Variations on a Theme: A Bibliography on Approaches to Theorem Proving Inspired From Satchmo

This articles is a structured bibliography on theorem provers, approaches to theorem proving, and theorem proving applications inspired from Satchmo, the model generation theorem prover developed in the mid 80es of the 20th century at ECRC, the European Computer- Industry Research Centre. Note that the bibliography given in this article is not exhaustive

Abstract State Machines 1988-1998: Commented ASM Bibliography

An annotated bibliography of papers which deal with or use Abstract State Machines (ASMs), as of January 1998.Comment: Also maintained as a BibTeX file at http://www.eecs.umich.edu/gasm

Reviews

Europe In the Round CD‐ROM, Guildford, Vocational Technologies, 1994

Using SVG and XSLT for graphic representation

Using SVG and XSLT for graphic representation In this paper we will present an XML based framework that can be used to produce graphical visualisation of scientific data. The approach rather than producing ordinary histogram and function diagaram graphs, tries to represent the information in a more graphical appealing and easy to understand way. For examples the approach will give the ability to represent the temperature as the level of coulored fluid in a thermometer. The proposed framework is able to maintain the value of the datas strictly separated from the visual form of its representation (positions of element, colours, visual representation etc.). By defining appropriate data structures and expressing them using XML, the framework gives the user the ability to create graphic representations using standard SVG and XSLT. Since XML can be used for describing complex data information, we represent every level of the graphic representation with an XML structure. To describe our architecture we defined the following XML dialects, each one with different markup tags, reflecting the semantical values of the elements. Data definition level. Used to define the value of the datas that can be used in the graphic representation Data representation level. Used to define the graphic representation, it defines how the values expressed by the data definition level are represented. Both data representation and data definition files are based on a DTD to impose the constraints. Data representation level is the core of the system, and defines a powerful language for representation. Source primitives. Used to define for the source of the graphic elements, for example static file or SVG code. Modification primitives. Used to define the modifications that can affect a graphic element, for example rotation, scaling or repetition. Disposition primitives. Used to define the possible dispositions along x, y and z axes, for example to impose a order in the representation of elements. Action primitives. Used to define the possible actions that canbe activated by graphic elements for different user behaviours. For example a mouse action can activate a link to a different resource, or can change the value of any of the other primitives of the data structure, as image source or disposition, or can show a tooltip . XSLT is used to output a SVG file derived from the two files describing the graphic representation. Our aim is to provide an abstract language to be used to represent in different ways the same concept. In fact, we can link a data definition file with different data representation levels, providing different kinds and levels of complexity for the same concept. An example use could be the representation of the temperature described before, where the temperature itself could be represented either as the level of mercury in the termomether, or as the rotation of an arrow in a gauge. The transformation process is made from an XML source tree into an XML result tree, using XPath to define patterns. XSLT transformation process is based on templates, that define some actions (like adding or removing elements, or sorting them) to be performed when a part of the document matches a template. To implement some of the complex graphics operations we are using XSLT extensions that allow to perform mathematical operations. These XSLT extensions are not yet standard and require specific compliant parser, as Apache Xalan, that allows the developer to interface with Java classes in order to increase XSLT areas of application, from simple node transformations to quite complex operations

GSFC Ada programming guidelines

A significant Ada effort has been under way at Goddard for the last two years. To ease the center's transition toward Ada (notably for future space station projects), a cooperative effort of half a dozen companies and NASA personnel was started in 1985 to produce programming standards and guidelines for the Ada language. The great richness of the Ada language and the need of programmers for good style examples makes Ada programming guidelines an important tool to smooth the Ada transition. Because of the natural divergence of technical opinions, the great diversity of our government and private organizations and the novelty of the Ada technology, the creation of an Ada programming guidelines document is a difficult and time consuming task. It is also a vital one. Steps must now be taken to ensure that the guide is refined in an organized but timely manner to reflect the growing level of expertise of the Ada community

Evaluation templates and fulfillment of the university formative objectives: diversification and transverselity of criteria in subjects of Spanish Language and Theory of Literature

In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In one first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous evaluation like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student’s precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards model that identifie so much the evaluation criteria as the aptitudes that the students must surpass, to the object of which can serve as guide in their application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents.Example: Work in group and later exposition and discussions by the students: - Consisting of the putting in common of the results derived from the work in group or other individual derivatives of the theoretical and literary text commentary. - Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favor the doubt and exchange of information on the subjects debate object, besides to foment initiatives and the critical attitude of the students. - Justification: this type of exercises favors the formation of the student in two-way traffic. First, in as much it must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the personal learning and the development of skills related to the construction, elaboration and written expression of different types from speech. The second, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, as much of the work written as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the students facilitates his familiarisation with educational and expositive techniques nearer the present contextInted2009 Proceedings C