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Some questions for institutions to consider further in their own context • To what extent are current or developing institutional strategies for learning and teaching seen to incorporate the underlying principles of ‘information literacy’ among their stud

By Johannes Oetsch


In previous work, a general framework for specifying correspondences between logic programs under the answer-set semantics has been defined. The framework allows to define different notions of equivalence, including well-known notions like strong equivalence as well as refined ones based on the projection of answer sets, where not all parts of an answer set are of relevance (like, e.g., removal of auxiliary letters). In the general case, deciding the correspondence of two programs lies on the fourth level of the polynomial hierarchy and therefore this task can (presumably) not be efficiently reduced to answer-set programming. In this paper, we describe an implementation to verify program correspondences in this general framework. The system, called cc £ , relies on linear-time constructible reductions to quantified propositional logic using extant solvers for the latter language as back-end inference engines. We provide some preliminary performance evaluation which shed light on some crucial design issues

Year: 1989
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