Model Checking - My 27-Year Quest to Overcome the State Explosion Problem

Model Checking is an automatic verification technique for state-transition systems that are finite=state or that have finite-state abstractions. In the early 1980 s in a series of joint papers with my graduate students E.A. Emerson and A.P. Sistla, we proposed that Model Checking could be used for verifying concurrent systems and gave algorithms for this purpose. At roughly the same time, Joseph Sifakis and his student J.P. Queille at the University of Grenoble independently developed a similar technique. Model Checking has been used successfully to reason about computer hardware and communication protocols and is beginning to be used for verifying computer software. Specifications are written in temporal logic, which is particularly valuable for expressing concurrency properties. An intelligent, exhaustive search is used to determine if the specification is true or not. If the specification is not true, the Model Checker will produce a counterexample execution trace that shows why the specification does not hold. This feature is extremely useful for finding obscure errors in complex systems. The main disadvantage of Model Checking is the state-explosion problem, which can occur if the system under verification has many processes or complex data structures. Although the state-explosion problem is inevitable in worst case, over the past 27 years considerable progress has been made on the problem for certain classes of state-transition systems that occur often in practice. In this talk, I will describe what Model Checking is, how it works, and the main techniques that have been developed for combating the state explosion problem

Proceedings of the First NASA Formal Methods Symposium

Topics covered include: Model Checking - My 27-Year Quest to Overcome the State Explosion Problem; Applying Formal Methods to NASA Projects: Transition from Research to Practice; TLA+: Whence, Wherefore, and Whither; Formal Methods Applications in Air Transportation; Theorem Proving in Intel Hardware Design; Building a Formal Model of a Human-Interactive System: Insights into the Integration of Formal Methods and Human Factors Engineering; Model Checking for Autonomic Systems Specified with ASSL; A Game-Theoretic Approach to Branching Time Abstract-Check-Refine Process; Software Model Checking Without Source Code; Generalized Abstract Symbolic Summaries; A Comparative Study of Randomized Constraint Solvers for Random-Symbolic Testing; Component-Oriented Behavior Extraction for Autonomic System Design; Automated Verification of Design Patterns with LePUS3; A Module Language for Typing by Contracts; From Goal-Oriented Requirements to Event-B Specifications; Introduction of Virtualization Technology to Multi-Process Model Checking; Comparing Techniques for Certified Static Analysis; Towards a Framework for Generating Tests to Satisfy Complex Code Coverage in Java Pathfinder; jFuzz: A Concolic Whitebox Fuzzer for Java; Machine-Checkable Timed CSP; Stochastic Formal Correctness of Numerical Algorithms; Deductive Verification of Cryptographic Software; Coloured Petri Net Refinement Specification and Correctness Proof with Coq; Modeling Guidelines for Code Generation in the Railway Signaling Context; Tactical Synthesis Of Efficient Global Search Algorithms; Towards Co-Engineering Communicating Autonomous Cyber-Physical Systems; and Formal Methods for Automated Diagnosis of Autosub 6000

Theories, models, simulations: a computational challenge

In this talk I would like to illustrate with examples taken from Quantum Field Theory and Biophysics how an intelligent exploitation of the unprecedented power of today's computers could led not only to the solution of pivotal problems in the theory of Strong Interactions, but also to the emergence of new lines of interdisciplinary research, while at the same time pushing the limits of modeling to the realm of living systems.Comment: 19 pages, 1 figure, conference pape

Spartan Daily, January 29, 1993

Volume 100, Issue 2https://scholarworks.sjsu.edu/spartandaily/8359/thumbnail.jp

Developing a distributed electronic health-record store for India

The DIGHT project is addressing the problem of building a scalable and highly available information store for the Electronic Health Records (EHRs) of the over one billion citizens of India

