Programming Languages and Systems

This open access book constitutes the proceedings of the 31st European Symposium on Programming, ESOP 2022, which was held during April 5-7, 2022, in Munich, Germany, as part of the European Joint Conferences on Theory and Practice of Software, ETAPS 2022. The 21 regular papers presented in this volume were carefully reviewed and selected from 64 submissions. They deal with fundamental issues in the specification, design, analysis, and implementation of programming languages and systems

Programming Languages and Systems

This open access book constitutes the proceedings of the 31st European Symposium on Programming, ESOP 2022, which was held during April 5-7, 2022, in Munich, Germany, as part of the European Joint Conferences on Theory and Practice of Software, ETAPS 2022. The 21 regular papers presented in this volume were carefully reviewed and selected from 64 submissions. They deal with fundamental issues in the specification, design, analysis, and implementation of programming languages and systems

Artificial general intelligence: Proceedings of the Second Conference on Artificial General Intelligence, AGI 2009, Arlington, Virginia, USA, March 6-9, 2009

Artificial General Intelligence (AGI) research focuses on the original and ultimate goal of AI – to create broad human-like and transhuman intelligence, by exploring all available paths, including theoretical and experimental computer science, cognitive science, neuroscience, and innovative interdisciplinary methodologies. Due to the difficulty of this task, for the last few decades the majority of AI researchers have focused on what has been called narrow AI – the production of AI systems displaying intelligence regarding specific, highly constrained tasks. In recent years, however, more and more researchers have recognized the necessity – and feasibility – of returning to the original goals of the field. Increasingly, there is a call for a transition back to confronting the more difficult issues of human level intelligence and more broadly artificial general intelligence

From Legos and Logos to Lambda: A Hypothetical Learning Trajectory for Computational Thinking

This thesis utilizes design-based research to examine the integration of computational thinking and computer science into the Finnish elementary mathematics syllabus. Although its focus is on elementary mathematics, its scope includes the perspectives of students, teachers and curriculum planners at all levels of the Finnish school curriculum. The studied artifacts are the 2014 Finnish National Curriculum and respective learning solutions for computer science education. The design-based research (DBR) mandates educators, developers and researchers to be involved in the cyclic development of these learning solutions. Much of the work is based on an in-service training MOOC for Finnish mathematics teachers, which was developed in close operation with the instructors and researchers. During the study period, the MOOC has been through several iterative design cycles, while the enactment and analysis stages of the 2014 Finnish National Curriculum are still proceeding.The original contributions of this thesis lie in the proposed model for teaching computational thinking (CT), and the clarification of the most crucial concepts in computer science (CS) and their integration into a school mathematics syllabus. The CT model comprises the successive phases of abstraction, automation and analysis interleaved with the threads of algorithmic and logical thinking as well as creativity. Abstraction implies modeling and dividing the problem into smaller sub-problems, and automation making the actual implementation. Preferably, the process iterates in cycles, i.e., the analysis feeds back such data that assists in optimizing and evaluating the efficiency and elegance of the solution. Thus, the process largely resembles the DBR design cycles. Test-driven development is also recommended in order to instill good coding practices.The CS fundamentals are function, variable, and type. In addition, the control flow of execution necessitates control structures, such as selection and iteration. These structures are positioned in the learning trajectories of the corresponding mathematics syllabus areas of algebra, arithmetic, or geometry. During the transition phase to the new syllabus, in-service mathematics teachers can utilize their prior mathematical knowledge to reap the benefits of ‘near transfer’. Successful transfer requires close conceptual analogies, such as those that exist between algebra and the functional programming paradigm.However, the integration with mathematics and the utilization of the functional paradigm are far from being the only approaches to teaching computing, and it might turn out that they are perhaps too exclusive. Instead of the grounded mathematics metaphor, computing may be perceived as basic literacy for the 21st century, and as such it could be taught as a separate subject in its own right

Women Don\u27t Ask: But Why Aren\u27t They Willing to Learn How? Testing a Four Factor Model

