Extending the 2P-Kt ecosystem: CLP and Labelled LP

The ability to create hybrid systems that blend different paradigms has now become a requirement for complex AI systems usually made of more than a component. In this way, it is possible to exploit the advantages of each paradigm and exploit the potential of different approaches such as symbolic and non-symbolic approaches. In particular, symbolic approaches are often exploited for their efficiency, effectiveness and ability to manage large amounts of data, while symbolic approaches are exploited to ensure aspects related to explainability, fairness, and trustworthiness in general. The thesis lies in this context, in particular in the design and development of symbolic technologies that can be easily integrated and interoperable with other AI technologies. 2P-Kt is a symbolic ecosystem developed for this purpose, it provides a logic-programming (LP) engine which can be easily extended and customized to deal with specific needs. The aim of this thesis is to extend 2P-Kt to support constraint logic programming (CLP) as one of the main paradigms for solving highly combinatorial problems given a declarative problem description and a general constraint-propagation engine. A real case study concerning school timetabling is described to show a practical usage of the CLP(FD) library implemented. Since CLP represents only a particular scenario for extending LP to domain-specific scenarios, in this thesis we present also a more general framework: Labelled Prolog, extending LP with labelled terms and in particular labelled variables. The designed framework shows how it is possible to frame all variations and extensions of LP under a single language reducing the huge amount of existing languages and libraries and focusing more on how to manage different domain needs using labels which can be associated with every kind of term. Mapping of CLP into Labeled Prolog is also discussed as well as the benefits of the provided approach.

Numerical and semi-analytical models of sliding masses: application to the 1783 Scilla tsunamigenic landslide

The Scilla rock avalanche occurred on 6 February 1783 along the coast of the Calabria region (southern Italy), close to the Messina Strait. It was triggered by a mainshock of the Terremoto delle Calabrie seismic sequence, and it induced a tsunami wave responsible for more than 1500 casualties along the neighboring Marina Grande beach. The main goal of this work is the application of semi-analtycal and numerical models to simulate this event. The first one is a MATLAB code expressly created for this work that solves the equations of motion for sliding particles on a two-dimensional surface through a fourth-order Runge-Kutta method. The second one is a code developed by the Tsunami Research Team of the Department of Physics and Astronomy (DIFA) of the Bologna University that describes a slide as a chain of blocks able to interact while sliding down over a slope and adopts a Lagrangian point of view. A wide description of landslide phenomena and in particular of landslides induced by earthquakes and with tsunamigenic potential is proposed in the first part of the work. Subsequently, the physical and mathematical background is presented; in particular, a detailed study on derivatives discratization is provided. Later on, a description of the dynamics of a point-mass sliding on a surface is proposed together with several applications of numerical and analytical models over ideal topographies. In the last part, the dynamics of points sliding on a surface and interacting with each other is proposed. Similarly, different application on an ideal topography are shown. Finally, the applications on the 1783 Scilla event are shown and discussed.

Problems in physics and mathematics contexts with middle and high school classes: vertical and horizontal comparison

My thesis falls within the framework of physics education and teaching of mathematics. The objective of this report was made possible by using geometrical (in mathematics) and qualitative (in physics) problems. We have prepared four (resp. three) open answer exercises for mathematics (resp. physics). The test batch has been selected across two different school phases: end of the middle school (third year, 8\textsuperscript{th} grade) and beginning of high school (second and third year, 10\textsuperscript{th} and 11\textsuperscript{th} grades respectively). High school students achieved the best results in almost every problem, but 10\textsuperscript{th} grade students got the best overall results. Moreover, a clear tendency to not even try qualitative problems resolution has emerged from the first collection of graphs, regardless of subject and grade. In order to improve students' problem-solving skills, it is worth to invest on vertical learning and spiral curricula. It would make sense to establish a stronger and clearer connection between physics and mathematical knowledge through an interdisciplinary approach.