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We introduce infinitary propositional theories over a set and their models which are subsets of the set, and define a generalized geometric theory as an infinitary propositional theory of a special form. The main result is that the class of models of a generalized geometric theory is set-generated. Here, a class $\mathcal{X}$ of subsets of a set is set-generated if there exists a subset G of $\mathcal{X}$ such that for each α ∈ $\mathcal{X}$, and finitely enumerable subset τ of α there exists a subset β ∈ G such that τ ⊆ β ⊆ α. We show the main result in the constructive Zermelo–Fraenkel set theory (CZF) with an additional axiom, called the set generation axiom which is derivable in CZF, both from the relativized dependent choice scheme and from a regular extension axiom. We give some applications of the main result to algebra, topology and formal topology.
While the field of serious games has made good progress in identifying some of the design methods that lead to success, there aren’t many specific guidelines to help bridge the gap between the design and implementation of a serious game for learning. Issues can arise because of a variety of factors, such as conceptual confusion or competing perspectives among team members, incomplete or conflicting design of gaming and instructional elements, arbitrary software implementations of the design, and conflicting gameplay experiences for the player. We present several recommendations for how to approach your design and implementation efforts in your team to minimize these issues and align the instructional elements and gaming elements. We discuss the value of working toward a common dialog on instructional and gaming elements, particularly those for goals, control, actions, guidance, and feedback. We discuss the benefits of adopting design patterns for learning game elements to make your game easier to create, understand, test, and maintain. In particular, we discuss the use of patterns for designing the gaming experience in terms of instructional situations that teach particular learning objectives using particular instructional methods and in terms of instructional mechanics that provide specific instructional content and learning opportunities using specific gameplay interaction methods. We introduce a number of design patterns for incorporating goals, control, actions, guidance, and feedback into your game. Finally, we discuss how to address some practical issues that arise when using design patterns during design and development to help make your gameplay experience both instructionally effective and cohesive for the player.
This issue of Mathematical Structures in Computer Science contains a selection of papers presented at the 17th International Workshop on Expressiveness in Concurrency (EXPRESS'10), a satellite event of CONCUR'10, held on August 30th in Paris, France.
The importance of an abstract approach to a computation theory over general data types has been stressed by Tucker in many of his papers. Berger and Seisenberger recently elaborated the idea for extraction out of proofs involving (only) abstract reals. They considered a proof involving coinduction of the proposition that any two reals in [−1, 1] have their average in the same interval, and informally extract a Haskell program from this proof, which works with stream representations of reals. Here we formalize the proof, and machine extract its computational content using the Minlog proof assistant. This required an extension of this system to also take coinduction into account.
We provide a realizability model based on infinite time Turing machines in which there is an injection from the internal Baire space, the object of infinite sequences of numbers, to the object of natural numbers.
The first part of the paper presents a generalization of the well-known Baire category theorem. The generalization consists in replacing the dense open sets of the original formulation by dense UCO sets, where UCO means union of closed and open. This topological theorem is exactly what is needed to prove in the second part of the paper the locale-theoretic result that locales whose frame of opens has a countable presentation (countably many generators and countably many relations) are spatial. This spatiality theorem does not require choice.
The structure of the Wadge degrees on zero-dimensional spaces is very simple (almost well ordered), but for many other natural nonzero-dimensional spaces (including the space of reals) this structure is much more complicated. We consider weaker notions of reducibility, including the so-called Δ0α-reductions, and try to find for various natural topological spaces X the least ordinal αX such that for every αX ⩽ β < ω1 the degree-structure induced on X by the Δ0β-reductions is simple (i.e. similar to the Wadge hierarchy on the Baire space). We show that αX ⩽ ω for every quasi-Polish space X, that αX ⩽ 3 for quasi-Polish spaces of dimension ≠ ∞, and that this last bound is in fact optimal for many (quasi-)Polish spaces, including the real line and its powers.
Throughout the years, several typing disciplines for the π-calculus have been proposed. Arguably, the most widespread of these typing disciplines consists of session types. Session types describe the input/output behaviour of processes and traditionally provide strong guarantees about this behaviour (i.e. deadlock-freedom and fidelity). While these systems exploit a fundamental notion of linearity, the precise connection between linear logic and session types has not been well understood.
This paper proposes a type system for the π-calculus that corresponds to a standard sequent calculus presentation of intuitionistic linear logic, interpreting linear propositions as session types and thus providing a purely logical account of all key features and properties of session types. We show the deep correspondence between linear logic and session types by exhibiting a tight operational correspondence between cut-elimination steps and process reductions. We also discuss an alternative presentation of linear session types based on classical linear logic, and compare our development with other more traditional session type systems.
We show that the proof-theoretic notion of logical preorder coincides with the process-theoretic notion of barbed preorder for a CCS-like process calculus obtained from the formula-as-process interpretation of a fragment of linear logic. The argument makes use of other standard notions in process algebra, namely simulation and labelled transition systems. This result establishes a connection between an approach to reason about process specifications, the barbed preorder, and a method to reason about logic specifications, the logical preorder.
This chapter shares details about the design and development of the Virtual Dental Implant Trainer (VDIT) learning game created for the Medical College of Georgia. The design and development team introduces the program by sharing the instructional goals of the learning game, basic design concepts, and development constraints. The chapter then highlights successes and discusses issues the team encountered during the design and development of the VDIT learning game. The emphasis is on sharing our experiences to help future organizations interested in creating or procuring learning game products learn from our example. Despite the issues, the team was able to minimize their impact and happily report that the game has been successfully created, tested, and delivered to the Medical College of Georgia for use in the affiliated dental school programs. The chapter closes with actionable recommendations for learning game design teams to help ensure delivery of successful game products.
Introduction
The purpose of the Virtual Dental Implant Trainer (VDIT) project was to create a game-based simulation training tool to allow students to practice dental implant decision making during their free time. Nobel Biocare, a globally recognized maker of dental implant tools and hardware, through its partnership with the Medical College of Georgia (MCG), commissioned our team to design VDIT as a downloadable or CD-driven software package that could be distributed to medical students through its network of accredited schools and businesses.
The Procurement Fraud Indicators game was designed to serve as an experiential learning game for acquisition professionals. The game immediately follows a two-hour online learning module about procurement fraud indicators made available by the Defense Acquisition University. The procurement fraud indicators course was selected to be enhanced by a game because it represented a content area filled with ethical and shades of grey types of decision making. The game was designed to provide learners an opportunity to practice the skills they learned during the preceding module by presenting them with varied situations and scenarios in which they are tasked with identifying and categorizing procurement fraud indicators.
Introduction
In 2007, the Defense Acquisition University (DAU), a U.S. Department of Defense Corporate University, launched three distinct games initiatives as it moved toward a performance-based learning framework. The first initiative involved DAU’s two hundred formal resident and online courses. Each of DAU’s courses is part of a certification requirement that the entire Acquisition Technology & Logistics (AT&L) workforce must complete to remain certified. DAU quickly realized that games within this initiative would be very specific to the context and content and would require custom development with a focus on ensuring a learner could perform the tasks related to the content presented with each course. DAU’s second games initiative was on the opposite end of the spectrum. It involved core competencies related to acquisition, but so generic that context might be less important. Games within this second initiative would be casual games – small, easy to play games that anyone in any AT&L career field could be successful playing.
The paper is devoted to an analysis of the concurrent features of asynchronous systems. A preliminary step is represented by the introduction of a non-interleaving extension of barbed equivalence. This notion is then exploited in order to prove that concurrency cannot be observed through asynchronous interactions, i.e., that the interleaving and concurrent versions of a suitable asynchronous weak equivalence actually coincide. The theory is validated on some case studies, related to nominal calculi (π-calculus) and visual specification formalisms (Petri nets). Additionally, we prove that a class of systems which is deemed (output-buffered) asynchronous, according to a characterization that was previously proposed in the literature, falls into our theory.
Incorporating gaming into a learning environment requires first learning about the environment. Just as each learner is an individual, with his or her own motivators, learning style, and educational and experiential background, each learning environment has its own characteristics, which will in turn influence how gaming will be accepted, what kinds of games can be used, and what educational purposes those games will serve. In this chapter you will learn about the different parts of a learning system that must be considered when determining how to integrate gaming into a learning environment.
Introduction
Finally! After all the talking, the state Department of Education has at last agreed to fund a game to help students learn civics! Your team is cranked. You have only twelve months to build it, and the time crunch merely adds to the excitement. You and your team meet daily. It’s a creative i restorm, with ideas popping and crackling in an electric exchange of ideas. Using a game engine you’ve had good success with in the past, you craft the prototype and present it to the client. It has all the elements of a classic multiplayer game – a vivid and engaging story line, role playing, interaction, and real-life depth and complexity in both the problems presented and the strategies players use to resolve them.
Ambush! is a “mod” of an existing commercial first-person shooter military combat game called Operation Flashpoint®. Multiple players operate in a 3-D environment that simulates convoy missions in Iraq. Ambush! is a complete training system that utilizes gameplay as the shared experience for the team. In this way, it is a virtual training exercise lane without the logistical time and expense of a “live” exercise. The real training occurs during the planning and after-action review phases of any one scenario. Unit leaders must plan the operation and present it to their team. The team plays Ambush! and typically something goes wrong: an improvised explosive device (IED) goes off, insurgents attack them, snipers shoot at them, and so forth. They must stay vigilant, identify suspicious situations, adapt to an unfolding situation, and reflect on their performance once the action is done. It is an excellent example of how context can turn a playing a game into a serious training endeavor.
A long-standing and fundamental issue in computer security is to control the flow of information, whether to prevent confidential information from being leaked, or to prevent trusted information from being tainted. While there have been many efforts aimed at preventing improper flows completely (see for example, the survey by Sabelfeld and Myers (2003)), it has long been recognized that perfection is often impossible in practice. A basic example is a login program – whenever it rejects an incorrect password, it unavoidably reveals that the secret password differs from the one that was entered. More subtly, systems may be vulnerable to side channel attacks, because observable characteristics like running time and power consumption may depend, at least partially, on sensitive information.
In this paper, we continue the study of the geometry of Brownian motions which are encoded by Kolmogorov–Chaitin random reals (complex oscillations). We unfold Kolmogorov–Chaitin complexity in the context of Brownian motion and specifically to phenomena emerging from the random geometric patterns generated by a Brownian motion.
Objects and services are pervasive concepts in modern distributed systems. Objects and services, sometimes generically referred to as components, represent the unit of interaction. They offer mechanisms for abstraction and encapsulation, through a well-defined interface that specifies the way in which a given component can be used from the outside, thus hiding the details of the internal implementation. These features are important for building flexible systems, in which components can be used just by inspecting their interface.
Recently, in order to mix algebraic and logic styles of specification in a uniform framework, the notion of a logic labelled transition system (Logic LTS or LLTS for short) has been introduced and explored. A variety of constructors over LLTS, including usual process-algebraic operators, logic connectives (conjunction and disjunction) and standard temporal modalities (always and unless), have been given. However, no attempt has been made so far to develop the general theory concerning (nested) recursive operations over LLTS and a few fundamental problems are still open. This paper intends to study this issue in a pure process-algebraic style. A few fundamental properties, including precongruence and the uniqueness of consistent solutions of equations, will be established.
Quest Atlantis is a virtual world that has been developed for the express purpose of leveraging children’s familiarity with online videogame metaphors to provide flexible and high-quality educational curricula to students. The combination of compelling technology, a rich ecosystem of educational materials, and a class-centric focus contributes to a complete system that stands on its own as well as offers guidance to developers of similar systems.
Introduction
Quest Atlantis (QA) is a three-dimensional virtual world designed from the ground up to be an engaging educational environment for middle and early high school children (Barab et al., 2005) using the principle of transformational play: “In transformational play, students become immersed in activities that engage them intellectually and push back on their thinking and actions. Rather than working on problems in which they must imagine the implications of their decisions (as in most project-based work) students experience consequentiality” (Barab, Gresali, & Arici, 2009 , p. 77).
Event-driven programming is one of the major paradigms in concurrent and communication-based programming, where events are typically detected as the arrival of messages on asynchronous channels. Unfortunately, the flexibility and performance of traditional event-driven programming come at the cost of more complex programs: low-level APIs and the obfuscation of event-driven control flow make programs difficult to read, write and verify.
This paper introduces a π-calculus with session types that models event-driven session programming (called ESP) and studies its behavioural theory. The main characteristics of the ESP model are asynchronous, order-preserving message passing, non-blocking detection of event/message arrivals and dynamic inspection of session types. Session types offer formal safety guarantees, such as communication and event handling safety, and programmatic benefits that overcome problems with existing event-driven programming languages and techniques. The new typed bisimulation theory developed for the ESP model is distinct from standard synchronous or asynchronous bisimulation, capturing the semantic nature of eventful session-based processes. The bisimilarity coincides with reduction-closed barbed congruence.
We demonstrate the features and benefits of ESP and the behavioural theory through two key use cases. First, we examine an encoding and the semantic behaviour of the event selector, a central component of general event-driven systems, providing core results for verifying type-safe event-driven applications. Second, we examine the Lauer–Needham duality, building on the selector encoding and bisimulation theory to prove that a systematic transformation from multithreaded to event-driven session processes is type- and semantics-preserving.