A Structure of Problem Solving Methods for Real Time Decision Support in Traffic Control

This article describes a knowledge-based application in the domain of road traffic management that we have developed following a knowledge modeling approach and the notion of problem-solving method. The article presents first a domain-independent model for real-time decision support as a structured collection of problem solving methods. Then, it is described how this general model is used to develop an operational version for the domain of traffic management. For this purpose, a particular knowledge modeling tool, called KSM (Knowledge Structure Manager), was applied. Finally, the article shows an application developed for a traffic network of the city of Madrid and it is compared with a second application developed for a different traffic area of the city of Barcelona.

A Language to Formalize and to Operationalize Problem-solving Strategies of Structured Knowledge Models

This paper describes a proposal of a language called Link which has been designed to formalize and operationalize problem solving strategies. This language is used within a software environment called KSM (Knowledge Structure Manager) which helps developers in formulating and operationalizing structured knowledge models. The paper presents both its syntax and dynamics, and gives examples of well-known problem-solving strategies of reasoning formulated using this language.

A model for evaluation of generic competences in engineering: application to the problem. Solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

A model for evaluation of generic competences in engineering: application to the problem-solving competence at UPM.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

The role of computational logic as a hinge paradigm among deduction, problem solving, programming, and parallelism

This paper presents some brief considerations on the role of Computational Logic in the construction of Artificial Intelligence systems and in programming in general. It does not address how the many problems in AI can be solved but, rather more modestly, tries to point out some advantages of Computational Logic as a tool for the AI scientist in his quest. It addresses the interaction between declarative and procedural views of programs (deduction and action), the impact of the intrinsic limitations of logic, the relationship with other apparently competing computational paradigms, and finally discusses implementation-related issues, such as the efficiency of current implementations and their capability for efficiently exploiting existing and future sequential and parallel hardware. The purpose of the discussion is in no way to present Computational Logic as the unique overall vehicle for the development of intelligent systems (in the firm belief that such a panacea is yet to be found) but rather to stress its strengths in providing reasonable solutions to several aspects of the task.

Modelling wake effects in large wind farms in complex terrain: the problem, the methods and the issues

Computational fluid dynamic (CFD) methods are used in this paper to predict the power production from entire wind farms in complex terrain and to shed some light into the wake flow patterns. Two full three-dimensional Navier–Stokes solvers for incompressible fluid flow, employing k − ϵ and k − ω turbulence closures, are used. The wind turbines are modeled as momentum absorbers by means of their thrust coefficient through the actuator disk approach. Alternative methods for estimating the reference wind speed in the calculation of the thrust are tested. The work presented in this paper is part of the work being undertaken within the UpWind Integrated Project that aims to develop the design tools for next generation of large wind turbines. In this part of UpWind, the performance of wind farm and wake models is being examined in complex terrain environment where there are few pre-existing relevant measurements. The focus of the work being carried out is to evaluate the performance of CFD models in large wind farm applications in complex terrain and to examine the development of the wakes in a complex terrain environment.

Independence and search space preservation in dynamically scheduled constraint logic languages

This paper performs a further generalization of the notion of independence in constraint logic programs to the context of constraint logic programs with dynamic scheduling. The complexity of this new environment made necessary to first formally define the relationship between independence and search space preservation in the context of CLP languages. In particular, we show that search space preservation is, in the context of CLP languages, not only a sufficient but also a necessary condition for ensuring that both the intended solutions and the number of transitions performed do not change. These results are then extended to dynamically scheduled languages and used as the basis for the extension of the concepts of independence. We also propose several a priori sufficient conditions for independence and also give correctness and efficiency results for parallel execution of constraint logic programs based on the proposed notions of independence.

Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The second hypothesis was focused on testing if students with higher rates in problem solving competence obtain better results in their academic performance. The results indicated that active learning methodologies do not produce any significant change in the generic competence ?problem solving? during the period analysed. Concerning this, we consider that students should work with these methodologies for a longer period, besides having a specific training. Nevertheless, a close correlation between problem solving self appraisal and academic performance has been detected.

Development of a method of assessment of the problem-solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem-solving competence. The first step has been to elaborate a guide for teachers to provide a homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provides the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem-solving competence.

Assessment of problem solving in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the Bologna Experts Team-Spain project and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes is described as well as some basic features regarding their reliability and validity. First conclusions on the comparison of the results achieved at two academic levels are also presented.

