Differences in Increasing The Ability of Reasoning in Problem Based Learning Model and Computer-Based Group Investigation

This study was conducted to determine whether there were significant differences between students 'reasoning abilities taught using the PBL model and with the Computer Multimedia Assisted GI, and to determine whether or not there was an influence of interaction between learning models and students' initial abilities on mathematical reasoning abilities . This research is a comparative research with treatment. The population in this study were students of MTs Al-Washliyah 28 Sergai. The variables in this study are mathematical reasoning abilities by collecting data using a questionnaire and tests of mathematical reasoning abilities as well as student achievement tests. The analysis prerequisite test uses the Kolmogorov-Smirnov normality test with a sig (2-tailed) value for the Computer Multimedia Assisted PBL class is 0.200*>0.005 and the sig (2-tailed) value for the computer multimedia-assisted GI class is 0.132>0.005. Hypothesis testing uses 2 path analysis of variance (Anova) with SPSS aids. The results showed that there were significant differences between students' reasoning abilities taught with the PBL and with the Computer Multimedia Assisted GI with a sig value of 0,0000.05

Computer-Assisted Program Reasoning Based on a Relational Semantics of Programs

We present an approach to program reasoning which inserts between a program and its verification conditions an additional layer, the denotation of the program expressed in a declarative form. The program is first translated into its denotation from which subsequently the verification conditions are generated. However, even before (and independently of) any verification attempt, one may investigate the denotation itself to get insight into the "semantic essence" of the program, in particular to see whether the denotation indeed gives reason to believe that the program has the expected behavior. Errors in the program and in the meta-information may thus be detected and fixed prior to actually performing the formal verification. More concretely, following the relational approach to program semantics, we model the effect of a program as a binary relation on program states. A formal calculus is devised to derive from a program a logic formula that describes this relation and is subject for inspection and manipulation. We have implemented this idea in a comprehensive form in the RISC ProgramExplorer, a new program reasoning environment for educational purposes which encompasses the previously developed RISC ProofNavigator as an interactive proving assistant.Comment: In Proceedings THedu'11, arXiv:1202.453

The impact of cyber learning on moral development : an exploration of tertiary education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University

Cyber learning is learning that takes place making use of cyberspace technology or computer technology. This encompasses any type of learning that occurs while connected to cyberspace, including the Internet, e-mail, virtual reality, computer assisted learning, or computer-mediated learning, electronic learning or telelearning. This research study is an exploration of views and ideas of tertiary level educators on the impact of cyber learning on moral development. Lawrence Kohlberg's (1981) moral development theory has been used as a framework to establish whether there are any factors that make cyber learning a challenge to moral development in tertiary level students. Kohlberg's moral development theory explains the cognitive development process of moral reasoning and decision making in an individual. The research method used to gather data was in-depth face-to-face interviews. The participants were tertiary level educators from Palmerston North in New Zealand. The themes that emanated from the data analysis were categorized as negative and positive impact of cyber learning. Related to these categories the following propositions emerged from the research study. They were: cyber learning has resulted in the birth of 'Cyber Identity'; 'Cyber Choice' in cyber learning overrules moral reasoning; cyber learning encourages alienation from human interaction into 'Cyber Isolation'; cyber learning has resulted in 'Cyber Freedom'; cyber learning introduces students into 'Cyber Illusion' in virtual reality; cyber learning is a gateway to new dimensions of learning; a paradigm shift in learning could permeate tertiary education as a result of cyber learning; and, in order to enable tertiary students to face the challenges of cyber learning successfully it is important to equip them with tools of moral reasoning and decision-making skills. Participants polled in this study believed that New Zealand tertiary education system is impoverished in moral development and as a result New Zealand students are more vulnerable to the impact of cyber learning. The findings highlighted the importance of a moral reasoning framework in tertiary education in order to prepare tertiary students to meet the challenges of cyber learning

Computer-assisted cognitive remediation in adolescents with psychosis or at risk for psychosis: a 6-month follow-up

