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Figure 93: Process Interaction pattern structure Participants P1 and P2 are business processes that interact with each other The P1 process delivers an object, which is shown as a filled circle, which is a stereotyped object (refer to 4, Business Views, for more information on modeling with the assembly line diagram) The P2 process receives an object, which is shown as a open circle, also a stereotyped object Both objects are resources placed in the assembly line aResource The aResource is a stereotyped package The stereotype is an assembly line The P1 and P2 processes can communicate with each other through the assembly line Consequences The Process Interaction pattern can be used to model and organize very complex interactions between business resources However, this pattern should not be used for every interaction especially those that don t add any value.

Moreover, the color values must be tuples of values from basic sets called classes The bene ts of this limited syntax are the parametrized extension of classical analysis techniques (such as invariant calculus and structural reductions) and also the development of more general approaches (such as the symbolic reachability graph) After an informal introduction (section 72) presenting several examples of high level nets, we de ne and illustrate colored nets (section 73), then well-formed nets (section 74), for which analysis techniques will be presented in 8 We nally look at two higher level formalisms: interpreted Petri nets and algebraic nets (section 75) 72 Informal introduction to high level nets For a simple client-server system, its place/transition model roughly describes the exchanges between processes but fails to study their individual behavior.

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The rst problem above needs to be addressed by closing the feedback loop between network status and network recon guration. A policy-based management system allows the network operator to enter management objectives as policies into the management system, and it ensures automatic enforcement of these policies so that no further manual action is required on the part of the network operator. The second problem indicates that the interactions between network status gathering and network recon guration need to be expressible in a exible, user-friendly manner, so that these interactions can be customized as needed based on possible changing management goals. This problem is accentuated in military scenarios, where missions are typically short-lived (72 hours or less) and the requirements of each mission require that the network and its mode of management be tailored to the needs of the mission [Chadha 2006b]. For example, certain missions in enemy territory require stronger encryption for over-the-air communications than missions in friendly territory; the nature of communications in different missions may dictate different bandwidth allocations for QoS queuing mechanisms for each mission; certain missions may be particularly sensitive to jamming and interception; and so on. In order to tie together the operations of FCAPS, there is a need to add another component to FCAPS: the Policy Management component, used to provide the glue between FCAPS functions. The Policy Management component is used to:

For example, a company that models its business processes to implement a new computer-based math system would not necessarily benefit from modeling the interaction among employees, because the relationships among employees would have no bearing on how the system will eventually be used On the other hand, modeling, or at least analyzing, the interaction among employees, their attitudes, and employee culture might be of interest if the goal is to encourage integration between companies newly merged Example HandySamcom is a new online hardware store It sells tools and materials and offers tips for how to fix or improve consumers houses, cars, boats, and so on Sam doesn t believe it s enough just to start the portal on the Internet and wait for customers to find it, so it advertises in specialty magazines targeted at his customers.

A variety of interventions have been used with children and adults with reading disabilities (see Table 2.2); however, these interventions are speci c to only one domain of the Component Model of Reading (P. G. Aaron et al., 2008). Results of meta-analysis indicate that systematic phonics instruction in grades kindergarten through 6 has signi cant

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