scholarly journals Founded semantics and constraint semantics of logic rules

2020 ◽  
Vol 30 (8) ◽  
pp. 1609-1668 ◽  
Author(s):  
Yanhong A Liu ◽  
Scott D Stoller

Abstract Logic rules and inference are fundamental in computer science and have been studied extensively. However, prior semantics of logic languages can have subtle implications and can disagree significantly, on even very simple programs, including in attempting to solve the well-known Russell’s paradox. These semantics are often non-intuitive and hard-to-understand when unrestricted negation is used in recursion. This paper describes a simple new semantics for logic rules, founded semantics, and its straightforward extension to another simple new semantics, constraint semantics, that unify the core of different prior semantics. The new semantics support unrestricted negation, as well as unrestricted existential and universal quantifications. They are uniquely expressive and intuitive by allowing assumptions about the predicates, rules and reasoning to be specified explicitly, as simple and precise binary choices. They are completely declarative and relate cleanly to prior semantics. In addition, founded semantics can be computed in linear time in the size of the ground program.

2021 ◽  
Vol 30 (2) ◽  
pp. 9-21
Author(s):  
A. I. Chuchalin

It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.


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