1,548 research outputs found

    CBR and MBR techniques: review for an application in the emergencies domain

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    The purpose of this document is to provide an in-depth analysis of current reasoning engine practice and the integration strategies of Case Based Reasoning and Model Based Reasoning that will be used in the design and development of the RIMSAT system. RIMSAT (Remote Intelligent Management Support and Training) is a European Commission funded project designed to: a.. Provide an innovative, 'intelligent', knowledge based solution aimed at improving the quality of critical decisions b.. Enhance the competencies and responsiveness of individuals and organisations involved in highly complex, safety critical incidents - irrespective of their location. In other words, RIMSAT aims to design and implement a decision support system that using Case Base Reasoning as well as Model Base Reasoning technology is applied in the management of emergency situations. This document is part of a deliverable for RIMSAT project, and although it has been done in close contact with the requirements of the project, it provides an overview wide enough for providing a state of the art in integration strategies between CBR and MBR technologies.Postprint (published version

    Instructional strategies in explicating the discovery function of proof for lower secondary school students

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    In this paper, we report on the analysis of teaching episodes selected from our pedagogical and cognitive research on geometry teaching that illustrate how carefully-chosen instructional strategies can guide Grade 8 students to see and appreciate the discovery function of proof in geometr

    University of Windsor Undergraduate Calendar 2001-2002

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    https://scholar.uwindsor.ca/universitywindsorundergraduatecalendars/1009/thumbnail.jp

    Building and testing a cognitive approach to the calculus using interactive computer graphics

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    This thesis consists of a theoretical building of a cognitive approach to the calculus and an empirical testing of the theory in the classroom. A cognitive approach to the teaching of a knowledge domain is defined to be one that aims to make the material potentially meaningful at every stage (in the sense of Ausubel). As a resource in such an approach, the notion of a generic organiser is introduced (after Dienes), which is an environment enabling the learner to explore examples of mathematical processes and concepts, providing cognitive experience to assist in the abstraction of higher order concepts embodied by the organiser. This allows the learner to build and test concepts in a mode 1 environment (in the sense of Skemp) rather than the more abstract modes of thinking typical in higher mathematics. The major hypothesis of the thesis is that appropriately designed generic organisers, supported by an appropriate learning environment, are able to provide students with global gestalts for mathematical processes and concepts at an earlier stage than occurs with current teaching methods. The building of the theory involves an in-depth study of cognitive development, of the cultural growth and theoretical content of the mathematics, followed by the design and programming of appropriate organisers for the teaching of the calculus. Generic organisers were designed for differentiation (gradient of a graph), integration (area), and differential equations, to be coherent ends in themselves as well as laying foundations for the formal theories of both standard and non-standard analysis. The testing is concerned with the program GRADIENT, which is designed to give a global gestalt of the dynamic concept of the gradient of a graph. Three experimental classes (one taught by the researcher in conjunction with the regular class teacher) used the software as an adjunct to the normal study of the calculus and five other classes acted as controls. Matched pairs were selected on a pre-test for the purpose of statistical comparison of performance on the post-test. Data was also collected from a third school where the organisers functioned less well, and from university mathematics students who had not used a computer. The generic organiser GRADIENT, supported by appropriate teaching, enabled the experimental students to gain a global gestalt of the gradient concept. They were able to sketch derivatives. for given graphs significantly better than the controls on the post-test, at a level comparable with more able students reading mathematics at university. Their conceptualizations of gradient and tangent transferred to a new situation involving functions given by different formulae on either side of the point in question, performing significantly better than the control students and at least as well, or better, than those at university

    Topics in Programming Languages, a Philosophical Analysis through the case of Prolog

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    [EN]Programming languages seldom find proper anchorage in philosophy of logic, language and science. is more, philosophy of language seems to be restricted to natural languages and linguistics, and even philosophy of logic is rarely framed into programming languages topics. The logic programming paradigm and Prolog are, thus, the most adequate paradigm and programming language to work on this subject, combining natural language processing and linguistics, logic programming and constriction methodology on both algorithms and procedures, on an overall philosophizing declarative status. Not only this, but the dimension of the Fifth Generation Computer system related to strong Al wherein Prolog took a major role. and its historical frame in the very crucial dialectic between procedural and declarative paradigms, structuralist and empiricist biases, serves, in exemplar form, to treat straight ahead philosophy of logic, language and science in the contemporaneous age as well. In recounting Prolog's philosophical, mechanical and algorithmic harbingers, the opportunity is open to various routes. We herein shall exemplify some: - the mechanical-computational background explored by Pascal, Leibniz, Boole, Jacquard, Babbage, Konrad Zuse, until reaching to the ACE (Alan Turing) and EDVAC (von Neumann), offering the backbone in computer architecture, and the work of Turing, Church, Gödel, Kleene, von Neumann, Shannon, and others on computability, in parallel lines, throughly studied in detail, permit us to interpret ahead the evolving realm of programming languages. The proper line from lambda-calculus, to the Algol-family, the declarative and procedural split with the C language and Prolog, and the ensuing branching and programming languages explosion and further delimitation, are thereupon inspected as to relate them with the proper syntax, semantics and philosophical élan of logic programming and Prolog

    University of Windsor Undergraduate Calendar 2003-2004

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    https://scholar.uwindsor.ca/universitywindsorundergraduatecalendars/1011/thumbnail.jp
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