It has long been suspected that the general reluctance of women to negotiate their salaries may be one factor that contributes to the gender wage gap. While there has been significant research on the reasons for this reticence to ask for more money, there has been no prior exploration of the reasons why women might be reluctant to avail themselves of opportunities to learn how. The intent of this mixed methodology study was to explore male and female graduate students\u27 feelings about negotiation in general, and willingness to study negotiation in particular, and to identify those attitudes and beliefs that might serve to inhibit them from enrolling in elective coursework designed to improve their negotiating skills. Because this study focused primarily on women\u27s feelings about negotiation, a literature review of prior research on women and negotiation was conducted and from this analysis four primary beliefs, along with twenty-one underlying attitudes about negotiation, emerged. This list was used to construct a hypothesized model that attempted to explain the reasons behind men and women\u27s reluctance to study negotiation. An on-line survey based on the model was then administered to over 1100 male and female graduate students enrolled in twenty-two top-ranked U.S. graduate schools of public policy. Using confirmatory factor analysis, the model was tested for goodness of fit and found to be acceptable. Results confirmed previously assumed notions that doubts about usefulness, the need to maintain interpersonal relationships, an external locus of control, and concerns about what might be expected of them in class serve as the primary demotivators to enrollment in this coursework. In further support of the model, seventeen of the twenty-one attitudes were shown to correlate with women\u27s non-enrollment, as opposed to thirteen for the men. Results are discussed in terms of their implications for public policy and education, a deeper understanding of the reasons for underrepresentation of females in certain fields of study, and suggestions for future research

TOWARDS A MODEL FOR ARTIFICIAL AESTHETICS - Contributions to the Study of Creative Practices in Procedural and Computational Systems

Este trabalho propõe o desenvolvimento de um modelo analítico e da terminologia a ele associada para o estudo de artefactos estéticos computacionais. Reconhecendo a presença e uso crescentes dos media computacionais, começamos por estudar como através da remediação eles transformam quantitativamente os media precedentes, e como as suas propriedades procedimentais e computacionais os afectam qualitativamente. Para perceber o potencial criativo e a especificidade dos media computacionais, desenvolvemos um modelo para a sua prática, crítica e análise. Como ponto de partida recorremos à tipologia desenvolvida por Espen Aarseth para o estudo de cibertextos, avaliando a sua adequação à análise de peças ergódicas visuais e audiovisuais, adaptando-a e expandindo-a com novas variáveis e respectivos valores. O modelo é testado através da análise de um conjunto de peças que representam diversas abordagens à criação procedimental e diversas áreas de actividade criativa contemporânea. É posteriormente desenvolvida uma análise de controlo para avaliar a usabilidade e utilidade do modelo, a sua capacidade para a elaboração de classificações objectivas e o rigor da análise. Demonstramos a adequação parcial do modelo de Aarseth para o estudo de artefactos não textuais e expandimo-lo para melhor descrever as peças estudadas. Concluímos que o modelo apresentado produz boas descrições das peças, agrupando-as logicamente, reflectindo afinidades estilísticas e procedimentais entre sistemas que, se estudados com base nas suas propriedades sensoriais ou nas suas estruturas de superfície provavelmente não revelariam muitas semelhanças. As afinidades reveladas pelo modelo são estruturais e procedimentais, e atestam a importância das características computacionais para a apreciação estética das obras. Verificamos a nossa conjectura inicial sobre a importância da procedimentalidade não só nas fases de desenvolvimento e implementação das obras mas também como base conceptual e estética na criação e apreciação artísticas, como um prazer estético

OK, computer? Understanding cybernetic personhood

Modern and Contemporary Studie

The end of stigma? Understanding the dynamics of legitimisation in the context of TV series consumption

This research contributes to prior work on stigmatisation by looking at stigmatisation and legitimisation as social processes in the context of TV series consumption. Using in-depth interviews, we show that the dynamics of legitimisation are complex and accompanied by the reproduction of existing stigmas and creation of new stigmas