Parallel programming using functional languages

It has been argued for many years that functional programs are well suited to parallel evaluation. This thesis investigates this claim from a programming perspective; that is, it investigates parallel programming using functional languages. The approach taken has been to determine the minimum programming which is necessary in order to write efficient parallel programs. This has been attempted without the aid of clever compile-time analyses. It is argued that parallel evaluation should be explicitly expressed, by the programmer, in programs. To do achieve this a lazy functional language is extended with parallel and sequential combinators. The mathematical nature of functional languages means that programs can be formally derived by program transformation. To date, most work on program derivation has concerned sequential programs. In this thesis Squigol has been used to derive three parallel algorithms. Squigol is a functional calculus from program derivation, which is becoming increasingly popular. It is shown that some aspects of Squigol are suitable for parallel program derivation, while others aspects are specifically orientated towards sequential algorithm derivation. In order to write efficient parallel programs, parallelism must be controlled. Parallelism must be controlled in order to limit storage usage, the number of tasks and the minimum size of tasks. In particular over-eager evaluation or generating excessive numbers of tasks can consume too much storage. Also, tasks can be too small to be worth evaluating in parallel. Several program techniques for parallelism control were tried. These were compared with a run-time system heuristic for parallelism control. It was discovered that the best control was effected by a combination of run-time system and programmer control of parallelism. One of the problems with parallel programming using functional languages is that non-deterministic algorithms cannot be expressed. A bag (multiset) data type is proposed to allow a limited form of non-determinism to be expressed. Bags can be given a non-deterministic parallel implementation. However, providing the operations used to combine bag elements are associative and commutative, the result of bag operations will be deterministic. The onus is on the programmer to prove this, but usually this is not difficult. Also bags' insensitivity to ordering means that more transformations are directly applicable than if, say, lists were used instead. It is necessary to be able to reason about and measure the performance of parallel programs. For example, sometimes algorithms which seem intuitively to be good parallel ones, are not. For some higher order functions it is posible to devise parameterised formulae describing their performance. This is done for divide and conquer functions, which enables constraints to be formulated which guarantee that they have a good performance. Pipelined parallelism is difficult to analyse. Therefore a formal semantics for calculating the performance of pipelined programs is devised. This is used to analyse the performance of a pipelined Quicksort. By treating the performance semantics as a set of transformation rules, the simulation of parallel programs may be achieved by transforming programs. Some parallel programs perform poorly due to programming errors. A pragmatic method of debugging such programming errors is illustrated by some examples

Detecting Dissimilar Classes of Source Code Defects

Software maintenance accounts for the most part of the software development cost and efforts, with its major activities focused on the detection, location, analysis and removal of defects present in the software. Although software defects can be originated, and be present, at any phase of the software development life-cycle, implementation (i.e., source code) contains more than three-fourths of the total defects. Due to the diverse nature of the defects, their detection and analysis activities have to be carried out by equally diverse tools, often necessitating the application of multiple tools for reasonable defect coverage that directly increases maintenance overhead. Unified detection tools are known to combine different specialized techniques into a single and massive core, resulting in operational difficulty and maintenance cost increment. The objective of this research was to search for a technique that can detect dissimilar defects using a simplified model and a single methodology, both of which should contribute in creating an easy-to-acquire solution. Following this goal, a ‘Supervised Automation Framework’ named FlexTax was developed for semi-automatic defect mapping and taxonomy generation, which was then applied on a large-scale real-world defect dataset to generate a comprehensive Defect Taxonomy that was verified using machine learning classifiers and manual verification. This Taxonomy, along with an extensive literature survey, was used for comprehension of the properties of different classes of defects, and for developing Defect Similarity Metrics. The Taxonomy, and the Similarity Metrics were then used to develop a defect detection model and associated techniques, collectively named Symbolic Range Tuple Analysis, or SRTA. SRTA relies on Symbolic Analysis, Path Summarization and Range Propagation to detect dissimilar classes of defects using a simplified set of operations. To verify the effectiveness of the technique, SRTA was evaluated by processing multiple real-world open-source systems, by direct comparison with three state-of-the-art tools, by a controlled experiment, by using an established Benchmark, by comparison with other tools through secondary data, and by a large-scale fault-injection experiment conducted using a Mutation-Injection Framework, which relied on the taxonomy developed earlier for the definition of mutation rules. Experimental results confirmed SRTA’s practicality, generality, scalability and accuracy, and proved SRTA’s applicability as a new Defect Detection Technique

