Non-Markovian Agent Evolution with EVOLP

Logic Programming Update Languages were proposed as an extension of logic programming, which allow for modelling the dynamics of knowledge bases where both extensional knowledge (facts) as well as intentional knowledge (rules) may change over time due to updates, with important application Multi-Agent Systems (MAS). Despite their generality, these languages do not provide means to directly access past states of the evolving knowledge. They only allow for so-called Markovian changes i.e. changes determined entirely by the current state. This is a drawback in several situation. In this paper, after motivating the need for non-Markovian changes, we extend EVOLP -- The Logic Programming Update Language at the heart of an existing MAS -- with LTL-like temporal operators that allow referring to the history of the evolving agent. We then show that with a suitable introduction of new propositional variables it is possible to embed the extended EVOLP into the original one, thus demonstrating that EVOLP itself can already be used for non-Markovian changes. While showing how to use EVOLP for encoding non-Markovian changes, this embedding sheds light into the relationship between Logic Programming Update Languages and Modal Temporal Logics, of particular importance in MAS

Book Review: Equity Does Not Mean Equal in Culturally Responsive Teaching

The ideas, tools, and example lessons found in the book will appeal to teachers, administrators, and pre-service teachers. The book stresses the importance of equity for all students in the classroom setting. The examples are applicable whether the instructor is in the hybrid, virtual, or face-to-face classroom setting. Dr. Stembridge’s purpose for writing the book is to communicate why culturally responsive education is the framework for equity, why equity and pedagogy should be the central focus of schools, and to describe specific elements found within culturally responsive education. The book continues along the lines of Geneva Gay’s research (2000) that revealed that meeting the needs of culturally different students was best achieved through culturally responsive education