Semantic Foundation Sample Clauses

Semantic Foundation. Quoting from [Mod14, Section 1.2]: The semantics of the Modelica language is specified by means of a set of rules for translating any class described in the Modelica language to aflat Modelica structure. A class must have additional properties in order that its flat Modelica structure can be further transformed into a set of differential, algebraic and discrete equations (=flat hybrid DAE). Such classes are called simulation models. Figure 1 illustrates the basic idea. It suggests itself to discern the depicted two stages when giving semantics to Modelica models. In practical Modelica compiler implementations, the translation to aflat Modelica struc- ture is typically mapped to a “front-end” phase and the translation to an executable simulation to a “back-end” phase of the translation process. Figure 2 depicts a such a typical translation process that is classified into several stages. Sometimes a dedicated “middle-end” phase is defined; it is responsible for the symbolic equation transformations performed during sorting and optimising the hybrid differential algebraic equation (hybrid DAE) into a representation that can be efficiently solved by a numerical solver. In that case the “back-end” phase would only be responsible for code generation (typically C code) from the optimized sorted equations. The following characterisation of the different stages is taken from [Thi15, p. 39]: 1There has been research in that direction,e.g., [ Sal06, LZZ08], but so far no common agreement exists whether the Modelica language should be extended to support PDEs and how a such an extension should be done. Modelica Model Modelica Specification Flat Modelica (Hybrid DAE) Mathematical denotation for hybrid DAE system Simulation Result
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Related to Semantic Foundation

  • Middle School At the request of the Superintendent, a middle school teacher may volunteer on a semester basis to teach all the student contact time and be paid one-sixth (1/6) of his/her salary for the semester. This section shall not be used to circumvent the hiring of additional full time teachers.

  • Faculty Development Faculty who develop and/or teach Distance Education courses shall be provided with reasonable technical support and opportunities for Faculty development, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In the event that a Faculty member develops and/or teaches a Distance Education course for the first time, the Faculty member shall receive reasonable and appropriate professional development and technical support assistance, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In instances of succeeding assignments to teach Distance Education courses, the Faculty member is expected to demonstrate a level of technical competence sufficient to teach the course. Ongoing technical support assistance may be available to Faculty who teach succeeding offerings of the same course.

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