Abstract: Complex systems are composed of a large number of individual components. Many of these systems are separable, i.e., they can be split into two coupled subsystems: one with foreground components and another with background components. The former leads to narrow peaks in the frequency spectrum of the system and the latter gives the broad-band part. There is coupling between the two subsystems, but they can be studied separately for purposes of modeling and for analysis of experimental data. Examples from the literature are given from the area of mechanical vibrations, but the approach is quite general and can be adapted to other kinds of problems.
Abstract: After having outlined the essential differences between non-complex systems and complex systems we briefly recall the conceptual approaches considered by the pre-complexity General Systems Theory introduced by Von Bertalanffy in 1968 and those of the science of complexity and post-Bertalanffy General Systems Theory. In this context, after outlining the concept of completeness, we consider cases of incompleteness in various disciplines to arrive at theoretical incompleteness. The latter is clarified through several cases of different natures and by approaches in the literature, such as logical openness, the Dynamic Usage of Models (DYSAM), and the principle of uncertainty in physics. The treatment and the contrast between completeness and incompleteness are introduced as a conceptual and cultural context, as knowledge to manage the knowledge society in analogy, for example, with the transition from the logic of certainty to that of uncertainty introduced by De Finetti. The conceptual framework of completeness is not appropriate for dealing with complexity. Conversely, the conceptual framework of incompleteness is consistent and appropriate with interdisciplinary complexity.
Abstract: Chaotic dynamics are an interesting topic in nonlinear science that has been intensively studied during the last three decades due to its wide availability. Motivated by much researches on synchronization, the authors of this study have improved the time response of stabilization when parametrically excited Φ6—Van der Pol Oscillator (VDPO) and Φ6—Duffing Oscillator (DO) are synchronized identically as well as non-identically (with each other) using the Linear Active Control (LAC) technique using Mathematica. Furthermore, the authors have synchronized the same pairs of the oscillators using a more robust synchronization with faster time response of stability called Robust Adaptive Sliding Mode Control (RASMC). A comparative study has been done between the previous results of Njah’s work and our results based on Mathematica via LAC. The time response of stabilization of synchronization using RASMC has been discussed.
Abstract: Dynamic sophisticated real-time adaptation is not possible with current e-learning technologies. Our proposal is based on changing the approach for the development of e-learning systems using dynamic languages and including them in both platforms and learning content specifications thereby making them adaptive. We propose a Sharable Auto-Adaptive Learning Object (SALO), defined as an object that includes learning content and describes its own behaviour supported by dynamic languages. We describe an example implementation of SALO for the delivery and assessment of a web development course using Moodle rubrics. As a result, the learning objects can dynamically adapt their characteristics and behaviour in e-learning platforms.
Abstract: Waterway and canal systems are particularly cost effective in the transport of bulk and containerized goods to support global trade. Yet, despite these benefits, they are among the most under-appreciated forms of transportation engineering systems. Looking ahead, the long-term view is not rosy. Failures, delays, incidents and accidents in aging waterway systems are doing little to attract the technical and economic assistance required for modernization and sustainability. In a step toward overcoming these challenges, this paper argues that programs for waterway and canal modernization and sustainability can benefit significantly from system thinking, supported by systems engineering techniques. We propose a multi-level multi-stage methodology for the model-based design, simulation and formal verification of automated waterway system operations. At the front-end of development, semi-formal modeling techniques are employed for the representation of project goals and scenarios, requirements and high-level models of behavior and structure. To assure the accuracy of engineering predictions and the correctness of operations, formal modeling techniques are used for the performance assessment and the formal verification of the correctness of functionality. The essential features of this methodology are highlighted in a case study examination of ship and lock-system behaviors in a two-stage lock system.
Abstract: Over the last three decades, many educational systems for programming have been developed to support learning/teaching programming. In this paper, feedback types that are supported by existing educational systems for programming are classified. In order to be able to provide feedback, educational systems for programming deployed various approaches to analyzing students’ programs. This paper identifies analysis approaches for programs and introduces a classification for adaptive feedback supported by educational systems for programming. The classification of feedback is the contribution of this paper.