TY - JOUR A1 - Nikoloski, Zoran A1 - Grimbs, Sergio A1 - Klie, Sebastian A1 - Selbig, Joachim T1 - Complexity of automated gene annotation JF - Biosystems : journal of biological and information processing sciences N2 - Integration of high-throughput data with functional annotation by graph-theoretic methods has been postulated as promising way to unravel the function of unannotated genes. Here, we first review the existing graph-theoretic approaches for automated gene function annotation and classify them into two categories with respect to their relation to two instances of transductive learning on networks - with dynamic costs and with constant costs - depending on whether or not ontological relationship between functional terms is employed. The determined categories allow to characterize the computational complexity of the existing approaches and establish the relation to classical graph-theoretic problems, such as bisection and multiway cut. In addition, our results point out that the ontological form of the structured functional knowledge does not lower the complexity of the transductive learning with dynamic costs - one of the key problems in modern systems biology. The NP-hardness of automated gene annotation renders the development of heuristic or approximation algorithms a priority for additional research. KW - Complexity KW - Gene function prediction KW - External structural measures KW - Transductive learning Y1 - 2011 U6 - https://doi.org/10.1016/j.biosystems.2010.12.003 SN - 0303-2647 VL - 104 IS - 1 SP - 1 EP - 8 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Phillips, Jonathan D. A1 - Schwanghart, Wolfgang A1 - Heckmann, Tobias T1 - Graph theory in the geosciences JF - Earth science reviews : the international geological journal bridging the gap between research articles and textbooks N2 - Graph theory has long been used in quantitative geography and landscape ecology and has been applied in Earth and atmospheric sciences for several decades. Recently, however, there have been increased, and more sophisticated, applications of graph theory concepts and methods in geosciences, principally in three areas: spatially explicit modeling, small-world networks, and structural models of Earth surface systems. This paper reviews the contrasting goals and methods inherent in these approaches, but focuses on the common elements, to develop a synthetic view of graph theory in the geosciences. Techniques applied in geosciences are mainly of three types: connectivity measures of entire networks; metrics of various aspects of the importance or influence of particular nodes, links, or regions of the network; and indicators of system dynamics based on graph adjacency matrices. Geoscience applications of graph theory can be grouped in five general categories: (1) Quantification of complex network properties such as connectivity, centrality, and clustering; (2) Tests for evidence of particular types of structures that have implications for system behavior, such as small-world or scale-free networks; (3) Testing dynamical system properties, e.g., complexity, coherence, stability, synchronization, and vulnerability; (4) Identification of dynamics from historical records or time series; and (5) spatial analysis. Recent and future expansion of graph theory in geosciences is related to general growth of network-based approaches. However, several factors make graph theory especially well suited to the geosciences: Inherent complexity, exploration of very large data sets, focus on spatial fluxes and interactions, and increasing attention to state transitions are all amenable to analysis using graph theory approaches. (C) 2015 Elsevier B.V. All rights reserved. KW - Graph theory KW - Geosciences KW - Networks KW - Spatially explicit models KW - Structural models KW - Complexity Y1 - 2015 U6 - https://doi.org/10.1016/j.earscirev.2015.02.002 SN - 0012-8252 SN - 1872-6828 VL - 143 SP - 147 EP - 160 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Cseh, Ágnes A1 - Kavitha, Telikepalli T1 - Popular matchings in complete graphs JF - Algorithmica : an international journal in computer science N2 - Our input is a complete graph G on n vertices where each vertex has a strict ranking of all other vertices in G. The goal is to construct a matching in G that is popular. A matching M is popular if M does not lose a head-to-head election against any matching M ': here each vertex casts a vote for the matching in {M,M '} in which it gets a better assignment. Popular matchings need not exist in the given instance G and the popular matching problem is to decide whether one exists or not. The popular matching problem in G is easy to solve for odd n. Surprisingly, the problem becomes NP-complete for even n, as we show here. This is one of the few graph theoretic problems efficiently solvable when n has one parity and NP-complete when n has the other parity. KW - Popular matching KW - Complexity KW - Stable matching Y1 - 2021 U6 - https://doi.org/10.1007/s00453-020-00791-7 SN - 0178-4617 SN - 1432-0541 VL - 83 IS - 5 SP - 1493 EP - 1523 PB - Springer CY - New York ER - TY - JOUR A1 - Hecher, Markus T1 - Treewidth-aware reductions of normal ASP to SAT BT - is normal ASP harder than SAT after all? JF - Artificial intelligence N2 - Answer Set