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Towards Efficient Online Reasoning About ActionsJanuary 2014 (has links)
abstract: Modeling dynamic systems is an interesting problem in Knowledge Representation (KR) due to their usefulness in reasoning about real-world environments. In order to effectively do this, a number of different formalisms have been considered ranging from low-level languages, such as Answer Set Programming (ASP), to high-level action languages, such as C+ and BC. These languages show a lot of promise over many traditional approaches as they allow a developer to automate many tasks which require reasoning within dynamic environments in a succinct and elaboration tolerant manner. However, despite their strengths, they are still insufficient for modeling many systems, especially those of non-trivial scale or that require the ability to cope with exceptions which occur during execution, such as unexpected events or unintended consequences to actions which have been performed. In order to address these challenges, a theoretical framework is created which focuses on improving the feasibility of applying KR techniques to such problems. The framework is centered on the action language BC+, which integrates many of the strengths of existing KR formalisms, and provides the ability to perform efficient reasoning in an incremental fashion while handling exceptions which occur during execution. The result is a developer friendly formalism suitable for performing reasoning in an online environment. Finally, the newly enhanced Cplus2ASP 2 is introduced, which provides a number of improvements over the original version. These improvements include implementing BC+ among several additional languages, providing enhanced developer support, and exhibiting a significant performance increase over its predecessors and similar systems. / Dissertation/Thesis / M.S. Computer Science 2014
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Civic Online Reasoning in First-Year CompositionJoseph F Forte (11192382) 28 July 2021 (has links)
<p>Recently, scholars in rhetoric and
composition (e.g., Bruce McComiskey) have argued that their field has a key
role to play in schools’ efforts to fight fake news. This field already engages
with questions of how communicators build credibility and persuade audiences,
and of how first-year writing courses (which many rhetoric and composition
scholars teach) already often focus on skills like source evaluation and critical
thinking. Thus, scholars like McComiskey have argued that rhetoric and
composition can and should exert an influence on universities’ civic education
efforts in the 21<sup>st</sup> century. However, despite an uptick in scholarly
interest in fake news, empirical study of whether first-year writing courses impart
civic skills is scarce.</p><p>An exploratory study examined
whether students who take first-year composition courses experience any growth
in Civic Online Reasoning (COR) when those courses’ learning outcomes invoke
the notions of critical thinking, source evaluation, and digital literacy. It
also investigated whether students’ COR gains differed between course sections
and identified curricular features that might contribute to those differences. COR
assessments developed by the Stanford History Education Group (SHEG) were
administered to students before and after completing a first-year writing
course. Participating instructors’ course documents (syllabi and major
assignment sheets) were also analyzed via a qualitative coding procedure.</p><p></p>
<p>Students’ scores for the COR
component skills of Ad Identification and Lateral Reading increased
significantly after one semester of first-year composition instruction.
However, students’ scores for the Claim Research and Evidence Analysis skills
did not improve. Moreover, no significant differences were observed between
sections. These results suggested the possibility that, even absent explicit
COR instruction, first-year composition courses can impart some COR skill
gains, but that the particular approach the instructor uses does not matter
much. However, several methodological problems prevented the study from
offering firmer conclusions. In addition to making a case for additional
research, this dissertation argues that if scholars in rhetoric and composition
wish to have a hand in defining universities’ approaches to civic education in
the future, they should strive to generate robust, generalizable evidence of
the benefits of their courses. This will require them to embrace empirical and
quantitative methodologies and to engage with work in other fields more
frequently.</p>
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