Superposition as a logical glue

The typical mathematical language systematically exploits notational and logical abuses whose resolution requires not just the knowledge of domain specific notation and conventions, but not trivial skills in the given mathematical discipline. A large part of this background knowledge is expressed in form of equalities and isomorphisms, allowing mathematicians to freely move between different incarnations of the same entity without even mentioning the transformation. Providing ITP-systems with similar capabilities seems to be a major way to improve their intelligence, and to ease the communication between the user and the machine. The present paper discusses our experience of integration of a superposition calculus within the Matita interactive prover, providing in particular a very flexible, "smart" application tactic, and a simple, innovative approach to automation.Comment: In Proceedings TYPES 2009, arXiv:1103.311

Proof in Context -- Web Editing with Rich, Modeless Contextual Feedback

The Agora system is a prototypical Wiki for formal mathematics: a web-based system for collaborating on formal mathematics, intended to support informal documentation of formal developments. This system requires a reusable proof editor component, both for collaborative editing of documents, and for embedding in the resulting documents. This paper describes the design of Agora's asynchronous editor, that is generic enough to support different tools working on editor content and providing contextual information, with interactive theorem proverss being a special, but important, case described in detail for the Coq theorem prover.Comment: In Proceedings UITP 2012, arXiv:1307.152

Inhibition and young children's performance on the Tower of London task

Young children, when performing problem solving tasks, show a tendency to break task rules and produce incomplete solutions. We propose that this tendency can be explained by understanding problem solving within the context of the development of “executive functions” – general cognitive control functions, which serve to regulate the operation of the cognitive system. This proposal is supported by the construction of two computational models that simulate separately the performance of 3–4 year old and 5–6 year old children on the Tower of London planning task. We seek in particular to capture the emerging role of inhibition in the older group. The basic framework within which the models are developed is derived from Fox and Das’ Domino model [Fox, J., & Das, S. (2000). Safe and sound: Artificial intelligence in hazardous applications. Cambridge, MA: MIT Press] and Norman and Shallice’s [Norman, D.A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behaviour. In R. Davidson, G. Schwartz, & D. Shapiro (Eds.), Consciousness and Self Regulation (Vol. 4). New York: Plenum] theory of willed and automatic action. Two strategies and a simple perceptual bias are implemented within the models and comparisons between model and child performance reveal a good fit for the key dependent measures (number of rule breaks and percentage of incomplete solutions) of the two groups

BitBox!:A case study interface for teaching real-time adaptive music composition for video games

Real-time adaptive music is now well-established as a popular medium, largely through its use in video game soundtracks. Commercial packages, such as fmod, make freely available the underlying technical methods for use in educational contexts, making adaptive music technologies accessible to students. Writing adaptive music, however, presents a significant learning challenge, not least because it requires a different mode of thought, and tutor and learner may have few mutual points of connection in discovering and understanding the musical drivers, relationships and structures in these works. This article discusses the creation of ‘BitBox!’, a gestural music interface designed to deconstruct and explain the component elements of adaptive composition through interactive play. The interface was displayed at the Dare Protoplay games exposition in Dundee in August 2014. The initial proof-of- concept study proved successful, suggesting possible refinements in design and a broader range of applications

A State of the Art of Governance Literature on adaptation to climate change. Towards a research agenda

This report provides a state-of-the-art overview of governance literature on adaptation strategies. What has recent research taught us on adaptation from the perspective of governance and to what research agenda does this lead? This report is structured as followed. Firstly, it will be argued why adaptation is a matter of governance. Secondly, the research methods for the literature study will be outlined. Thirdly, the results of the literature study will portray the findings in terms of the themes and foci with, respectively, environmental studies, spatial planning and development studies, and public administration studies. Finally, a comparative analysis of these findings will lead to a research agenda for future research on governance of adaptatio

The i* framework for goal-oriented modeling

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-39417-6i* is a widespread framework in the software engineering field that supports goal-oriented modeling of socio-technical systems and organizations. At its heart lies a language offering concepts such as actor, dependency, goal and decomposition. i* models resemble a network of interconnected, autonomous, collaborative and dependable strategic actors. Around this language, several analysis techniques have emerged, e.g. goal satisfaction analysis and metrics computation. In this work, we present a consolidated version of the i* language based on the most adopted versions of the language. We define the main constructs of the language and we articulate them in the form of a metamodel. Then, we implement this version and a concrete technique, goal satisfaction analys is based on goal propagation, using ADOxx. Throughout the chapter, we used an example based on open source software adoption to illustrate the concepts and test the implementation.Peer ReviewedPostprint (author's final draft

Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis

This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented showing increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.Comment: Also submitted to American Journal of Physic