Programming (ASP) is a paradigm for modeling and solving problems for knowledge representation and reasoning. There are plenty of results dedicated to studying the hardness of (fragments of) ASP. So far, these studies resulted in characterizations in terms of computational complexity as well as in fine-grained insights presented in form of dichotomy-style results, lower bounds when translating to other formalisms like propositional satisfiability (SAT), and even detailed parameterized complexity landscapes. A generic parameter in parameterized complexity originating from graph theory is the socalled treewidth, which in a sense captures structural density of a program. Recently, there was an increase in the number of treewidth-based solvers related to SAT. While there are translations from (normal) ASP to SAT, no reduction that preserves treewidth or at least keeps track of the treewidth increase is known. In this paper we propose a novel reduction from normal ASP to SAT that is aware of the treewidth, and guarantees that a slight increase of treewidth is indeed sufficient. Further, we show a new result establishing that, when considering treewidth, already the fragment of normal ASP is slightly harder than SAT (under reasonable assumptions in computational complexity). This also confirms that our reduction probably cannot be significantly improved and that the slight increase of treewidth is unavoidable. Finally, we present an empirical study of our novel reduction from normal ASP to SAT, where we compare treewidth upper bounds that are obtained via known decomposition heuristics. Overall, our reduction works better with these heuristics than existing translations. (c) 2021 Elsevier B.V. All rights reserved. KW - Answer set programming KW - Treewidth KW - Parameterized complexity KW - Complexity KW - analysis KW - Tree decomposition KW - Treewidth-aware reductions Y1 - 2022 U6 - https://doi.org/10.1016/j.artint.2021.103651 SN - 0004-3702 SN - 1872-7921 VL - 304 PB - Elsevier CY - Amsterdam ER - TY - GEN A1 - Tristram, Hildegard L.C. T1 - Wie weit sind die inselkeltischen Sprachen (und das Englische) analytisiert? T1 - How far have the Insular Celtic languages (and the English language) been analyticised? N2 - Der gemeinsame Wandel der inselkeltischen Sprachen wie auch des Englischen vom vorwiegend synthetischen Typus zum vorwiegend analytischen Typus läßt sich vermutlich auf einen ca. 1500 Jahre dauernden intensiven Sprachenkontakt zwischen diesen Sprachen zurückführen. Heute ist das Englische die analytischste Sprache der Britischen Inseln und Irlands, gefolgt vom Walisischen, Bretonischen und Irischen. Letzteres ist von den genannten Sprachen noch am weitesten morphologisch komplex. N2 - I discuss the joint shift of the Insular Celtic languages and of the English language from, typologically speaking, predominantly synthetic languages c. 1500 years ago to predominantly analytical languages today. The demise of the inflectional morphology is most advanced in Present Day English. Welsh follows suit. Then come Breton and Irish. Intensive linguistic interaction across the boundaries of the Germanic and the Insular Celtic languages are proposed to have been instrumental for this type of linguistic convergence. T3 - Zweitveröffentlichungen der Universität Potsdam : Philosophische Reihe - 35 KW - Irisch KW - Walisisch KW - Bretonisch KW - Englisch KW - Sprachwandel KW - Sprachkontakt KW - Sprachkonvergenz KW - Typologie KW - Morphologie KW - Komplexität KW - Quantifizierun KW - Irish KW - Welsh KW - Breton KW - English KW - Language Change KW - Language Contact KW - Convergence KW - Morphology KW - Complexity KW - Quantification Y1 - 2009 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41251 ER - TY - THES A1 - Moebert, Tobias T1 - Zum Einfluss von Adaptivität auf die Wahrnehmung von Komplexität in der Mensch-Technik-Interaktion T1 - On the Influence of Adaptivity upon the Perception of Complexity in Human-Technology Interaction BT - dargestellt am Beispiel Bildungstechnologie N2 - Wir leben in einer Gesellschaft, die von einem stetigen Wunsch nach Innovation und Fortschritt geprägt ist. Folgen dieses Wunsches sind die immer weiter fortschreitende Digitalisierung und informatische Vernetzung aller Lebensbereiche, die so zu immer komplexeren sozio-technischen Systemen führen. Ziele dieser Systeme sind u. a. die Unterstützung von Menschen, die Verbesserung ihrer Lebenssituation oder Lebensqualität oder die Erweiterung menschlicher Möglichkeiten. Doch haben neue komplexe technische Systeme nicht nur positive soziale und gesellschaftliche Effekte. Oft gibt es unerwünschte Nebeneffekte, die erst im Gebrauch sichtbar werden, und sowohl Konstrukteur*innen als auch Nutzer*innen komplexer vernetzter Technologien fühlen sich oft orientierungslos. Die Folgen können von sinkender Akzeptanz bis hin zum kompletten Verlust des Vertrauens in vernetze Softwaresysteme reichen. Da komplexe Anwendungen, und damit auch immer komplexere Mensch-Technik-Interaktionen, immer mehr an Relevanz gewinnen, ist es umso wichtiger, wieder Orientierung zu finden. Dazu müssen wir zuerst diejenigen Elemente identifizieren, die in der Interaktion mit vernetzten sozio-technischen Systemen zu Komplexität beitragen und somit Orientierungsbedarf hervorrufen. Mit