Dealing with abstraction: Case study generalisation as a method for eliciting design patterns

Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process of generalisation. It is important that this process is initiated through engaging participants in identifying initial patterns, i.e. directly dealing with the 'cold-start' problem. We have found that short case study descriptions provide a productive 'way into' the process for participants. We reflect on a 1-year interdisciplinary pan-European research project involving the development of almost 30 cases and over 150 patterns. We provide example cases, detailing the process by which their associated patterns emerged. This was based on a foundation for generalisation from cases with common attributes. We discuss the merits of this approach and its implications for pattern development

A principled approach to programming with nested types in Haskell

Initial algebra semantics is one of the cornerstones of the theory of modern functional programming languages. For each inductive data type, it provides a Church encoding for that type, a build combinator which constructs data of that type, a fold combinator which encapsulates structured recursion over data of that type, and a fold/build rule which optimises modular programs by eliminating from them data constructed using the buildcombinator, and immediately consumed using the foldcombinator, for that type. It has long been thought that initial algebra semantics is not expressive enough to provide a similar foundation for programming with nested types in Haskell. Specifically, the standard folds derived from initial algebra semantics have been considered too weak to capture commonly occurring patterns of recursion over data of nested types in Haskell, and no build combinators or fold/build rules have until now been defined for nested types. This paper shows that standard folds are, in fact, sufficiently expressive for programming with nested types in Haskell. It also defines buildcombinators and fold/build fusion rules for nested types. It thus shows how initial algebra semantics provides a principled, expressive, and elegant foundation for programming with nested types in Haskell

Generalised quantum weakest preconditions

Generalisation of the quantum weakest precondition result of D'Hondt and Panangaden is presented. In particular the most general notion of quantum predicate as positive operator valued measure (POVM) is introduced. The previously known quantum weakest precondition result has been extended to cover the case of POVM playing the role of a quantum predicate. Additionally, our result is valid in infinite dimension case and also holds for a quantum programs defined as a positive but not necessary completely positive transformations of a quantum states.Comment: 7 pages, no figures, added references, changed conten

Zero-one IP problems: Polyhedral descriptions & cutting plane procedures

A systematic way for tightening an IP formulation is by employing classes of linear inequalities that define facets of the convex hull of the feasible integer points of the respective problems. Describing as well as identifying these inequalities will help in the efficiency of the LP-based cutting plane methods. In this report, we review classes of inequalities that partially described zero-one poly topes such as the 0-1 knapsack polytope, the set packing polytope and the travelling salesman polytope. Facets or valid inequalities derived from the 0-1 knapsack and the set packing polytopes are algorithmically identifie

Foundations for structured programming with GADTs

GADTs are at the cutting edge of functional programming and become more widely used every day. Nevertheless, the semantic foundations underlying GADTs are not well understood. In this paper we solve this problem by showing that the standard theory of data types as carriers of initial algebras of functors can be extended from algebraic and nested data types to GADTs. We then use this observation to derive an initial algebra semantics for GADTs, thus ensuring that all of the accumulated knowledge about initial algebras can be brought to bear on them. Next, we use our initial algebra semantics for GADTs to derive expressive and principled tools — analogous to the well-known and widely-used ones for algebraic and nested data types — for reasoning about, programming with, and improving the performance of programs involving, GADTs; we christen such a collection of tools for a GADT an initial algebra package. Along the way, we give a constructive demonstration that every GADT can be reduced to one which uses only the equality GADT and existential quantification. Although other such reductions exist in the literature, ours is entirely local, is independent of any particular syntactic presentation of GADTs, and can be implemented in the host language, rather than existing solely as a metatheoretical artifact. The main technical ideas underlying our approach are (i) to modify the notion of a higher-order functor so that GADTs can be seen as carriers of initial algebras of higher-order functors, and (ii) to use left Kan extensions to trade arbitrary GADTs for simpler-but-equivalent ones for which initial algebra semantics can be derive

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming