Active Learning of Points-To Specifications

When analyzing programs, large libraries pose significant challenges to static points-to analysis. A popular solution is to have a human analyst provide points-to specifications that summarize relevant behaviors of library code, which can substantially improve precision and handle missing code such as native code. We propose ATLAS, a tool that automatically infers points-to specifications. ATLAS synthesizes unit tests that exercise the library code, and then infers points-to specifications based on observations from these executions. ATLAS automatically infers specifications for the Java standard library, and produces better results for a client static information flow analysis on a benchmark of 46 Android apps compared to using existing handwritten specifications

Outcomes from Collaborative provision audit: use of the Academic Infrastructure

"This paper is based on a review of the outcomes of the 30 Collaborative provision audits for institutions in England and Northern Ireland published between May 2005 and March 2007. The paper considers the use of the Academic Infrastructure in the management of collaborative provision during the period. The Academic Infrastructure is a set of nationally agreed reference points which give all institutions a shared starting point for setting, describing and assuring the quality and standards of their higher education provision." - Page 1

From open resources to educational opportunity

Since MIT’s bold announcement of the OpenCourseWare initiative in 2001, the content of over 700 of its courses have been published on the Web and made available for free to the world. Important infrastructure initiatives have also been launched recently with a view to enabling the sustainable implementation of these educational programmes, through strengthening organizational capacity as well as through building open, standards‐based technology. Each of these initiatives point to a rich palette of transformational possibilities for education; together with the growing open source movement, they offer glimpses of a sustainable ecology of substantial and quality educational resources. This discussion piece will highlight some of the educational opportunity presented by MIT’s current information technology‐enabled educational agenda and related initiatives, along with their strategic underpinnings and implications. It will address various dimensions of their impact on the form and function of education. It will examine how these ambitious programmes achieve a vision characterized by an abundance of sustainable, transformative educational opportunities, not merely pervasive technology