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Cycling analytics: visualization of cycling data and patterns

Dissertação de mestrado integrado em Engenharia e Gestão de Sistemas de InformaçãoAnalytics tem desempenhado um papel fundamental ao longo da história, na compreensão de informação, simplificando dados complexos e tornando-os numa visualização mais digerível e apelativa. No contexto do ciclismo, Analytics obteve o papel pioneiro de gerar visualizações compreensíveis que adicionam valor, à atividade de ciclismo no contexto de Smart Cities, e à mobilidade inteligente. Apesar de existirem iniciativas de trazer a atividade de ciclismo para a vanguarda da mobilidade inteligente, esta continua a ser solução relegada, apesar dos inúmeros benefícios que pode trazer. Esta dissertação surge no contexto do projeto Easy Ride, uma parceria entre a Bosch Multimédia Portugal e a Universidade do Minho, com o objetivo de fornecer uma plataforma de apoio à exploração e tomada de decisões em torno da Mobilidade Ciclística com a esperança de destacar os benefícios e o valor que o ciclismo traz para a mobilidade sustentada. Para complementar os dados que são recolhidos e tratados pela plataforma Easy Ride, será criado um conjunto de visualizações e respetivas técnicas para proporcionar uma compreensão plena dos dados acima mencionados e promover o envolvimento com o projeto com o que este tem para oferecer.Analytics has played a big role throughout history, in the comprehension of information, by simplifying complex data and turning it into a more digestible and appealing picture. In the context of cycling, analytics serves in the pioneering of comprehensible visualizations that bring value to cycling in Smart Cities and smart mobility. Despite initiatives to bring cycling to the forefront of smart mobility it still tends to be a relegated solution, despite the numerous amounts of benefits it brings. This dissertation emerges in the context of the project Easy Ride, a partnership between Bosch Multimedia Portugal and the University of Minho, with the objective to provide a platform that provides support in the exploration and decision-making surrounding Cycling Mobility with the hopes of highlighting the benefits and value that cycling brings to sustained mobility. To complement the data that is collected and treated by the Easy Ride platform, a set of visualizations and respective techniques will be created to provide a fulfilling understanding of the aforementioned data and promote engagement with the project and what it has to offer.This work is supported by: European Structural and Investment Funds in the FEDERcomponent, through the Operational Competitiveness and Internationalization Programme (COMPETE 2020) [Project nº 039334; Funding Reference: POCI-01-0247- FEDER-039334]

MEASURING CHANGE IN MALTESE EDUCATION: AN IMPACT EVALUATION OF LARGE-SCALE POLICY INTRODUCTION ON LEARNING OUTCOMES AND THE QUALITY OF EDUCATION.

Abstract This research investigated the impact on the quality of education across the Maltese Islands of two broad-scale educational policy changes — the National Minimum Curriculum (1999) and For All Children to Succeed (2004). It did so by investigating change in student outcomes on a set of five benchmark tests held across the same period as the policy introductions. The initial stages considered a quality education framework (input – process – output – context) to underpin the key processes of the study and help define the educational functions being investigated. The main part of the analysis then established a timescale based on the NMC and FACTS polices before analysing changes in examination constructs and forms. Once the inputs, processes and contexts were structured, the research proceeded to investigate outputs using Junior Lyceum Entrance Examinations results data. The overlaying of time series analysis for each of these analytical processes from before and after the policy introductions allowed the determination of impact points and direction of effect. The research indicates that the general effect of the two policies had an indirect positive influence on student outcomes. More specifically, there was/were: i. an overall rate of improvement in student achievement scores before and after the introduction of the NMC and FACTS policies. ii. discrepancies between application of conjunctive criteria (used by the EAU) and a parallel analysis of the data using compensatory criteria suggest that the criteria applied to the Junior Lyceum Examinations would have skewed signs of progress in teaching and learning at classroom level. iii. an increase in the rate of change of achievement when comparing the decade before and after the introduction of the NMC. The main changes took place at the beginning and end of the decade with the period 2001 – 2008, showing very slight change when using the compensatory data sets. iv. English, and mathematics, had a disproportionately higher impact on student success rates that made the inclusion of the other three exams practically irrelevant. v. The Junior Lyceum Examination set as a whole lacked independent objectivity and as such could not be considered an effective benchmarking tool. The aim of the study was to evaluate the effectiveness of the reforms on student learning, develop tools for monitoring change outcomes and identifying key factors driving the change. By analysing changes in student achievement and identifying the contributing factors, the study also sought to provide insights for future policy decisions and educational reforms

