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

Testing the use of grammar: Beyond grammatical accuracy

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Inhibiting factors affecting teachers’ implementation of the KBSM (revised) English language curriculum

This paper aims to discuss teachers’ degree of implementation of the KBSM (Revised) English Language Curriculum, introduced in 2003. It also sets to highlight the inhibiting factors that had impeded teachers’ implementation of the Skills Specifications or activities suggested in the Huraian Sukatan Pelajaran (HSP) Bahasa Inggeris Tingkatan Empat of the new curriculum. Firstly, the author finds that about 60 percent of the teachers obtained only a medium degree of implementation for 18 out of the 22 Skills Specifications. Secondly, the author concludes that among the prominent factors that had inhibited teachers’ implementation of the KBSM (Revised) English language curriculum in Malaysian classrooms were too many components of the new curriculum, hence leading to lack of understanding of the curriculum, lack of in-service training, time constraints and finally inadequate and irrelevant teaching materials

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