Development of a method of assessment of the problem-solving competency at the Technical University of Madrid

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem solving competence. The first step has been to elaborate a guide for teachers to provide an homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provided the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem solving competence.

Methods and Tools for Objective Assessment of Psychomotor Skills in Laparoscopic Surgery

Training and assessment paradigms for laparoscopic surgical skills are evolving from traditional mentor–trainee tutorship towards structured, more objective and safer programs. Accreditation of surgeons requires reaching a consensus on metrics and tasks used to assess surgeons’ psychomotor skills. Ongoing development of tracking systems and software solutions has allowed for the expansion of novel training and assessment means in laparoscopy. The current challenge is to adapt and include these systems within training programs, and to exploit their possibilities for evaluation purposes. This paper describes the state of the art in research on measuring and assessing psychomotor laparoscopic skills. It gives an overview on tracking systems as well as on metrics and advanced statistical and machine learning techniques employed for evaluation purposes. The later ones have a potential to be used as an aid in deciding on the surgical competence level, which is an important aspect when accreditation of the surgeons in particular, and patient safety in general, are considered. The prospective of these methods and tools make them complementary means for surgical assessment of motor skills, especially in the early stages of training. Successful examples such as the Fundamentals of Laparoscopic Surgery should help drive a paradigm change to structured curricula based on objective parameters. These may improve the accreditation of new surgeons, as well as optimize their already overloaded training schedules.

Simultaneous 3D object tracking and camera parameter estimation by Bayesian methods and transdimensional MCMC sampling

Multi-camera 3D tracking systems with overlapping cameras represent a powerful mean for scene analysis, as they potentially allow greater robustness than monocular systems and provide useful 3D information about object location and movement. However, their performance relies on accurately calibrated camera networks, which is not a realistic assumption in real surveillance environments. Here, we introduce a multi-camera system for tracking the 3D position of a varying number of objects and simultaneously refin-ing the calibration of the network of overlapping cameras. Therefore, we introduce a Bayesian framework that combines Particle Filtering for tracking with recursive Bayesian estimation methods by means of adapted transdimensional MCMC sampling. Addi-tionally, the system has been designed to work on simple motion detection masks, making it suitable for camera networks with low transmission capabilities. Tests show that our approach allows a successful performance even when starting from clearly inaccurate camera calibrations, which would ruin conventional approaches.

The ballast pick-up problem. A theoretical approach and two experimental campaigns

The aim of this contribution is to present a theoretical approach and two experimental campaigns (on wind tunnel and on the track) concerning the research work about the ballast train-induced-wind erosion (BTIWE) phenomenon. When a high speed train overpasses the critical speed, it produces a wind speed close to the track large enough to start the motion of the ballast elements, eventually leading to the rolling of the stones (Kwon and Park, 2006) and, if these stones get enough energy, they can jump and then initiate a saltation-like chain reaction, as found in the saltation processes of soil eolian erosion (Bagnold, 1941). The expelled stones can reach a height which is larger than the lowest parts of the train, striking them (and the track surroundings) producing considerable damage that should be avoided. There is not much published work about this phenomenon, in spite of the great interest that exists due to its relevant applications in increasing the maximum operative train speed. Particularly, the initiation of flight of ballast due to the pass of a high speed train has been studied by Kwon and Park (2006) by performing field and wind tunnel experiments.

Coupling time-stepping numerical methods and standard aerodynamics codes for instability analysis of flows in complex geometries

The development of a global instability analysis code coupling a time-stepping approach, as applied to the solution of BiGlobal and TriGlobal instability analysis 1, 2 and finite-volume-based spatial discretization, as used in standard aerodynamics codes is presented. The key advantage of the time-stepping method over matrix-formulation approaches is that the former provides a solution to the computer-storage issues associated with the latter methodology. To-date both approaches are successfully in use to analyze instability in complex geometries, although their relative advantages have never been quantified. The ultimate goal of the present work is to address this issue in the context of spatial discretization schemes typically used in industry. The time-stepping approach of Chiba 3 has been implemented in conjunction with two direct numerical simulation algorithms, one based on the typically-used in this context high-order method and another based on low-order methods representative of those in common use in industry. The two codes have been validated with solutions of the BiGlobal EVP and it has been showed that small errors in the base flow do not have affect significantly the results. As a result, a three-dimensional compressible unsteady second-order code for global linear stability has been successfully developed based on finite-volume spatial discretization and time-stepping method with the ability to study complex geometries by means of unstructured and hybrid meshes