Adaptive threshold optimisation for colour-based lip segmentation in automatic lip-reading systems

A thesis submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg, in ful lment of the requirements for the degree of Doctor of Philosophy. Johannesburg, September 2016Having survived the ordeal of a laryngectomy, the patient must come to terms with the resulting loss of speech. With recent advances in portable computing power, automatic lip-reading (ALR) may become a viable approach to voice restoration. This thesis addresses the image processing aspect of ALR, and focuses three contributions to colour-based lip segmentation. The rst contribution concerns the colour transform to enhance the contrast between the lips and skin. This thesis presents the most comprehensive study to date by measuring the overlap between lip and skin histograms for 33 di erent colour transforms. The hue component of HSV obtains the lowest overlap of 6:15%, and results show that selecting the correct transform can increase the segmentation accuracy by up to three times. The second contribution is the development of a new lip segmentation algorithm that utilises the best colour transforms from the comparative study. The algorithm is tested on 895 images and achieves percentage overlap (OL) of 92:23% and segmentation error (SE) of 7:39 %. The third contribution focuses on the impact of the histogram threshold on the segmentation accuracy, and introduces a novel technique called Adaptive Threshold Optimisation (ATO) to select a better threshold value. The rst stage of ATO incorporates -SVR to train the lip shape model. ATO then uses feedback of shape information to validate and optimise the threshold. After applying ATO, the SE decreases from 7:65% to 6:50%, corresponding to an absolute improvement of 1:15 pp or relative improvement of 15:1%. While this thesis concerns lip segmentation in particular, ATO is a threshold selection technique that can be used in various segmentation applications.MT201

Somatic ABC's: A Theoretical Framework for Designing, Developing and Evaluating the Building Blocks of Touch-Based Information Delivery

abstract: Situations of sensory overload are steadily becoming more frequent as the ubiquity of technology approaches reality--particularly with the advent of socio-communicative smartphone applications, and pervasive, high speed wireless networks. Although the ease of accessing information has improved our communication effectiveness and efficiency, our visual and auditory modalities--those modalities that today's computerized devices and displays largely engage--have become overloaded, creating possibilities for distractions, delays and high cognitive load; which in turn can lead to a loss of situational awareness, increasing chances for life threatening situations such as texting while driving. Surprisingly, alternative modalities for information delivery have seen little exploration. Touch, in particular, is a promising candidate given that it is our largest sensory organ with impressive spatial and temporal acuity. Although some approaches have been proposed for touch-based information delivery, they are not without limitations including high learning curves, limited applicability and/or limited expression. This is largely due to the lack of a versatile, comprehensive design theory--specifically, a theory that addresses the design of touch-based building blocks for expandable, efficient, rich and robust touch languages that are easy to learn and use. Moreover, beyond design, there is a lack of implementation and evaluation theories for such languages. To overcome these limitations, a unified, theoretical framework, inspired by natural, spoken language, is proposed called Somatic ABC's for Articulating (designing), Building (developing) and Confirming (evaluating) touch-based languages. To evaluate the usefulness of Somatic ABC's, its design, implementation and evaluation theories were applied to create communication languages for two very unique application areas: audio described movies and motor learning. These applications were chosen as they presented opportunities for complementing communication by offloading information, typically conveyed visually and/or aurally, to the skin. For both studies, it was found that Somatic ABC's aided the design, development and evaluation of rich somatic languages with distinct and natural communication units.Dissertation/ThesisPh.D. Computer Science 201

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings