: We first created a digital schematic facet in the D Flip-Flop library using the digital gates provided in Electric. The schematic we used can be found in any basic logic design textbook. Placing a node (such as an “or” gate) on the schematic is done by the traditional click-and-place method (see manual).

Electric provides standard variable-input logic gates (and, or, xor, buffer). To negate inputs/outputs, click on the arc that connects to those nodes and select Arcs Negated. Simulation of Gate-Level Schematic: The simulation of the circuit can be done by selecting, Tools Simulation Simulate in the pull down menu. Please note that by simulating the circuit, the VHDL facet will automatically be created. A new window will open with a waveform for each port. To force the inputs, select the net by clicking on the name to the left. If the signal is a clock simple...

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