Simulation Models of the Evolution of Cooperation as Proofs of Logical Possibilities. How Useful Are They?

This paper discusses critically what simulation models of the evolution of cooperation can possibly prove by examining Axelrod’s “Evolution of Cooperation” (1984) and the modeling tradition it has inspired. Hardly any of the many simulation models in this tradition have been applicable empirically. Axelrod’s role model suggested a research design that seemingly allowed to draw general conclusions from simulation models even if the mechanisms that drive the simulation could not be identified empirically. But this research design was fundamentally flawed. At best such simulations can claim to prove logical possibilities, i.e. they prove that certain phenomena are possible as the consequence of the modeling assumptions built into the simulation, but not that they are possible or can be expected to occur in reality. I suggest several requirements under which proofs of logical possibilities can nevertheless be considered useful. Sadly, most Axelrod-style simulations do not meet these requirements. It would be better not to use this kind of simulations at all

A Strategy for Teaching an Effective Undergraduate Mineralogy Course

An effective undergraduate mineralogy course provides students with a familiarity and understanding of minerals that is necessary for studying the Earth. This paper describes a strategy for integrating the disparate topics covered in a mineralogy course and for presenting them in a way that facilitates an understanding of mineralogy that enables students to apply it in subsequent courses and research. The course is organized into a well-integrated sequence of lectures, demonstrations and laboratory exercises that unfolds the material logically and at a pace that is responsive to the students’ needs. The course begins with six weeks on crystal chemistry, then five weeks covering analytical methods for characterizing minerals and ends with five weeks on the silicates. This order facilitates a progression of learning from the basic concepts to the more advanced and allows us to reinforce the concepts of crystal chemistry during the final section on the silicates. Optical mineralogy is almost entirely taught in the lab and is aided by use of a mineral identification chart developed to help students learn to identify minerals in thin section. Student performance is assessed through one technical paper and presentation as well as homework, essay exams and lab practicals. Educational levels: Graduate or professional

Analysis of Feature Models Using Alloy: A Survey

Feature Models (FMs) are a mechanism to model variability among a family of closely related software products, i.e. a software product line (SPL). Analysis of FMs using formal methods can reveal defects in the specification such as inconsistencies that cause the product line to have no valid products. A popular framework used in research for FM analysis is Alloy, a light-weight formal modeling notation equipped with an efficient model finder. Several works in the literature have proposed different strategies to encode and analyze FMs using Alloy. However, there is little discussion on the relative merits of each proposal, making it difficult to select the most suitable encoding for a specific analysis need. In this paper, we describe and compare those strategies according to various criteria such as the expressivity of the FM notation or the efficiency of the analysis. This survey is the first comparative study of research targeted towards using Alloy for FM analysis. This review aims to identify all the best practices on the use of Alloy, as a part of a framework for the automated extraction and analysis of rich FMs from natural language requirement specifications.Comment: In Proceedings FMSPLE 2016, arXiv:1603.0857