11 x 11 Domineering is Solved: The first player wins

We have developed a program called MUDoS (Maastricht University Domineering Solver) that solves Domineering positions in a very efficient way. This enables the solution of known positions so far (up to the 10 x 10 board) much quicker (measured in number of investigated nodes). More importantly, it enables the solution of the 11 x 11 Domineering board, a board up till now far out of reach of previous Domineering solvers. The solution needed the investigation of 259,689,994,008 nodes, using almost half a year of computation time on a single simple desktop computer. The results show that under optimal play the first player wins the 11 x 11 Domineering game, irrespective if Vertical or Horizontal starts the game. In addition, several other boards hitherto unsolved were solved. Using the convention that Vertical starts, the 8 x 15, 11 x 9, 12 x 8, 12 x 15, 14 x 8, and 17 x 6 boards are all won by Vertical, whereas the 6 x 17, 8 x 12, 9 x 11, and 11 x 10 boards are all won by Horizontal

Review of Kalah Game research and the proposition of a novel heuristic-deterministic algorithm compared to tree-search solutions and human decision-making

The Kalah game represents the most popular version of probably the oldest board game ever-the Mancala game. From this viewpoint, the art of playing Kalah can contribute to cultural heritage. This paper primarily focuses on a review of Kalah history and on a survey of research made so far for solving and analyzing the Kalah game (and some other related Mancala games). This review concludes that even if strong in-depth tree-search solutions for some types of the game were already published, it is still reasonable to develop less time-consumptive and computationally-demanding playing algorithms and their strategies Therefore, the paper also presents an original heuristic algorithm based on particular deterministic strategies arising from the analysis of the game rules. Standard and modified mini-max tree-search algorithms are introduced as well. A simple C++ application with Qt framework is developed to perform the algorithm verification and comparative experiments. Two sets of benchmark tests are made; namely, a tournament where a mid-experienced amateur human player competes with the three algorithms is introduced first. Then, a round-robin tournament of all the algorithms is presented. It can be deduced that the proposed heuristic algorithm has comparable success to the human player and to low-depth tree-search solutions. Moreover, multiple-case experiments proved that the opening move has a decisive impact on winning or losing. Namely, if the computer plays first, the human opponent cannot beat it. Contrariwise, if it starts to play second, using the heuristic algorithm, it nearly always loses. © 2020 by the authors.European Regional Development FundEuropean Union (EU); Ministry of Education, Youth and SportsMinistry of Education, Youth & Sports - Czech Republic [LO1303 (MSMT-7778/2014)]; internal grant agency of VSB Technical University of Ostrava, Faculty of Electrical Engineering and Computer Science, Czech Republic [SP2020/46

Washington University Record, November 7, 2003

https://digitalcommons.wustl.edu/record/1983/thumbnail.jp

Soft metafiction(s) : Mary Stewart and the self-reflective middlebrow

PhD ThesisThis thesis examines the romantic thrillers of Mary Stewart, which were internationally bestselling novels in the post-war British fiction marketplace. Through my reading of Stewart, I nuance current critical perceptions of the mid-twentieth century middlebrow novel, which, I argue, is characterised in part by a self-conscious investigation of its position within the parameters of highbrow literature and popular fiction. As a critical category which is defined by its relation to literary value, I argue that works considered to be middlebrow are inherently self-reflective and metafictive, seeking to discreetly undermine the hierarchical structures which attempt to contain them. I posit the term ‘soft-metafiction’ to describe this; as opposed to ‘hard’ metafiction, which explicitly and insistently proclaims its self-awareness, soft-metafiction is involved in an understated, often sub-textual, exploration of its status as text. I argue that Stewart’s work is characterised by frequent use of intertextual reference and metafictive reflection on the nature and purpose of text as a concept. In Chapter One, I discuss Stewart’s engagement with notions of canonicity and literary value, showing how she defends the reading of middlebrow fiction against such figures as Q.D. Leavis, and how she challenges the position of women within the masculinised canon. In Chapter Two, I demonstrate how Stewart reflects upon the generic conventions of romance, fairytale, crime and gothic fiction to raise questions about gender and genre. Chapter Three explores how Stewart reflects on the nature of texts, and how they function in relation to history (both personal and national), memory, and identity. Throughout, I demonstrate Stewart’s interest in the various ways that text is categorised: generically, hierarchically and canonically. In doing so, I demonstrate that Stewart’s novels are more than, as one reviewer writes, ‘charming little love stor[ies]’: rather, they are intellectually searching, self-aware works, with a serious interest in their wider literary context. By mapping Stewart’s work in terms of the soft-metafictive, I aim to open this term up as a wider area for study within the middlebrow, and to prompt a recalibration of critical understandings of the British fiction marketplace in the mid-twentieth century

