Titlebook: Inductive Logic Programming; 6th International Wo Stephen Muggleton Conference proceedings 1997 Springer-Verlag Berlin Heidelberg 1997 indu

Projection

Integrity constraints in ILP using a Monte Carlo approach,ether with) negative examples. As a consequence programs to induce can be specified more rapidly by the user and the ILP system tends to obtain more accurate definitions. Average running times are not greatly affected by the use of integrity constraints compared to ground negative examples.

Pedagogy

古老

Raymond J. Mooneyuations is in PSPACE (Plandowski 1999) and the corresponding result for equations in free groups with rational constraints (Diekert, Hagenah and Gutiérrez 2001). As a byproduct we obtain a direct proof that it is decidable in PSPACE whether or not the solution set is finite.

SLAG

Stephen Muggleton,David Page,Ashwin Srinivasaned typing have appeared in [., .] and lead naturally to unifying the . and . abstractions [., .]. The Automath system combined the unification of binders . and . with .- and .-reduction together with a type inclusion rule that allows the different expressions that define the same term to share the s

滑稽

Sašo Džeroski,Steffen Schulze-Kremer,Karsten R. Heidtke,Karsten Siems,Dietrich Wettschereckoves over the extended Cooley-Tukey FFT for highly composite transform’s length. Rader’s algorithm., on its turn, is designed for computing prime length DFTs. These algorithms, all members of the family of traditional FFTs, reduce the .-point DFT arithmetic complexity from .(..) to .(.).

Aerate

Erika Van Baelen,Luc De Raedtof the polygons. A polynomial algorithm for the case of two-dimensional space is also discussed in [7]. Recently, an exact algorithm was developed to determine the time-optimal trajectory in two-dimensional space under kinematic and dynamic constraints [4]. So far, no polynomial algorithm is known f

accessory

intolerance

Gabriella Kókai,Zoltán Alexin,Tibor Gyimóthyle more than bring the new technology into the classroom. It assists in deciding whether new tools for education exploit the current state of the art and whether such tools are cognitive ones that embody new approaches to educational practice or simply gee-whiz extensions to existing principles. The

指耕作

Fumio Mizoguchi,Hayato Ohwada,Makiko Daidoji,Shiroteru Shiratoteachers wanting to èdo awayé with conventional lectures by making their lecture notes available to students via the Web. The desire to move away from conventional lectures may well be meritorious but to replace them with a set of notes can hardly be viewed as an improvement in the educational proce

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