C# 3.0 makes OCL redundant!

Other than its 'platform independence' the major advantages of OCL over traditional Object Oriented programming languages has been the declarative nature of the language, its powerful navigation facility via the iteration operations, and the availability of tuples as a first class concept. The recent offering from Microsoft of the "Orcas" version of Visual Studio with C# 3.0 and the Linq library provides functionality almost identical to that of OCL. This paper examines and evaluates the controversial thesis that, as a result of C# 3.0, OCL is essentially redundant, having been superseded by the incorporation of its advantageous features into a mainstream programming language

The C Object System: Using C as a High-Level Object-Oriented Language

The C Object System (Cos) is a small C library which implements high-level concepts available in Clos, Objc and other object-oriented programming languages: uniform object model (class, meta-class and property-metaclass), generic functions, multi-methods, delegation, properties, exceptions, contracts and closures. Cos relies on the programmable capabilities of the C programming language to extend its syntax and to implement the aforementioned concepts as first-class objects. Cos aims at satisfying several general principles like simplicity, extensibility, reusability, efficiency and portability which are rarely met in a single programming language. Its design is tuned to provide efficient and portable implementation of message multi-dispatch and message multi-forwarding which are the heart of code extensibility and reusability. With COS features in hand, software should become as flexible and extensible as with scripting languages and as efficient and portable as expected with C programming. Likewise, Cos concepts should significantly simplify adaptive and aspect-oriented programming as well as distributed and service-oriented computingComment: 18

C++ Templates as Partial Evaluation

This paper explores the relationship between C++ templates and partial evaluation. Templates were designed to support generic programming, but unintentionally provided the ability to perform compile-time computations and code generation. These features are completely accidental, and as a result their syntax is awkward. By recasting these features in terms of partial evaluation, a much simpler syntax can be achieved. C++ may be regarded as a two-level language in which types are first-class values. Template instantiation resembles an offline partial evaluator. This paper describes preliminary work toward a single mechanism based on Partial Evaluation which unifies generic programming, compile-time computation and code generation. The language Catat is introduced to illustrate these ideas.Comment: 13 page

Does choice of programming language affect student understanding of programming concepts in a first year engineering course?

Most undergraduate engineering curricula include computer programming to some degree,introducing a structured language such as C, or a computational system such as MATLAB, or both. Many of these curricula include programming in first year engineering courses, integrating the solution of simple engineering problems with an introduction to programming concepts. In line with this practice, Roger Williams University has included an introduction to programming as a part of the first year engineering curriculum for many years. However, recent industry and pedagogical trends have motivated the switch from a structured language (VBA) to a computational system (MATLAB). As a part of the pilot run of this change,the course instructors felt that it would be worthwhile to verify that changing the programming language did not negatively affect students’ ability to understand key programming concepts. In particular it was appropriate to explore students’ ability to translate word problems into computer programs containing inputs, decision statements, computational processes, and outputs. To test the hypothesis that programming language does not affect students’ ability to understand programming concepts, students from consecutive years were given the same homework assignment, with the first cohort using VBA and the second using MATLAB to solve the assignment. A rubric was developed which allowed the investigators to rate assignments independent of programming language. Results from this study indicate that there is not a significant impact of the change in programming language. These results suggest that the choice of programming language likely does not matter for student understanding of programming concepts. Course instructors should feel free to select programming language based on other factors, such as market demand, cost, or the availability of pedagogical resources

Exploring different dimensions of language use

This article explores the way in which language teachers can diagnose language learners' competence from both a sociocultural and linguistic perspective. Using two sample 'letters of complaint', the article first considers competence in terms of how well the writers organize and structure their texts in relation to their social purpose and cultural context. It then examines the extent to which the learners have control over a range of grammatical and lexical resources: (a) for representing the world, (b) for interacting and building interpersonal relations, and (c) for creating cohesive text. The article argues that by teasing out these different 'functional' dimensions of language use, the language teacher and/or curriculum designer has a clear and systematic set of criteria for developing tasks and syllabi which are comprehensive in meeting the needs of language learners. Such an approach is underpinned by Systemic Functional Linguistics (Butt et al. 2000; Halliday 1985/1994), a theory of language as 'social action'. The approach has been particularly influential in language teaching and learning in the Australian context (e.g. Feez 1998; Hood et al. 1996; NSW AMES 1995)

On the automaticity of language processing

People speak and listen to language all the time. Given this high frequency of use, it is often suggested that at least some aspects of language processing are highly overlearned and therefore occur “automatically”. Here we critically examine this suggestion. We first sketch a framework that views automaticity as a set of interrelated features of mental processes and a matter of degree rather than a single feature that is all-or-none. We then apply this framework to language processing. To do so, we carve up the processes involved in language use according to (a) whether language processing takes place in monologue or dialogue, (b) whether the individual is comprehending or producing language, (c) whether the spoken or written modality is used, and (d) the linguistic processing level at which they occur, that is, phonology, the lexicon, syntax, or conceptual processes. This exercise suggests that while conceptual processes are relatively non-automatic (as is usually assumed), there is also considerable evidence that syntactic and lexical lower-level processes are not fully automatic. We close by discussing entrenchment as a set of mechanisms underlying automatization