Integrating specification and test requirements as constraints in verification strategies for 2D and 3D analog and mixed signal designs

Analog and Mixed Signal (AMS) designs are essential components of today’s modern Integrated Circuits (ICs) used in the interface between real world signals and the digital world. They present, however, significant verification challenges. Out-of-specification failures in these systems have steadily increased, and have reached record highs in recent years. Increasing design complexity, incomplete/wrong specifications (responsible for 47% of all non functional ICs) as well as additional challenges faced when testing these systems are obvious reasons. A particular example is the escalating impact of realistic test conditions with respect to physical (interface between the device under test (DUT) and the test instruments, input-signal conditions, input impedance, etc.), functional (noise, jitter) and environmental (temperature) constraints. Unfortunately, the impact of such constraints could result in a significant loss of performance and design failure even if the design itself was flawless. Current industrial verification methodologies, each addressing specific verification challenges, have been shown to be useful for detecting and eliminating design failures. Nevertheless, decreases in first pass silicon success rates illustrate the lack of cohesive, efficient techniques to allow a predictable verification process that leads to the highest possible confidence in the correctness of AMS designs. In this PhD thesis, we propose a constraint-driven verification methodology for monitoring specifications of AMS designs. The methodology is based on the early insertion of test(s) associated with each design specification. It exploits specific constraints introduced by these planned tests as well as by the specifications themselves, as they are extracted and used during the verification process, thus reducing the risk of costly errors caused by incomplete, ambiguous or missing details in the specification documents. To fully analyze the impact of these constraints on the overall AMS design behavior, we developed a two-phase algorithm that automatically integrates them into the AMS design behavioral model and performs the specifications monitoring in a Matlab simulation environment. The effectiveness of this methodology is demonstrated for two-dimensional (2D) and three-dimensional (3D) ICs. Our results show that our approach can predict out-of-specification failures, corner cases that were not covered using previous verification methodologies. On one hand, we show that specifications satisfied without specification and test-related constraints have failed in the presence of these additional constraints. On the other hand, we show that some specifications may degrade or even cannot be verified without adding specific specification and test-related constraints

Conference on the Programming Environment for Development of Numerical Software

Systematic approaches to numerical software development and testing are presented

Second CLIPS Conference Proceedings, volume 1

Topics covered at the 2nd CLIPS Conference held at the Johnson Space Center, September 23-25, 1991 are given. Topics include rule groupings, fault detection using expert systems, decision making using expert systems, knowledge representation, computer aided design and debugging expert systems

Students´ language in computer-assisted tutoring of mathematical proofs

Truth and proof are central to mathematics. Proving (or disproving) seemingly simple statements often turns out to be one of the hardest mathematical tasks. Yet, doing proofs is rarely taught in the classroom. Studies on cognitive difficulties in learning to do proofs have shown that pupils and students not only often do not understand or cannot apply basic formal reasoning techniques and do not know how to use formal mathematical language, but, at a far more fundamental level, they also do not understand what it means to prove a statement or even do not see the purpose of proof at all. Since insight into the importance of proof and doing proofs as such cannot be learnt other than by practice, learning support through individualised tutoring is in demand. This volume presents a part of an interdisciplinary project, set at the intersection of pedagogical science, artificial intelligence, and (computational) linguistics, which investigated issues involved in provisioning computer-based tutoring of mathematical proofs through dialogue in natural language. The ultimate goal in this context, addressing the above-mentioned need for learning support, is to build intelligent automated tutoring systems for mathematical proofs. The research presented here has been focused on the language that students use while interacting with such a system: its linguistic propeties and computational modelling. Contribution is made at three levels: first, an analysis of language phenomena found in students´ input to a (simulated) proof tutoring system is conducted and the variety of students´ verbalisations is quantitatively assessed, second, a general computational processing strategy for informal mathematical language and methods of modelling prominent language phenomena are proposed, and third, the prospects for natural language as an input modality for proof tutoring systems is evaluated based on collected corpora

Standardized development of computer software. Part 1: Methods

This work is a two-volume set on standards for modern software engineering methodology. This volume presents a tutorial and practical guide to the efficient development of reliable computer software, a unified and coordinated discipline for design, coding, testing, documentation, and project organization and management. The aim of the monograph is to provide formal disciplines for increasing the probability of securing software that is characterized by high degrees of initial correctness, readability, and maintainability, and to promote practices which aid in the consistent and orderly development of a total software system within schedule and budgetary constraints. These disciplines are set forth as a set of rules to be applied during software development to drastically reduce the time traditionally spent in debugging, to increase documentation quality, to foster understandability among those who must come in contact with it, and to facilitate operations and alterations of the program as requirements on the program environment change

Educator Professional Development as Rhetorical Situation

Teacher effectiveness is recognized as the most prominent in-school influencer of student learning, and professional development (PD) of in-service educators is seen as vital to improving teachers’ effectiveness throughout their careers. Professional development is often studied atheoretically and with a linear view in which PD providers deliver instruction and teachers receive and apply that instruction as it was delivered to them. By casting them as passive, blank-slate receivers and automatic appliers of the PD, this view obscures the complexities of teachers’ role in PD. Examining educator PD through the lens of rhetoric, and viewing the PD experience as a rhetorical situation, allows us to tease apart the highly connected ecology of roles and text(s) present within any PD situation. Understanding more about the roles teachers take in PD–as PD provider or receiver, and as rhetorical audience and rhetor–opens up opportunities for engaging educators fully in their own and one another’s development. This collective case study of four educators used interviews and collection and analysis of PD-related Twitter activity in order to discover how the participants embrace, resist, and shift between the roles of PD receiver and provider and the roles of rhetorical audience and rhetor. The resulting study demonstrates that rhetoric acts as a rich lens for bringing to light the ways educators bring their own expertise and experiences to PD activities, make a number of complex choices within those activities for both their own enrichment and the enrichment of others involved, and embrace methods of PD, such as using social media platforms, that give them full access to all roles. The conclusion of this dissertation offers three tools for use by readers: 1) the rhetorical lens constructed in this project and used to view PD as a rhetorical situation; 2) a set of recommendations for educators who wish to seek PD using social media, including both composition methods to try and mindsets for shifting between the rhetorical roles available through social media; and 3) a set of recommendations for those offering PD to educators, with an emphasis on accounting for the complexities of their roles as learners with their own expertise, as audience members with an audience’s inherent power, and as potential rhetors when given access to the role