Nonintegrability of the two-body problem in constant curvature spaces

We consider the reduced two-body problem with the Newton and the oscillator potentials on the sphere ${\bf S}^{2}$ and the hyperbolic plane ${\bf H}^{2}$. For both types of interaction we prove the nonexistence of an additional meromorphic integral for the complexified dynamic systems.Comment: 20 pages, typos correcte

A Survey of Languages for Specifying Dynamics: A Knowledge Engineering Perspective

A number of formal specification languages for knowledge-based systems has been developed. Characteristics for knowledge-based systems are a complex knowledge base and an inference engine which uses this knowledge to solve a given problem. Specification languages for knowledge-based systems have to cover both aspects. They have to provide the means to specify a complex and large amount of knowledge and they have to provide the means to specify the dynamic reasoning behavior of a knowledge-based system. We focus on the second aspect. For this purpose, we survey existing approaches for specifying dynamic behavior in related areas of research. In fact, we have taken approaches for the specification of information systems (Language for Conceptual Modeling and TROLL), approaches for the specification of database updates and logic programming (Transaction Logic and Dynamic Database Logic) and the generic specification framework of abstract state machine

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

The complexity of the list homomorphism problem for graphs

We completely classify the computational complexity of the list H-colouring problem for graphs (with possible loops) in combinatorial and algebraic terms: for every graph H the problem is either NP-complete, NL-complete, L-complete or is first-order definable; descriptive complexity equivalents are given as well via Datalog and its fragments. Our algebraic characterisations match important conjectures in the study of constraint satisfaction problems.Comment: 12 pages, STACS 201