394 research outputs found

    Exploiting Process Algebras and BPM Techniques for Guaranteeing Success of Distributed Activities

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    The communications and collaborations among activities, pro- cesses, or systems, in general, are the base of complex sys- tems defined as distributed systems. Given the increasing complexity of their structure, interactions, and functionali- ties, many research areas are interested in providing mod- elling techniques and verification capabilities to guarantee their correctness and satisfaction of properties. In particular, the formal methods community provides robust verification techniques to prove system properties. However, most ap- proaches rely on manually designed formal models, making the analysis process challenging because it requires an expert in the field. On the other hand, the BPM community pro- vides a widely used graphical notation (i.e., BPMN) to design internal behaviour and interactions of complex distributed systems that can be enhanced with additional features (e.g., privacy technologies). Furthermore, BPM uses process min- ing techniques to automatically discover these models from events observation. However, verifying properties and ex- pected behaviour, especially in collaborations, still needs a solid methodology. This thesis aims at exploiting the features of the formal meth- ods and BPM communities to provide approaches that en- able formal verification over distributed systems. In this con- text, we propose two approaches. The modelling-based ap- proach starts from BPMN models and produces process al- gebra specifications to enable formal verification of system properties, including privacy-related ones. The process mining- based approach starts from logs observations to automati- xv cally generate process algebra specifications to enable veri- fication capabilities

    Investigating language corpora as a grammar development resource

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    The digital era has brought new concepts and transformations into language development and has given rise to technology-based approaches to learner autonomy. It has shifted the focus from deductive to inductive learning, where the concept of ‘noticing’ (Schmidt, 1990) language forms is promoted. Literature suggests that this type of student-centered self-discovery of lexico-grammatical patterns can be greatly aided by corpus linguistics methods, specifically ‘Data-Driven Learning’ (DDL) (Johns, 1986; Braun, 2005; O’Keeffe et al, 2007). It reports on the valuable potential of DDL for developing learners’ multi-literacies and cognitive strategies, particularly raising their awareness of lexico-grammatical patterning (O’Keeffe and Farr, 2003). However, insights from corpus-based studies have not been widely applied in teaching practices (Reppen, 2022; Zareva, 2017). It has also been proposed that DDL enhances accurate representation of language, raises cultural understanding, provides learners with the freedom to explore and discover the language, and fosters learner autonomy, thus making them more effective language learners (Flowerdew, 2015). This affordance led to the design of a longitudinal experimental study which aimed to provide useful skills and processes in the use of language corpora as a grammar development resource in the pre-intermediate EFL classroom in an Armenain context outside of higher education. The evaluation data included pre-, post-, progress-, delayed post-test data, and Learner Autonomy Profile (LAP) form, the statistical analysis of which revealed the beneficial impact of the computer-based inductive approach of DDL on the learners’ grammar competency, independent learning skills, as well as the contribution of cognitive strategies to proceduralization of knowledge. It also included semi-structured interview data, which uncovered the learners’ increased engagement in the learning process, the positive change in their attitudes towards their own learning, and the ways of demonstrating autonomous abilities in working with concordances. These data also brought to light some of the fears and challenges of using DDL, as well discussing its theoretical and pedagogical underpinnings aligned with psychological processes of learning. The findings will serve all the participants of this hugely important ELT sector - researchers, language educators and learners. They will gain insights as to what is necessary to tap learners’ implicit long-term knowledge, to prepare them both psychologically and practically for independence so that they can be armed with confidence, interest in discovering the language, knowledge about their own learning, and understanding of how to make use of their learning styles and strategies. Keywords: conventional/technology-enhanced EFL classroom, corpus linguistics, data-driven learning (DDL), inductive/deductive grammar learning, direct/indirect written feedback, explicit/implicit knowledge, language awareness, learner autonomy.N

    Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement

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    This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education

    Contacts of languages and peoples in the Hittite and Post-Hittite world

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    Ever since the early 2nd millennium BCE, Pre-Classical Anatolia has been a crossroads of languages and peoples. Indo-European peoples – Hittites, Luwians, Palaeans – and non-Indo-European ones – Hattians, but also Assyrians and Hurrians – coexisted with each other for extended periods of time during the Bronze Age, a cohabitation that left important traces in the languages they spoke and in the texts they wrote. By combining, in an interdisciplinary fashion, the complementary approaches of linguistics, history, and philology, this book offers a comprehensive, state-of-the-art study of linguistic and cultural contacts in a region that is often described as the bridge between the East and the West

    Formal Methods for Autonomous Systems

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    Formal methods refer to rigorous, mathematical approaches to system development and have played a key role in establishing the correctness of safety-critical systems. The main building blocks of formal methods are models and specifications, which are analogous to behaviors and requirements in system design and give us the means to verify and synthesize system behaviors with formal guarantees. This monograph provides a survey of the current state of the art on applications of formal methods in the autonomous systems domain. We consider correct-by-construction synthesis under various formulations, including closed systems, reactive, and probabilistic settings. Beyond synthesizing systems in known environments, we address the concept of uncertainty and bound the behavior of systems that employ learning using formal methods. Further, we examine the synthesis of systems with monitoring, a mitigation technique for ensuring that once a system deviates from expected behavior, it knows a way of returning to normalcy. We also show how to overcome some limitations of formal methods themselves with learning. We conclude with future directions for formal methods in reinforcement learning, uncertainty, privacy, explainability of formal methods, and regulation and certification

    International Academic Symposium of Social Science 2022

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    This conference proceedings gathers work and research presented at the International Academic Symposium of Social Science 2022 (IASSC2022) held on July 3, 2022, in Kota Bharu, Kelantan, Malaysia. The conference was jointly organized by the Faculty of Information Management of Universiti Teknologi MARA Kelantan Branch, Malaysia; University of Malaya, Malaysia; Universitas Pembangunan Nasional Veteran Jakarta, Indonesia; Universitas Ngudi Waluyo, Indonesia; Camarines Sur Polytechnic Colleges, Philippines; and UCSI University, Malaysia. Featuring experienced keynote speakers from Malaysia, Australia, and England, this proceeding provides an opportunity for researchers, postgraduate students, and industry practitioners to gain knowledge and understanding of advanced topics concerning digital transformations in the perspective of the social sciences and information systems, focusing on issues, challenges, impacts, and theoretical foundations. This conference proceedings will assist in shaping the future of the academy and industry by compiling state-of-the-art works and future trends in the digital transformation of the social sciences and the field of information systems. It is also considered an interactive platform that enables academicians, practitioners and students from various institutions and industries to collaborate
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