Supervising Offline Partial Evaluation of Logic Programs using Online Techniques

A major impediment for more widespread use of offline partial evaluation is the difficulty of obtaining and maintaining annotations for larger, realistic programs. Existing automatic binding-time analyses still only have limited applicability and annotations often have to be created or improved and maintained by hand, leading to errors. We present a technique to help overcome this problem by using online control techniques which supervise the specialisation process in order to help the development and maintenance of correct annotations by identifying errors. We discuss an implementation in the Logen system and show on a series of examples that this approach is effective: very few false alarms were raised while infinite loops were detected quickly. We also present the integration of this technique into a web interface, which highlights problematic annotations directly in the source code. A method to automatically fix incorrect annotations is presented, allowing the approach to be also used as a pragmatic binding time analysis. Finally we show how our method can be used for efficiently locating built-in errors in Prolog source code

Description and Optimization of Abstract Machines in a Dialect of Prolog

In order to achieve competitive performance, abstract machines for Prolog and related languages end up being large and intricate, and incorporate sophisticated optimizations, both at the design and at the implementation levels. At the same time, efficiency considerations make it necessary to use low-level languages in their implementation. This makes them laborious to code, optimize, and, especially, maintain and extend. Writing the abstract machine (and ancillary code) in a higher-level language can help tame this inherent complexity. We show how the semantics of most basic components of an efficient virtual machine for Prolog can be described using (a variant of) Prolog. These descriptions are then compiled to C and assembled to build a complete bytecode emulator. Thanks to the high level of the language used and its closeness to Prolog, the abstract machine description can be manipulated using standard Prolog compilation and optimization techniques with relative ease. We also show how, by applying program transformations selectively, we obtain abstract machine implementations whose performance can match and even exceed that of state-of-the-art, highly-tuned, hand-crafted emulators.Comment: 56 pages, 46 figures, 5 tables, To appear in Theory and Practice of Logic Programming (TPLP

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education