Teacher-Researchers in Composition Studies : Subverting Education's Political Hierarchy

This study focused on composition teachers in elementary and secondary schools who researched their own teaching practices. Specifically, it examined political implications of their work within the larger context of the education hierarchy. Central to this examination were teacher-researcher (t-r) perceptions of and interactions with other members of the education hierarchy (i.e. university researchers, other t-rs, and students). Evidence for this study was gleaned from journal articles, descriptive essays, and conference sessions in which composition studies t-rs and their consultants discussed their work. A rhetorical analysis of what t-rs have said and written, along with an examination of the politically charged origins of the t-r movement support the hypothesis of this study: t-rs research (at least in part) for political empowerment. In the process of researching, t-rs alter their traditionally defined relationships with university researchers, other t-rs, and students. Composition studies offers a natural setting (philosophically and practically) for the t-r movement

Exploring the Enneagram through Visual Aesthetics: Profiles for Personal Home Décor

The home is an environment that is the prime center for self-expression, personal sanctuary, and solace. On a psychological level, the home is a representation of the individual and, therefore, that individual should identify and find pleasure in their personal home space. Decorative art has long provided visual solutions for our innate desire to accentuate our spaces and express ourselves. However, there is a need for a connection between the visual arts and the augmentation of our basic psychological needs through home décor. With countless resources available for an individual to become more self-aware, there is a deficit in the visual arts created to communicate a sense of psychological peace and belongingness to the individual through good design of the sacred space that is a home. The writer provides an overview of the Enneagram types, the principles of design and the elements of art to provide insight into the design decisions made to produce artwork that is consistent with each of the Enneagram types. The home should be a place of psychological, physical, and emotional peace for the individual. The design student has utilized such accessible self-knowledge tools, such as the Enneagram, to create home décor pieces that are tailored with the individual’s preferences in mind