Urben S, Pihet S, Jaugey L, Halfon O, Holzer L. Computer-assisted cognitive remediation in adolescents with psychosis or at risk for psychosis: a 6-month follow-up. Objective: To investigate short-term outcomes of a computer-assisted cognitive remediation (CACR) for adolescents with psychotic disorders or at high risk for psychosis. Method: Cognitive abilities and clinical status were assessed at baseline (N = 32) and at 6-month follow-up (N = 22) after enrolment in either a CACR (treatment group) or a computer games (control group) program (8 weeks). Results: With regard to the cognitive abilities, no amelioration was found in the control group while, in the CACR group, significant improvements in inhibition (p = 0.040) and reasoning (p = 0.005) were observed. Furthermore, symptom severity decreased significantly in the control group (p = 0.046) and marginally in the CACR group (p = 0.088). Improvements in cognitive abilities were not associated with symptoms' amelioration. Finally, increase in reasoning abilities was related to the median effective work time in sessions of CACR (R = 0.64, p = 0.024). Conclusion: At follow-up, enhanced cognitive abilities (reasoning and inhibition), which are necessary for executing higher-order goals or adapting behaviour to the ever-changing environment, were reported in adolescents participants of the CACR. Thus, further studies are needed to confirm and extend these interesting result

EXPERT SYSTEMS

In recent decades IT and computer systems have evolved rapidly in economic informatics field. The goal is to create user friendly information systems that respond promptly and accurately to requests. Informatics systems evolved into decision assisted systems, and such systems are converted, based on gained experience, in expert systems for creative problem solving that an organization is facing. Expert systems are aimed at rebuilding human reasoning on the expertise obtained from experts, stores knowledge, establishes links between knowledge, have the knowledge and ability to perform human intellectual activities. From the informatics development point of view, expert systems are based on the principle of the knowledge separation from the treating program. Expert systems simulate the human experts reasoning on knowledge available to them, multiply the knowledge and explain their own lines of reasoning.expert systems, artificial intelligence, knowledge, expertise

A Case Study on Computational Hermeneutics: E. J. Lowe’s Modal Ontological Argument

Computers may help us to better understand (not just verify) arguments. In this article we defend this claim by showcasing the application of a new, computer-assisted interpretive method to an exemplary natural-language ar- gument with strong ties to metaphysics and religion: E. J. Lowe’s modern variant of St. Anselm’s ontological argument for the existence of God. Our new method, which we call computational hermeneutics, has been particularly conceived for use in interactive-automated proof assistants. It aims at shedding light on the meanings of words and sentences by framing their inferential role in a given argument. By employing automated theorem reasoning technology within interactive proof assistants, we are able to drastically reduce (by several orders of magnitude) the time needed to test the logical validity of an argu- ment’s formalization. As a result, a new approach to logical analysis, inspired by Donald Davidson’s account of radical interpretation, has been enabled. In computational hermeneutics, the utilization of automated reasoning tools ef- fectively boosts our capacity to expose the assumptions we indirectly commit ourselves to every time we engage in rational argumentation and it fosters the explicitation and revision of our concepts and commitments

Machine-assisted Cyber Threat Analysis using Conceptual Knowledge Discovery

Over the last years, computer networks have evolved into highly dynamic and interconnected environments, involving multiple heterogeneous devices and providing a myriad of services on top of them. This complex landscape has made it extremely difficult for security administrators to keep accurate and be effective in protecting their systems against cyber threats. In this paper, we describe our vision and scientific posture on how artificial intelligence techniques and a smart use of security knowledge may assist system administrators in better defending their networks. To that end, we put forward a research roadmap involving three complimentary axes, namely, (I) the use of FCA-based mechanisms for managing configuration vulnerabilities, (II) the exploitation of knowledge representation techniques for automated security reasoning, and (III) the design of a cyber threat intelligence mechanism as a CKDD process. Then, we describe a machine-assisted process for cyber threat analysis which provides a holistic perspective of how these three research axes are integrated together

VO: Vaccine Ontology

The collaborative, community-based Vaccine Ontology (VO) was developed to promote vaccine data standardization, integration, and computer-assisted reasoning. Currently VO covers a variety of aspects of the vaccine domain, with an emphasis on classification of vaccines and vaccine components, and on host immune response to vaccines. VO can be used for a number of applications, e.g., ontology-based vaccine literature mining through collaboration with the National Center for Integrative Biomedical Informatics (NCIBI)

FIRST AMENDMENT PROTECTION FOR COMPUTER ASSISTED DESIGN FILES

This thesis examines the possible extent of First Amendment protection for computer assisted design (CAD) files, the pages of code that instruct a 3-D printer on what to print. This thesis draws a comparison between traditional computer code and CAD files, and first asks whether the factors relied upon by courts in determining whether computer code receives First Amendment protection can be applied to CAD files. This thesis also reviews the foundational theories of the First Amendment, and asks whether CAD files fulfill the objectives of the First Amendment under the reasoning of each theory. It concludes by arguing that CAD files should be treated in the same manner as computer code – receiving presumptive protection under the First Amendment, and requiring that any regulation or restriction be content-neutral and narrowly tailored.Master of Art