The TPTP World is a well-established infrastructure for automatic theorem provers. It defines several concrete syntaxes, notably an untyped firstorder form (FOF) and a typed first-order form (TFF0), that have become de facto standards in the automated reasoning community. This paper introduces the TFF1 format, an extension of TFF0 with rank-1 polymorphism. It presents its syntax, typing rules, ...

In this paper we investigate the contextualized representation of events. In particular, we re-interpret the formalization of events and situations adopted in the NewsReader Event and Situation Ontology (ESO) according to the notions of context and module proposed in the Contextualized Knowledge Repositories (CKR) framework. This contextualized formalization sets the basis for exploiting logica...

In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students' understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. G...

Several treatments have been proposed to shorten the time to the attainment of full oral feeding (FOF) for premature infants, but there are only a few evaluation methods useful in estimating predictors of this period. We investigated whether specific items within the disorganized sucking patterns described by the Neonatal Oral-Motor Assessment Scale (NOMAS) could estimate the time to FOF in pre...

This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders a secondary night school Cebu City, Philippines. A pretest and posttest quasi-experimental design with control group was utilized two groups students, which one exposed CBI other conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) used assess its mo...

Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing on the output they produce. This quasi-experimental study investigated the impact of input enh...