Communication, Affect, & Learning in the Classroom

The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.Preface1.Teaching As a Communication Process The Instructional Communication Process The Teacher The Content The Instructional Strategy The Student The Feedback/Evaluation The Learning Environment/Instructional Context Kibler’s Model of Instruction The ADDIE Model of Instructional Design2.Communicating With Instructional Objectives Why Some Teachers Resent Objectives The Value of Objectives What Objectives Should Communicate3.Instructional Communication Strategies The Teacher As a Speaker The Teacher As a Moderator The Teacher As a Trainer The Teacher As a Manager The Teacher As a Coordinator & Innovator4.Communication, Affect, and Student Needs Measuring Student Affect Basic Academic Needs of Students Traditional Interpersonal Need Models Outcomes of Meeting Student Needs5.Learning Styles What is Learning Style? Dimensions of Learning Style and Their Assessment Matching, Bridging, and Style-Flexing6.Classroom Anxieties and Fears Communication Apprehension Receiver Apprehension Writing Apprehension Fear of Teacher Evaluation Apprehension Classroom Anxiety Probable Causes of Classroom Anxiety Communication Strategies for Reducing Classroom Anxiety7.Communication And Student Self-Concept Student Self-Concept: Some Definitions Characteristics of the Self Development of Student Self-Concept Dimensions of Student Self-Concept Self-Concept and Academic Achievement Effects of Self-Concept on Achievement Poker Chip Theory of Learning Communication Strategies for Nurturing and Building Realistic Student Self-Concept8.Instructional Assessment:Feedback,Grading, and Affect Defining the Assessment Process Evaluative Feedback Descriptive Feedback Assessment and Affect Competition and Cooperation in Learning Environments9.Traditional and Mastery Learning Systems Traditional Education Systems Mastery Learning Modified Mastery Learning10.Student Misbehavior and Classroom Management Why Students Misbehave Categories of Student Behaviors Students’ Effects on Affect in the Classroom Communication, Affect, and Classroom Management Communication Techniques for Increasing or Decreasing Student Behavior11.Teacher Misbehaviors and Communication Why Teachers Misbehave Common Teacher Misbehaviors Implications for the Educational Systems12.Teacher Self-Concept and Communication Dimensions of Teacher Self-Concept Development of Teacher Self-Concept Strategies for Increasing Teacher Self-Concept13.Increasing Classroom Affect Through Teacher Communication Style Communicator Style Concept Types of Communicator Styles Teacher Communication Style Teacher Communicator Behaviors That Build Affect14.Teacher Temperament in the Classroom Four Personality Types Popular Sanguine Perfect Melancholy Powerful Choleric Peaceful Phlegmatic Personality Blends15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job Roles of an Instructional Manager Teacher Burnout Symptoms of Teacher Burnout Causes of Teacher Burnout Methods for Avoiding Burnout Mentoring to Prevent BurnoutAppendix A To Mrs. Russell: Without You This Never Would Have HappenedGlossaryInde

Volume 17, Nos. 1 & 2

Butnor, Ashby. “Bringing Philosophy for Children into the Undergraduate Classroom.” 65-­68. Colvin, Andrew. “Expanding the Circle of Inquiry: Introducing Philosophy for Children in the People’s Republic of China.” 37­-39. “The Echo of the Mountain.” Trans Andrew Colvin. 49. Haiqin, Liu. “The Difference Between Traditional Chinese Teaching Methods and Philosophy for children from the USA.” 47-­48. Jackson, Thomas E. “Philosophy for Children Hawaiian Style.” 4­-8. Junjie, Li. “America’s Philosophy for Children Teaching Method and the Development of Children’s Character.” 40-­42. Kim, Jung Yeup. “The Dao of philosophy for Children.” 69-­72. Lien, Chinmei. “Making Sense of Evaluation of Philosophy for Children.” 73­-78. Lukey, Benjamin. “Rethinking Dialogue: Reflections on Philosophy for Children with Autistic Children.” 24­-29. Matsuoka, Caryn. “Mindful Habits and Philosophy for Children: Cultivating Thinking & Problems­Solving in Children.” 54­-55. Matthews, Gareth B. “Thinking in Stories: The Island-­Below-­the­-Star by James Rumford.” 1. Mitias, Lara M. “Philosophy for Children: Philosophy­ Process, Perspective and Pluralism­ for Children.” 17­-23. McRae, James. “Scratching Beneath the Phenomena: Philosophy for Children as the Practice of Comparative Philosophy.” 30-­36. Nakamoto, Carolyn M., Mari Sengoku, Bonnie Tabor and Eliot Deutsch. ‘Administrative Perspectives on Philosophy for Children.” 95-­98. Oho, Linda, Elaine Roumasset, Steve Bein, Laurie Tam, JoAnn Soong, Frances T.Y Higashi and Nathaniel T. Gibbs.“Reflections From Teachers on Philosophy and Teaching.” 84­-94. Strong, Amber Pennington. “Voyaging to the Outer Limits of Education: Reflections on Philosophy for Children in the Secondary Classroom.” 56-­64. Tsuchiyama, Elaine. Learning from Children: A Philosophical Journey.” 50­-53. Yos, Thomas B. “Philosophy for Children and the Cultivation of Good Judgment.” 9­-16. Yos, Thomas B. “Philosophizing with Mrs. Yoshida’s Third Graders.” 79­-83. Yuan, Jimei. “The Wisdom Beyond Languages.” 43-­46