StableHand VR: a virtual reality serious game for hand rehabilitation

Dissertação de mestrado integrado em Biomedical Engineering Medical InformaticsA third of all injuries at work are sustained to the hand, and hand and wrist injuries are estimated to account between 10% to 30% of all Emergency Department (ED) attendances. In 2017, there were approximately 18 million hand and wrist fractures, 2 million thumb amputations and 4 million non-thumb digit amputations worldwide. Several injuries, disabilities and diseases can affect manual motor control. Hand physiotherapy is indispensable to restore hand functionality. However, this process is often a strenuous and cognitively demanding experience. This work proposes a Virtual Reality (VR) serious game to improve conventional physiotherapy in hand rehabilitation. It focuses on resolving recurring limitations reported in most technological solutions to the problem, namely the limited diversity support of movements and exercises, complicated calibrations, and exclusion of patients with open wounds or other disfigurements of the hand. Concepts such as mixed reality, serious games for health, and hand rehabilitation are addressed in this dissertation to provide the reader with a background for the project. The latest developments of digital games and technologies in the hand rehabilitation field, specifications, requirements, general game characteristics and the most relevant details of the game implementation process are also presented in this dissertation. The system was assessed in two mid-term validations to test its viability and adjust the development. The first validation was performed with eight able-bodied participants and the second with four health professionals working in the rehabilitation field. The validations were performed following ten minutes of guided functional task practices followed by a Semi-Structured Interview for the first validation and an online questionnaire for the second validation. The questions made in the interview and online questionnaire focused on the participants’ familiarity with videogames, opinion about the Oculus Quest and its hand tracking system, and the StableHand VR game. The System Usability Scale (SUS) scores obtained and the participants’ positive feedback showed the potential of both conceptual and technological approaches adopted for this game as a viable complement to conventional hand rehabilitation. The project’s main objectives were achieved, and several relevant topics for further research were identified.Um terço de todos os ferimentos no trabalho afetam a mão e estima-se que 10% a 30% de todos os atendimentos nas Urgências se devem a ferimentos na mão e no pulso. Em 2017, houve aproximadamente 18 milhões de fraturas da mão e do pulso, 2 milhões de amputações do polegar e 4 milhões de amputações de dígitos não polegares em todo o mundo. Vários ferimentos, deficiências e doenças podem afetar o controlo motor manual. A fisioterapia é indispensável para recuperar a funcionalidade da mão. No entanto, este processo é frequentemente uma experiência extenuante e cognitivamente exigente. Este trabalho propõe um jogo sério em Realidade Virtual para melhorar a fisioterapia convencional na reabilitação da mão. O trabalho desenvolvido concentra-se na resolução de recorrentes limitações relatadas na maioria das soluções tecnológicas para o problema, nomeadamente o apoio limitado de diversidade de movimentos e exercícios, calibrações complicadas e exclusão de pacientes com feridas abertas ou outras desfigurações da mão. Esta dissertação aborda conceitos como a realidade mista, jogos sérios para a saúde e reabilitação para fornecer ao leitor contextualização para o projeto. Os últimos desenvolvimentos de jogos digitais e tecnologias no campo da reabilitação da mão são também apresentados nesta dissertação, assim como especificações, requisitos, características gerais do jogo e o processo de implementação do mesmo. O sistema foi avaliado através de dois ensaios realizados durante o processo de desenvolvimento, para testar a viabilidade e proceder a ajustes da solução especificada. A primeira validação foi conduzida com oito participantes saudáveis e a segunda validação com quatro profissionais de saúde que trabalham em reabilitação. As validações foram realizadas após dez minutos de práticas funcionais orientadas, seguidas de uma Entrevista Semiestruturada, no caso da primeira validação, ou de um questionário online, no caso da segunda validação. As perguntas feitas na entrevista e no questionário online centraram-se na familiaridade dos participantes com os videojogos, opinião sobre o Oculus Quest e o seu sistema de localização de mãos e o jogo StableHand VR. As pontuações obtidas no System Usability Scale e o feedback positivo dos participantes demostrou o potencial das abordagens conceptuais e tecnológicas adotadas para que este jogo fosse visto como um complemento viável para a reabilitação convencional das mãos. Os principais objetivos do projeto foram alcançados, tendo também sido identificado um conjunto de tópicos relevantes de investigação futura

