135,738 research outputs found
Sciduction: Combining Induction, Deduction, and Structure for Verification and Synthesis
Even with impressive advances in automated formal methods, certain problems
in system verification and synthesis remain challenging. Examples include the
verification of quantitative properties of software involving constraints on
timing and energy consumption, and the automatic synthesis of systems from
specifications. The major challenges include environment modeling,
incompleteness in specifications, and the complexity of underlying decision
problems.
This position paper proposes sciduction, an approach to tackle these
challenges by integrating inductive inference, deductive reasoning, and
structure hypotheses. Deductive reasoning, which leads from general rules or
concepts to conclusions about specific problem instances, includes techniques
such as logical inference and constraint solving. Inductive inference, which
generalizes from specific instances to yield a concept, includes algorithmic
learning from examples. Structure hypotheses are used to define the class of
artifacts, such as invariants or program fragments, generated during
verification or synthesis. Sciduction constrains inductive and deductive
reasoning using structure hypotheses, and actively combines inductive and
deductive reasoning: for instance, deductive techniques generate examples for
learning, and inductive reasoning is used to guide the deductive engines.
We illustrate this approach with three applications: (i) timing analysis of
software; (ii) synthesis of loop-free programs, and (iii) controller synthesis
for hybrid systems. Some future applications are also discussed
Recommended from our members
Elements of latent learning in a maze environment
A general purpose learning program is described which demonstrates a latent learning ability by operating at two separate goal pursuit levels. At one level are the constant, implicit goals associated with the system's memory management mechanisms. At the higher level are the dynamic, explicit behavioral goals which the implicit goals enable by manipulating memory representations to conform to the external surroundings. The program is shown to negotiate a simulated maze environment by the step-wise refinement of its latently learned experiences
Assessing Online Collaborative Discourse
This qualitative study using transcript analysis was undertaken to clarify the value of Harasim’s Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (1) idea generating; (2) idea organizing; and (3) intellectual convergence. The transcripts of asynchronous discussions from a two-week module about disaster nursing using a virtual community were analyzed and formed the data for this study.
This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student’s ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated
An analysis of schema change intervention
Successful organizational transformation relies on being able to achieve paradigm or collective schema change, and more particularly, the ability to manage the interplay between pre-existing schemas and alternative schemas required for new environments. This conceptual paper presents an analysis and critique of collective schema change dynamics. Two schema change pathways are reflected in the literature: frame-juxtapose-transition and frame-disengage-learning. Research findings in each pathway are limited and/or contradictory. Moreover, research on schema change focuses primarily on social dynamics and less on the relationship between social schema change dynamics and individual schema change dynamics. One implication of this lack of focus on individual schema change dynamics is the masking of the high level of cognitive processing and cognitive effort required by individuals to effect schema change. The capacity to achieve organizational transformation requires that more attention is given to managing these dynamics, which, in turn, requires significant investment in developing the change leadership capabilities of managers and the organizations they manage
- …