61,551 research outputs found

    An Off-Label Use of Parental Rights? The Unanticipated Doctrinal Antidote for Professor Mnookin’s Diagnosis

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    In the intersection of technology, curriculum and intentions, a specific issue of interest is found in the gap between teachers’ intentions and implementations of curriculum. Instead of approaching curriculum and technology as something fait accompli, teachers are considered crucial in the re-discovery of what and how to teach. The thesis depicts the mind-set of teachers and their beliefs in relation to computing curriculum. Three perspectives are covered in the thesis. Based on original documents and interviews with curriculum developers, the enactment of the computing/programming curriculum during the 1970s and 1980s is explored (Paper 1). This historical perspective is supplemented with a perspective from the present day where current teaching practice is explored through teachers’ statements (seminars with associated questionnaires) regarding their beliefs about teaching and learning programming(Paper 2). Finally with a view from a theoretical perspective, teachers’perception of instruction is discussed in relation to a theoretical framework where their intentions in relation to theoretical and practical aspects of knowledge are revealed (Papers 3 &amp; 4). The initial incitement to offer computing education during the 1970s was discovered in the recruitment of a broader group of students within the Natural Science Programme and the perception that it would contribute to the development of students’ ability to think logically and learn problem solving skills. Data concerning teachers’ beliefs about teaching and learning programming unravels an instructional dependence among today’s teachers where students’ logical and analytical abilities (even before the courses start) are considered crucial to students’ learning, while teachers question the importance of their pedagogy. The thesis also discover two types of instruction; a large group putting emphasis on the syntax of programming languages, and a smaller group putting emphasis on the students’ experiences of learning concepts of computer science (not necessarily to do with syntax). In summary the thesis depicts an instructional tradition based on teachers’ beliefs where the historical development of the subject sets the framework for the teaching. Directly and indirectly the historical development and related traditions govern what programming teachers in upper secondary school will/are able to present to their students. From deploying two theoretical approaches, phenomenography and logic of events, upon teacher’s cases it is shown that the intended object of learning (iOoL) is shaped by the teacher’s intentions (e.g., balancing the importance oftheory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding). The teachers also present a diverse picture regarding what theoretical knowledge students will reach for.QC 20150227</p

    The Gödel and the Splitting Translations

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    When the new research area of logic programming and non-monotonic reasoning emerged at the end of the 1980s, it focused notably on the study of mathematical relations between different non-monotonic formalisms, especially between the semantics of stable models and various non-monotonic modal logics. Given the many and varied embeddings of stable models into systems of modal logic, the modal interpretation of logic programming connectives and rules became the dominant view until well into the new century. Recently, modal interpretations are once again receiving attention in the context of hybrid theories that combine reasoning with non-monotonic rules and ontologies or external knowledge bases. In this talk I explain how familiar embeddings of stable models into modal logics can be seen as special cases of two translations that are very well-known in non-classical logic. They are, ïŹrst, the translation used by Godel in 1933 to em- š bed Heyting’s intuitionistic logic H into a modal provability logic equivalent to Lewis’s S4; second, the splitting translation, known since the mid-1970s, that allows one to embed extensions of S4 into extensions of the non-reïŹ‚exive logic, K4. By composing the two translations one can obtain (Goldblatt, 1978) an adequate provability interpretation of H within the Goedel-Loeb logic GL, the system shown by Solovay (1976) to capture precisely the provability predicate of Peano Arithmetic. These two translations and their composition not only apply to monotonic logics extending H and S4, they also apply in several relevant cases to non-monotonic logics built upon such extensions, including equilibrium logic, non-monotonic S4F and autoepistemic logic. The embeddings obtained are not merely faithful and modular, they are based on fully recursive translations applicable to arbitrary logical formulas. Besides providing a uniform picture of some older results in LPNMR, the translations yield a perspective from which some new logics of belief emerge in a natural wa

    The PLC: a logical development

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    Programmable Logic Controllers (PLCs) have been used to control industrial processes and equipment for over 40 years, having their first commercially recognised application in 1969. Since then there have been enormous changes in the design and application of PLCs, yet developments were evolutionary rather than radical. The flexibility of the PLC does not confine it to industrial use and it has been used for disparate non-industrial control applications . This article reviews the history, development and industrial applications of the PLC

    Playing Smart - Another Look at Artificial Intelligence in Computer Games

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    Playing Smart - Artificial Intelligence in Computer Games

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    Abstract: With this document we will present an overview of artificial intelligence in general and artificial intelligence in the context of its use in modern computer games in particular. To this end we will firstly provide an introduction to the terminology of artificial intelligence, followed by a brief history of this field of computer science and finally we will discuss the impact which this science has had on the development of computer games. This will be further illustrated by a number of case studies, looking at how artificially intelligent behaviour has been achieved in selected games

    From algebra to logic: there and back again -- the story of a hierarchy

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    This is an extended survey of the results concerning a hierarchy of languages that is tightly connected with the quantifier alternation hierarchy within the two-variable fragment of first order logic of the linear order.Comment: Developments in Language Theory 2014, Ekaterinburg : Russian Federation (2014
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