Middle-Out Reasoning for Logic Program Synthesis

We propose a novel approach to automating the synthesis of logic programs: Logic programs are synthesized as a by-product of the planning of a verification proof. The approach is a two-level one: At the object level, we prove program verification conjectures in a sorted, first-order theory. The conjectures are of the form 8args \Gamma\Gamma\Gamma\Gamma! : prog(args \Gamma\Gamma\Gamma\Gamma! ) $ spec(args \Gamma\Gamma\Gamma\Gamma! ). At the meta-level, we plan the object-level verification with an unspecified program definition. The definition is represented with a (second-order) meta-level variable, which becomes instantiated in the course of the planning

Maximizing Foundation Effectiveness: Aligning Program Strategy, Organizational Capacity, Strategic Planning, and Performance Assessment to Achieve Success

This paper outlines a framework for increasing the philanthropic performance of an organization by focusing on strategic planning and development of tight logic models for the organization's programs. Strategic planning gets broken down into five steps: meta-planning, evaluation of the internal/external environment, establishment of priorities and vision, development of the strategic plan, and implementation/refinement. Though this paper stresses evaluation and meticulous planning, it finishes by imploring organizations to "allow room for serendipity, improvisation, and intuition in the process, too.

Transition Planning for Secondary LD Students

Despite increasing legal requirements in planning and documentation, transition outcomes for secondary LD students continue to fall short of pre-graduation expectations. As students move from the supportive and controlled environment of public school education systems to the less structured world of work or post-secondary education, a myriad of skills, supports, and coordinated efforts are needed for optimal outcomes. As the number of students qualifying for services continues to rise, analysis of the shortcomings and successes of the current special education transition strategies is becoming increasingly important. This meta-synthesis of the literature on transitioning secondary LD students investigates the realities of secondary transition planning and the difficulties in implementation

Using Out-of-Character Reasoning to Combine Storytelling and Education in a Serious Game

To reconcile storytelling and educational meta-goals in the context of a serious game, we propose to make use of out-of-character reasoning in virtual agents. We will implement these agents in a serious game of our design, which will focus on social interaction in conflict scenarios with the meta-goal of improving social awareness of users. The agents will use out-of-character reasoning to manage conflicts by assuming different in-character personalities or by planning to take specific actions based on interaction with the users. In-character reasoning is responsible for the storytelling concerns of character believability and consistency. These are not endangered by out-of-character reasoning, as it takes in-character information into account when making decisions

Markets vs. Government when Rationality Is Unequally Bounded: Some Consequences of Cognitive Inequalities for Theory and Policy

Recognizing that human rationality has bounds that are unequal across individuals entails treating it as a special scarce resource, tied to individuals and used for deciding on its own uses. This causes a meta-mathematical difficulty to the axiomatic theories of human capital and resource allocation, and raises a new problem for comparative institutional analysis, allowing it to explain some so far little understood differences between markets and government. The policy implications strengthen the case against national planning, selective industrial policies, and government ownership of enterprises, but weaken the case against paternalism.Rationality; meta-mathematics; institutions; markets; government

Transition Planning -- Responsibilities and Strategies

This meta-synthesis of the literature, on transition planning for youth with disabilities, examines several important facets that impact the post school outcomes for students with disabilities. Eight specific areas have been highlighted that point out the common theme areas of this metasynthesis. Research recognizes the responsibilities of the regular and special education teachers to the secondary transition process and the roles of the student and parent are not minimized at all. Professional development and continuous training are needed and highlighted for teachers, counselors, administrators, parents and students. There are specific successful strategies and methods to apply to the transition planning process. Raising expectations will likely result in positive post school outcomes as well. However, it is only too often that teachers, counselors, parents, and students are ill prepared for secondary transitions from high school to employment or further training. Expectations are too low and students are not prepared to make decisions about their employment or training in spite of the fact that self determination and self advocacy are strong tools that can and will promote positive outcomes for students. Indeed, individualized transition planning and person centered planning are valuable tools