CHARDA: Causal Hybrid Automata Recovery via Dynamic Analysis

We propose and evaluate a new technique for learning hybrid automata automatically by observing the runtime behavior of a dynamical system. Working from a sequence of continuous state values and predicates about the environment, CHARDA recovers the distinct dynamic modes, learns a model for each mode from a given set of templates, and postulates causal guard conditions which trigger transitions between modes. Our main contribution is the use of information-theoretic measures (1)~as a cost function for data segmentation and model selection to penalize over-fitting and (2)~to determine the likely causes of each transition. CHARDA is easily extended with different classes of model templates, fitting methods, or predicates. In our experiments on a complex videogame character, CHARDA successfully discovers a reasonable over-approximation of the character's true behaviors. Our results also compare favorably against recent work in automatically learning probabilistic timed automata in an aircraft domain: CHARDA exactly learns the modes of these simpler automata.Comment: 7 pages, 2 figures. Accepted for IJCAI 201

Automated Game Design Learning

While general game playing is an active field of research, the learning of game design has tended to be either a secondary goal of such research or it has been solely the domain of humans. We propose a field of research, Automated Game Design Learning (AGDL), with the direct purpose of learning game designs directly through interaction with games in the mode that most people experience games: via play. We detail existing work that touches the edges of this field, describe current successful projects in AGDL and the theoretical foundations that enable them, point to promising applications enabled by AGDL, and discuss next steps for this exciting area of study. The key moves of AGDL are to use game programs as the ultimate source of truth about their own design, and to make these design properties available to other systems and avenues of inquiry.Comment: 8 pages, 2 figures. Accepted for CIG 201

Enforcing Interstate Compacts in Federal Systems

The central goal of a federal system is for local government units to retain degrees of independence, specifically over matters of importance to that local unit. A logical corollary to that independence is the ability for local units to negotiate and contract with other local units on matters of importance. Therefore, it is not surprising that almost every federal system allows, either implicitly or explicitly, member states to form binding compacts with other states, the union government, or municipalities.1 Some federal democracies even allow member states to compact with foreign governments. Furthermore, almost every federal constitution includes a provision outlining the settlement of interstate disputes. However, the specific legal authority allowing states to enter into compacts and the system governing the settlement of those disputes vary. This variance is mostly because interstate compacts walk a fine line between the division of powers delegated amongst state and federal actors; because of this, interstate compact disputes can be incredibly complicated. Additionally, interstate compacts raise another, less obvious, area of difficulty; because one of the main purposes of interstate compacts is to maintain some degree of state independence and because the compacts often exist in the grey areas of shared powers, many states would prefer a compact that can be enforced without federal intervention. However, since federal governments often hold authority over the states, states have few avenues for enforcement that do not involve the union government. A former Center for Constitutional Democracy Fellow, Harrison Schafer, began this research by looking at types of interstate associations and compacts and their relative efficacy. This paper will expand on Schafer’s research and specifically look at the source of authority for creating interstate compacts, the dispute resolution mechanisms for those compacts, how effectively systems settle disputes in practice, and examples of how states settled interstate compact disputes without the union government

Three Metaphors for the Competencies Acquired in the Public Speaking Class

The many skills taught in the basic public speaking class come together in three fundamental metaphors. The first of these, the speaker as builder, suggests we need to shape our surroundings through the spoken word. The second, the speaker as weaver, includes the arts of shaping symbols into the fabric of a speech, and of designing evidence and proofs into the tapestry of argument. The third, the speaker as climber, emphasizes overcoming interference. Barriers of fear, indifference, suspicion, and cultural variation recede as speakers and listeners learn to climb them

A Comparison of Three Basketball Skill Tests

The purpose of this study was to determine which, if any, of three existing basketball skill tests: (1) The Lehsten test; (2) The Stroup test; and (3) The Knox test, has the highest correlation with the basketball ability of senior high school boys as rated by expert opinion

When Water Isn\u27t Wet: The Evolution of Water Right Mitigation in Washington State

What is water right mitigation? The allocation of surface and ground water resources for out of stream uses via the western water rights doctrine of prior appropriation comes with serious environmental consequences – depletion of streamflow and aquifers. Over-appropriation by water rights has led to deleterious impacts on natural resources, including salmon survival, water quality, and public uses of state waterways. Because of the over-appropriated condition of Washington’s rivers and aquifers, the issuance of new water rights has until recently required water-for-water or in-kind mitigation, with the goal to directly compensate for deleterious impacts. Historically, the Water Resources Program of the Department of Ecology has defined this mitigation as “replacing the amount of water being used with an equal amount of water, bucket for bucket.

An Emic View of Student Writing and the Writing Process

This study uses student reflections of previous success in academic writing to guide instructors as they design writing assignments. Seventy-one students in five classes responded to a questionnaire designed to help them identify particularly successful writing experiences and reflect on the circumstances, strategies, and methods they believed impacted their success. Student responses to these questions were analyzed to identify broad categories or themes. This process produced an emic or insider\u27s view of what constitutes successful writing assignments and writing process. The findings suggest that students self report their writing as successful when the writing assignment engenders engagement, commitment, collaboration, a systematic approach, and opportunities for external confirmation. Instructors can include these considerations as they plan the writing assignments for their courses. Discovering what student writers believe constitutes good writing and what strategies most effectively help them produce high quality writing provides an opportunity to design writing assignments that empower students to join the conversation in their discourse community. If faculty are aware of student perceptions of writing assignments and use those perceptions in assignment design, the products may be more satisfying for both student writers and faculty readers