Empowerment by Design: Classroom Innovation and Inquiry Through Design Thinking and Action Research

Increasingly standardized and assessment-driven educational systems are failing to meet the needs of many students, replacing their love of learning with a fear of failure. Importantly, the fear of failure is a common mindset of not only students but also teachers, administrators, and policymakers. This qualitative, action research study is situated in a design thinking/growth mindset conceptual theory that posits that the design thinking process can serve as a meaningful growth mindset opportunity for teachers and students. The prototyping mindset inherent in design thinking may mitigate the fear of failure by focusing on rapid iteration rather than striving for perfection. The purpose of this action research study was to use the design thinking process to collaborate with a team of eight educators to build a virtual community of practice that supports innovation and inquiry. The research questions that guided the study focused on (1) obstacles to innovation in education, (2) strategies to overcome the obstacles, and (3) any perceived shift in mindset that occurred in participants throughout the study. Conducted over four months in the winter/spring of 2021, the study used a design thinking/action research methodology that moved through four phases of Question, Imagine, Make, and Share. The findings revealed the primary obstacle to innovation to be an oppressive system characterized by its tradition of white supremacy and its resistance to change. Further obstacles included inadequate teacher training, outdated instructional models, overly standardized instruction and assessment, and a lack of resources. Strategies to overcome the obstacles focused on the protective nature of a community of practice, especially when sharing the goal of empowerment by design and supporting the development of the mindsets of action, growth, and inquiry. Participants perceived mindset shifts in either themselves or their students in the areas of growth, awareness, and empathy. The study contributes to the literature by exploring the practical applications of growth mindset and design thinking within the context of a supportive community of practice. As action research, it gave participants the tools and courage to become empowered research practitioners

Older Baby Boomers seeking collegiate degrees: Developmental influences on educational and vocational aspirations

Several national trends are converging to impact adult education today. First, the increasing presence of adults in higher education is accentuated by the expansive Baby Boom generation who are demanding greater access to the higher education system in the United States. Second, regarding workforce and economic development in the 21st century, employers in many industries are experiencing a workforce shortage in both numbers and skill levels of employees (Schultz, 2001; Stein, 2000). Even though four out of five Baby Boomers desire to continue working beyond typical retirement age, many will require upgraded skills and credentials (Freedman, 2005b). A third significant trend impacting adult education is longer life expectancy--age 77 today compared to age 47 in 1900 (Zeiss, 2006). The resulting longer life after traditional retirement age has encouraged older adults to participate in activities that involve new experiences, contributions to society, and learning. We need a deeper understanding of how adult learners--particularly those who are at or near traditional retirement age--access institutions of higher education, experience successful learning in their higher education endeavors, and plan to utilize their college education in their remaining work-lives. The purpose of this phenomenological study is to explore the experiences of degree-seeking, adult learners--specifically, nine Older Baby Boomers (OBB) born between 1946 and 1958 and enrolled in a Midwestern university--to understand how psychosocial, cognitive, and spiritual dimensions of adult development influenced both their transformative learning experiences in higher education and their future vocational aspirations. Persistent patterns of findings emerged from the data, including, but not limited to, the following: adult learner characteristics and reasons for enrollment; higher education support needs; adult transformative learning; self-identified cognitive, psychosocial, and spiritual development; vocational concerns of meaning, purpose, and service; and spiritual influences on future aspirations. These findings reveal the essence of the phenomenon of older adults pursuing higher education degrees, as perceived by these OBB participants, to be a self-identified transformative process resulting in improved learner self-efficacy, and acquired within a supportive, adult-friendly higher education environment which enabled students to successfully transition not only toward degree completion and ensuing career enhancements, but toward meaningful vocational aspirations grounded in personal spiritual beliefs. This complex statement engenders numerous possibilities to explore in the alternate dissertation format which includes three chapters of findings submitted to scholarly journals for publication. Each journal article centers on an overarching research question relevant to the original proposed study and is framed within one portion of Nancy Schlossberg\u27s transition model--moving in, moving through, and moving out from college. The first article addresses the student experience of OBB transitioning back into college. The second article examines the learning experience (and consequential transformation) of OBB students as they move through college. The third article explores OBB students\u27 future aspirations beyond college, including the impact of spirituality on their vocational and retirement plans. Higher education must respond to adult learners\u27 support needs, learning preferences, and vocational tendencies toward service-related encore careers. By helping older adult students prepare for careers about people, purpose, and community, colleges will capture a new population of students to serve, will help millions of people find greater significance and purpose in life, and will help sustain America\u27s strong economy (Zeiss, 2006, p. 40)

