Multi-Paradigm Modelling for Cyber-Physical Systems: Foundations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Modeling and analysis of Cyber-Physical Systems (CPS) is an inherently multi-disciplinary endeavour. Anyone starting in this field will unavoidably face the need for a literature reference that delivers solid foundations. Although, in specific disciplines, many techniques are used already as a matter of standard practice, their fundamentals and application are typically far from practitioners of another area. Overall, practitioners tend to use the technique that they are most familiar with, disregarding others that would be adequate for the problem at hand. The inherent cross-disciplinary nature of CPS requires distinct modelling techniques to be employed, thus prompting for a common background formalism that enables communication between all specialities. However, to this date, no such single super-formalism exists to support the multiple dimensions of the design of a CPS. Indeed, to effectively design a CPS, engineers (in the role of modellers) either need to be versed in multiple formalisms, or a fundamentally new modelling approach has to emerge. Herein, we motivate Multi-Paradigm Modelling of CPS (MPM4CPS), introducing fundamental definitions and terminology regarding CPS modelling and Multi-Paradigm, and finally, laying the ground for the rest of the book.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it