dieser Arbeit soll ein Beitrag geleistet werden, um ein strukturiertes Reflektieren über die Komplexität vernetzter sozio-technischer Systeme im gesamten Konstruktionsprozess zu ermöglichen. Dazu wird zuerst eine Definition von Komplexität und komplexen Systemen erarbeitet, die über das informatische Verständnis von Komplexität (also der Kompliziertheit von Problemen, Algorithmen oder Daten) hinausgeht. Im Vordergrund soll vielmehr die sozio-technische Interaktion mit und in komplexen vernetzten Systemen stehen. Basierend auf dieser Definition wird dann ein Analysewerkzeug entwickelt, welches es ermöglicht, die Komplexität in der Interaktion mit sozio-technischen Systemen sichtbar und beschreibbar zu machen. Ein Bereich, in dem vernetzte sozio-technische Systeme zunehmenden Einzug finden, ist jener digitaler Bildungstechnologien. Besonders adaptiven Bildungstechnologien wurde in den letzten Jahrzehnten ein großes Potential zugeschrieben. Zwei adaptive Lehr- bzw. Trainingssysteme sollen deshalb exemplarisch mit dem in dieser Arbeit entwickelten Analysewerkzeug untersucht werden. Hierbei wird ein besonderes Augenmerkt auf den Einfluss von Adaptivität auf die Komplexität von Mensch-Technik-Interaktionssituationen gelegt. In empirischen Untersuchungen werden die Erfahrungen von Konstrukteur*innen und Nutzer*innen jener adaptiver Systeme untersucht, um so die entscheidenden Kriterien für Komplexität ermitteln zu können. Auf diese Weise können zum einen wiederkehrende Orientierungsfragen bei der Entwicklung adaptiver Bildungstechnologien aufgedeckt werden. Zum anderen werden als komplex wahrgenommene Interaktionssituationen identifiziert. An diesen Situationen kann gezeigt werden, wo aufgrund der Komplexität des Systems die etablierten Alltagsroutinen von Nutzenden nicht mehr ausreichen, um die Folgen der Interaktion mit dem System vollständig erfassen zu können. Dieses Wissen kann sowohl Konstrukteur*innen als auch Nutzer*innen helfen, in Zukunft besser mit der inhärenten Komplexität moderner Bildungstechnologien umzugehen. N2 - We live in a society that is characterized by a constant desire for innovation and progress. The consequences of this desire are the ever-increasing digitalization and networking of all areas of life, which thus lead to ever more complex socio-technical systems. The goals of these systems include supporting people, improving their living situation or quality of life, or expanding human possibilities. But new complex technical systems do not only have positive social and societal effects. Often there are undesirable side effects that only become apparent during use, and both designers and users of complex networked technologies often feel disoriented. The consequences can range from decreasing acceptance to a complete loss of trust in networked software systems. As complex applications, and thus increasingly complex human-technology interactions, become more and more relevant, it is all the more important to find orientation again. For this purpose, we first have to identify those elements that contribute to complexity in the interaction with networked socio-technical systems and thus create a need for orientation. This work is intended to contribute to a structured reflection on the complexity of networked socio-technical systems throughout the entire construction process. For this purpose, a definition of complexity and complex system is first developed, which goes beyond the informatics understanding of complexity (i.e. the complexity of problems, algorithms, or data). The focus will rather be on the socio-technical interaction with and within complex networked systems. Based on this definition, an analysis tool will be developed, which allows us to make the complexity in the interaction with socio-technical systems visible and describable. One area in which networked socio-technical systems are becoming increasingly important is that of digital educational technologies. Adaptive educational technologies in particular have been attributed a great potential in the last decades. Therefore, two adaptive teaching and training systems will be examined with the analysis tool developed in this thesis. Special attention will be paid to the influence of adaptivity on the complexity of human-technology interaction situations. In empirical studies, the experiences of users and constructors of those adaptive systems will be examined to determine the decisive criteria for complexity. In this way, recurring questions of orientation in the development of adaptive educational technologies can be uncovered. Furthermore, interaction situations perceived as complex are identified. These situations can be used to show where, due to the complexity of the system, the established everyday routines of users are no longer sufficient to fully grasp the consequences of interaction with the system. This knowledge can help both designers and users to better deal with the inherent complexity of modern educational technologies in the future. KW - Bildungstechnologien KW - Mensch-Technik-Interaktion KW - Komplexität KW - Adaptivität KW - Methodik KW - Adaptivity KW - Educational Technologies KW - Complexity KW - Human-Technology Interaction KW - Methodology Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-499926 ER -