Institut für Informatik und Computational Science
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Institute
Answer set planning
(2022)
Answer Set Planning refers to the use of Answer Set Programming (ASP) to compute plans, that is, solutions to planning problems, that transform a given state of the world to another state. The development of efficient and scalable answer set solvers has provided a significant boost to the development of ASP-based planning systems. This paper surveys the progress made during the last two and a half decades in the area of answer set planning, from its foundations to its use in challenging planning domains. The survey explores the advantages and disadvantages of answer set planning. It also discusses typical applications of answer set planning and presents a set of challenges for future research.
The use of neural networks is considered as the state of the art in the field of image classification. A large number of different networks are available for this purpose, which, appropriately trained, permit a high level of classification accuracy. Typically, these networks are applied to uncompressed image data, since a corresponding training was also carried out using image data of similar high quality. However, if image data contains image errors, the classification accuracy deteriorates drastically. This applies in particular to coding artifacts which occur due to image and video compression. Typical application scenarios for video compression are narrowband transmission channels for which video coding is required but a subsequent classification is to be carried out on the receiver side. In this paper we present a special H.264/Advanced Video Codec (AVC) based video codec that allows certain regions of a picture to be coded with near constant picture quality in order to allow a reliable classification using neural networks, whereas the remaining image will be coded using constant bit rate. We have combined this feature with the ability to run with lowest latency properties, which is usually also required in remote control applications scenarios. The codec has been implemented as a fully hardwired High Definition video capable hardware architecture which is suitable for Field Programmable Gate Arrays.
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.
Continuous verification of network security compliance is an accepted need. Especially, the analysis of stateful packet filters plays a central role for network security in practice. But the few existing tools which support the analysis of stateful packet filters are based on general applicable formal methods like Satifiability Modulo Theories (SMT) or theorem prover and show runtimes in the order of minutes to hours making them unsuitable for continuous compliance verification. In this work, we address these challenges and present the concept of state shell interweaving to transform a stateful firewall rule set into a stateless rule set. This allows us to reuse any fast domain specific engine from the field of data plane verification tools leveraging smart, very fast, and domain specialized data structures and algorithms including Header Space Analysis (HSA). First, we introduce the formal language FPL that enables a high-level human-understandable specification of the desired state of network security. Second, we demonstrate the instantiation of a compliance process using a verification framework that analyzes the configuration of complex networks and devices - including stateful firewalls - for compliance with FPL policies. Our evaluation results show the scalability of the presented approach for the well known Internet2 and Stanford benchmarks as well as for large firewall rule sets where it outscales state-of-the-art tools by a factor of over 41.
Deep metric learning employs deep neural networks to embed instances into a metric space such that distances between instances of the same class are small and distances between instances from different classes are large. In most existing deep metric learning techniques, the embedding of an instance is given by a feature vector produced by a deep neural network and Euclidean distance or cosine similarity defines distances between these vectors. This paper studies deep distributional embeddings of sequences, where the embedding of a sequence is given by the distribution of learned deep features across the sequence. The motivation for this is to better capture statistical information about the distribution of patterns within the sequence in the embedding. When embeddings are distributions rather than vectors, measuring distances between embeddings involves comparing their respective distributions. The paper therefore proposes a distance metric based on Wasserstein distances between the distributions and a corresponding loss function for metric learning, which leads to a novel end-to-end trainable embedding model. We empirically observe that distributional embeddings outperform standard vector embeddings and that training with the proposed Wasserstein metric outperforms training with other distance functions.
In this paper, we present a study comparing the depth to diameter (d/D) ratio of small simple craters (200-1000 m) of an area between -88.5 degrees to -90 degrees latitude at the lunar south pole containing Permanent Shadowed Regions (PSRs) versus craters without PSRs. As PSRs can reach temperatures of 110 K and are capable of harboring volatiles, especially water ice, we analyzed the relationship of depth versus diameter ratios and its possible implications for harboring water ice. Variations in the d/D ratios can also be caused by other processes such as degradation, isostatic adjustment, or differences in surface properties. The conducted d/D ratio analysis suggests that a differentiation between craters containing PSRs versus craters without PSRs occurs. Thus, a possible direct relation between d/D ratio, PSRs, and water ice harboring might exist. Our results suggest that differences in the target's surface properties may explain the obtained results. The resulting d/D ratios of craters with PSRs can help to select target areas for future In-Situ Resource Utilization (ISRU) missions.
Lehrende in der Lehrkräfteausbildung sind stets damit konfrontiert, dass sie den Studierenden innovative Methoden modernen Schulunterrichts traditionell rezipierend vorstellen. In Deutschland gibt es circa 40 Universitäten, die Informatik mit Lehramtsbezug ausbilden. Allerdings gibt es nur wenige Konzepte, die sich mit der Verbindung von Bildungswissenschaften und der Informatik mit ihrer Didaktik beschäftigen und keine Konzepte, die eine konstruktivistische Lehre in der Informatik verfolgen.
Daher zielt diese Masterarbeit darauf ab, diese Lücke aufgreifen und anhand des „Didaktik der Informatik I“ Moduls der Universität Potsdam ein Modell zur konstruktivistischen Hochschullehre zu entwickeln. Dabei soll ein bestehendes konstruktivistisches Lehrmodell auf die Informatikdidaktik übertragen und Elemente zur Verbindung von Bildungswissenschaften, Fachwissenschaften und Fachdidaktiken mit einbezogen werden. Dies kann eine Grundlage für die Planung von Informatikdidaktischen Modulen bieten, aber auch als Inspiration zur Übertragung bestehender innovativer Lehrkonzepte auf andere Fachdidaktiken dienen.
Um ein solches konstruktivistisches Lehr-Lern-Modell zu erstellen, wird zunächst der Zusammenhang von Bildungswissenschaften, Fachwissenschaften und Fachdidaktiken erläutert und anschließend die Notwendigkeit einer Vernetzung hervorgehoben. Hieran folgt eine Darstellung zu relevanten Lerntheorien und bereits entwickelten innovativen Lernkonzepten. Anknüpfend wird darauf eingegangen, welche Anforderungen die Kultusminister- Konferenz an die Ausbildung von Lehrkräften stellt und wie diese Ausbildung für die Informatik momentan an der Universität Potsdam erfolgt. Aus allen Erkenntnissen heraus werden Anforderungen an ein konstruktivistisches Lehrmodell festgelegt. Unter Berücksichtigung der Voraussetzungen der Studienordnung für das Lehramt Informatik wird anschließend ein Modell für konstruktivistische Informatikdidaktik vorgestellt.
Weiterführende Forschung könnte sich damit auseinandersetzen, inwiefern sich die Motivation und Leistung im vergleich zum ursprünglichen Modul ändert und ob die Kompetenzen zur Unterrichtsplanung und Unterrichtsgestaltung durch das neue Modulkonzept stärker ausgebaut werden können.
We present a method employing Answer Set Programming in combination with Approximate Model Counting for fast and accurate calculation of error propagation probabilities in digital circuits. By an efficient problem encoding, we achieve an input data format similar to a Verilog netlist so that extensive preprocessing is avoided. By a tight interconnection of our application with the underlying solver, we avoid iterating over fault sites and reduce calls to the solver. Several circuits were analyzed with varying numbers of considered cycles and different degrees of approximation. Our experiments show, that the runtime can be reduced by approximation by a factor of 91, whereas the error compared to the exact result is below 1%.