Assistive technology for students with disabilities: Resources and challenges encountered by teachers

Assistive technology may be a solution for students with disabilities who are struggling to achieve academic growth; however, the consideration for assistive technology process is not prevalent in schools. The purpose of this qualitative study was to take an in-depth look at the processes and factors that teachers of students with disabilities used in considering, adopting, and utilizing assistive technology to meet the needs of their students. Three teachers in one rural school shared the resources and challenges they encountered in the assistive technology process. Furthermore, using Rogers\u27s Diffusion of Innovation Theory and Davis\u27s Technology Acceptance Model as theoretical frameworks, this study looked at the factors that influenced the assistive technology process for these teachers. Five themes emerged from the data analysis. These themes were diversity in shared assistive technology experiences, IEP team guides the assistive technology process, reliance and resources, academic and student independence benefits, and limited awareness of assistive technology as a significant barrier. Implications from this study were this lack of a systematic and uniformed process might limit in the teachers\u27 exploration of possible assistive technology supports; and teachers without knowledge, time, and communication channels might slow the adoption process of assistive technology

Англійська мова для навчання і работи. Навчальний посібник з англійської мови за професійним спрямуванням для студентів і фахівців галузі знань 0503 Розробка корисних копалин Т 1

A coursebook includes all the activities of students’ work at ESP course aimed at development of language behaviour necessary for effective communication of students in their study and specialism areas. The tasks and activities given in the coursebook are typicalfor students’ academic and professional domains and situations. The content is organized in modules that covers generic job-related language skills of engineers. The authentic texts taken from real life contain interesting up-to-date information about mining, peculiarities of study abroad, customs and traditions of English-speaking countries. Pack of self-study resources given in Part II contains Glossary of mining terms, tasks and activities aimed at developing a range of vocabulary necessary for mining, different functions and functional exponents to be used in academic and professional environment as well as tasks developing self-awareness, self-assessment and self-organisation skills. Testing points for different grammar structuresare given in Part III. Indices at the end of each part easify the use of the coursebook. The coursebook contains illustrations, various samples of visualizing technical information. The coursebook is designed for ESP students of non-linguistic universities. It can be used as teaching/learning materials for ESP Courses for Mining Engineers as well as for self-study of subject and specialist teachers, practicing mining engineers and researchers in Engineering.У посібнику представлені всі види діяльності студентів з вивчення англійської мови, спрямовані на розвиток мовної поведінки, необхідної для ефективного спілкування в академічному та професійному середовищах. Навчальний посібник містить завдання і вправи, типові для різноманітних академічних та професійних сфер і ситуацій. Структура організації змісту– модульна і охоплює загальні мовленнєві вміння інженерів. Зразки текстів– автентичні, взяті з реального життя, містять цікаву та актуальну інформацію про видобувничу промисловість, особливості навчання за кордоном, традиції та звичаї країн, мова яких вивчається. Ресурси для самостійної роботи(Том ІІ) містять глосарій термінів, завдання та вправи для розвитку словарного запасу та розширення діапазону функціональних зразків, необхідних для виконання певних функцій, та завдання, які спрямовані на розвиток навичок самооцінювання і організації свого навчання. Граматичні явища і вправи для їх засвоєння наводяться в томі ІІІ. Наприкінці кожної частини наведено алфавітно-предметні покажчики. Багато ілюстрацій та різних візуальних засобів подання інформації. Навчальний посібник призначений для студентів технічних університетів гірничого профілю. Може використовуватися для самостійного вивчення англійської мови викладачами, фахівцями і науковцями різних інженерних галузей