2,972 research outputs found
An overview of decision table literature 1982-1995.
This report gives an overview of the literature on decision tables over the past 15 years. As much as possible, for each reference, an author supplied abstract, a number of keywords and a classification are provided. In some cases own comments are added. The purpose of these comments is to show where, how and why decision tables are used. The literature is classified according to application area, theoretical versus practical character, year of publication, country or origin (not necessarily country of publication) and the language of the document. After a description of the scope of the interview, classification results and the classification by topic are presented. The main body of the paper is the ordered list of publications with abstract, classification and comments.
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Design as interactions of problem framing and problem solving: a formal and empirical basis for problem framing in design
In this thesis, I present, illustrate and empirically validate a novel approach to modelling and explaining design process. The main outcome of this work is the formal definition of the problem framing, and the formulation of a recursive model of framing in design. The model (code-named RFD), represents a formalisation of a grey area in the science of design, and sees the design process as a recursive interaction of problem framing and problem solving.
The proposed approach is based upon a phenomenon introduced in cognitive science and known as (reflective) solution talkback. Previously, there were no formalisations of the knowledge interactions occurring within this complex reasoning operation. The recursive model is thus an attempt to express the existing knowledge in a formal and structured manner. In spite of rather abstract, knowledge level on which the model is defined, it is a firm step in the clarification of design process. The RFD model is applied to the knowledge-level description of the conducted experimental study that is annotated and analysed in the defined terminology. Eventually, several schemas implied by the model are identified, exemplified, and elaborated to reflect the empirical results.
The model features the mutual interaction of predicates âspecifiesâ and âsatisfiesâ. The first asserts that a certain set of explicit statements is sufficient for expressing relevant desired states the design is aiming to achieve. The validity of predicate âspecifiesâ might not be provable directly in any problem solving theory. A particular specification can be upheld or rejected only by drawing upon the validity of a complementary predicate âsatisfiesâ and the (un-)acceptability of the considered candidate solution (e.g. technological artefact, product). It is the role of the predicate âsatisfiesâ to find and derive such a candidate solution. The predicates âspecifiesâ and âsatisfiesâ are contextually bound and can be evaluated only within a particular conceptual frame. Thus, a solution to the design problem is sound and admissible with respect to an explicit commitment to a particular specification and design frame. The role of the predicate âacceptableâ is to compare the admissible solutions and frames against the ârealâ design problem. As if it answered the question: âIs this solution really what I wanted/intended?â
Furthermore, I propose a set of principled schemas on the conceptual (knowledge) level with an aim to make the interactive patterns of the design process explicit. These conceptual schemas are elicited from the rigorous experiments that utilised the structured and principled approach to recording the designerâs conceptual reasoning steps and decisions. They include the refinement of an explicit problem specification within a conceptual frame; the refinement of an explicit problem specification using a re-framed reference; and the conceptual re-framing (i.e. the identification and articulation of new conceptual terms)
Since the conceptual schemas reflect the sequence of the âtypicalâ decisions the designer may make during the design process, there is no single, symbol-level method for the implementation of these conceptual patterns. Thus, when one decides to follow the abstract patterns and schemas, this abstract model alone can foster a principled design on the knowledge level. It must be acknowledged that for the purpose of computer-based support, these abstract schemas need to be turned into operational models and consequently suitable methods. However, such operational perspective was beyond the time and resource constraints placed on this research
Using Synchronous On-Site Computerized Testing To Match Assessment To Curriculum For Accounting And Information Systems Courses
Business practitioners and academics have identified computer literacy proficiency and technology-based integration as crucial abilities for accounting and AIS graduates to possess. We provide justification that synchronous on-site computerized testing (SOCT) examinations are invaluable for student assessment with respect to various types of AIS-related course material and offer a more appropriate matching of assessment with curriculum content than traditional examination methods. Evidence is supplied describing how SOCT techniques have been successfully applied in evaluating particular cognitive skills and computer abilities of recent accounting and AIS students
The 1982 ASEE-NASA Faculty Fellowship program (Aeronautics and Research)
The NASA/ASEE Summer Faculty Fellowship Program (Aeronautics and Research) conducted at the NASA Goddard Space Flight Center during the summer of 1982 is described. Abstracts of the Final Reports submitted by the Fellows detailing the results of their research are also presented
SciBench: Evaluating College-Level Scientific Problem-Solving Abilities of Large Language Models
Recent advances in large language models (LLMs) have demonstrated notable
progress on many mathematical benchmarks. However, most of these benchmarks
only feature problems grounded in junior and senior high school subjects,
contain only multiple-choice questions, and are confined to a limited scope of
elementary arithmetic operations. To address these issues, this paper
introduces an expansive benchmark suite SciBench that aims to systematically
examine the reasoning capabilities required for complex scientific problem
solving. SciBench contains two carefully curated datasets: an open set
featuring a range of collegiate-level scientific problems drawn from
mathematics, chemistry, and physics textbooks, and a closed set comprising
problems from undergraduate-level exams in computer science and mathematics.
Based on the two datasets, we conduct an in-depth benchmark study of two
representative LLMs with various prompting strategies. The results reveal that
current LLMs fall short of delivering satisfactory performance, with an overall
score of merely 35.80%. Furthermore, through a detailed user study, we
categorize the errors made by LLMs into ten problem-solving abilities. Our
analysis indicates that no single prompting strategy significantly outperforms
others and some strategies that demonstrate improvements in certain
problem-solving skills result in declines in other skills. We envision that
SciBench will catalyze further developments in the reasoning abilities of LLMs,
thereby ultimately contributing to scientific research and discovery.Comment: Work in progress, 18 page
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