The KB paradigm and its application to interactive configuration

The knowledge base paradigm aims to express domain knowledge in a rich formal language, and to use this domain knowledge as a knowledge base to solve various problems and tasks that arise in the domain by applying multiple forms of inference. As such, the paradigm applies a strict separation of concerns between information and problem solving. In this paper, we analyze the principles and feasibility of the knowledge base paradigm in the context of an important class of applications: interactive configuration problems. In interactive configuration problems, a configuration of interrelated objects under constraints is searched, where the system assists the user in reaching an intended configuration. It is widely recognized in industry that good software solutions for these problems are very difficult to develop. We investigate such problems from the perspective of the KB paradigm. We show that multiple functionalities in this domain can be achieved by applying different forms of logical inferences on a formal specification of the configuration domain. We report on a proof of concept of this approach in a real-life application with a banking company. To appear in Theory and Practice of Logic Programming (TPLP).Comment: To appear in Theory and Practice of Logic Programming (TPLP

Is The Computer The Medium And The Message? A Comparison Of Student VB Programming Performance In Three Delivery Modes

As a third stage of research on delivery of a popular programming course at Metropolitan State College of Denver, the authors gathered data from an online section of CIS Application Programming with Visual Basic, two interactive classroom deliveries in campus smart classrooms, and in two traditional lecture-based sections of the course. The authors had previously completed research which showed significant differences in student ability to apply concepts learned in online sections and classroom sections of the Visual Basic programming class. The addition of interactive classrooms on campus allowed them to reexamine the relationship between performance and style of delivery.  The three modes of delivery--1) Web 2) Interactive Classroom and 3) Traditional Classroom--provided a rich source of data on student ability to apply theory. Data was gathered on a lab exam, a three phase semester-long programming project, and essay/coding problems on three in-class exams.  Data from the five sections of the Visual Basic course were analyzed. Although the results were not as conclusive as the authors had hoped, an analysis of variance showed significant differences in one of the three measurements of students ability to apply theory— the programming project.  A Fisher's pairwise comparison indicated that the Internet students performed significantly lower than students receiving the traditional classroom or interactive instruction method. The attrition rate for the Internet section was more than twice that of the other modes of delivery. Although the Interactive Classroom mode of delivery was not found to be significantly different, students did score slightly higher. All sections of the course used the same syllabus and assignments; the instructors used common examinations and rubrics for grading student assignments.  The authors conclude that an interactive environment, within an instructor-led "smart classroom ", is preferable to Web based delivery, and perhaps the traditional lecture-based method of delivering programming classes. This style of delivery is more apt to produce a student who can apply theory and produce working code.  As evidenced by performance on projects and subjective tests, students who participated in the interactive classroom sections were better able to apply programming theory to new situations. The authors caution that while traditional classroom delivery methods are well-established, Web courses and the interactive classrooms are still in their infancy. Further research is needed to verify their conclusions

Relative monads formalised

Relative monads are a generalisation of ordinary monads where the underlying functor need not be an endofunctor. In this paper, we describe a formalisation of the basic theory of relative monads in the interactive theorem prover and dependently typed programming language Agda. The formalisation comprises the requisite basic category theory, the central concepts of the theory of relative monads and adjunctions, which are compared to their ordinary counterparts, and two running examples from programming theory

The parser generator as a general purpose tool

The parser generator has proven to be an extremely useful, general purpose tool. It can be used effectively by programmers having only a knowledge of grammars and no training at all in the theory of formal parsing. Some of the application areas for which a table-driven parser can be used include interactive, query languages, menu systems, translators, and programming support tools. Each of these is illustrated by an example grammar

NCLab: Public Computing Laboratory

This survey paper describes the Network Computing Laboratory (NCLab), a novel public cloud computing platform for mathematics, programming, scientific computing and computer simulations. Through a web-browser interface, it provides users with free access to interactive graphical modules that include symbolic and numerical methods, programming in several languages, computing with Python scientific libraries, computing with GNU Octave, GPU computing with CUDA, computational geometry, 3D CAD design, computational graph theory, finite element programming with the Hermes library, and interactive graphical finite element modules. Users can upload files and data from their local computers, clone projects from the database, share files, form teams, and collaborate on projects. This paper briefly describes how NCLab operates, and it provides concise descriptions of NCLab computational modules with examples of us

Innocent strategies as presheaves and interactive equivalences for CCS

Seeking a general framework for reasoning about and comparing programming languages, we derive a new view of Milner's CCS. We construct a category E of plays, and a subcategory V of views. We argue that presheaves on V adequately represent innocent strategies, in the sense of game semantics. We then equip innocent strategies with a simple notion of interaction. This results in an interpretation of CCS. Based on this, we propose a notion of interactive equivalence for innocent strategies, which is close in spirit to Beffara's interpretation of testing equivalences in concurrency theory. In this framework we prove that the analogues of fair and must testing equivalences coincide, while they differ in the standard setting.Comment: In Proceedings ICE 2011, arXiv:1108.014