An overview of Mirjam and WeaveC

In this chapter, we elaborate on the design of an industrial-strength aspectoriented programming language and weaver for large-scale software development. First, we present an analysis on the requirements of a general purpose aspect-oriented language that can handle crosscutting concerns in ASML software. We also outline a strategy on working with aspects in large-scale software development processes. In our design, we both re-use existing aspect-oriented language abstractions and propose new ones to address the issues that we identified in our analysis. The quality of the code ensured by the realized language and weaver has a positive impact both on maintenance effort and lead-time in the first line software development process. As evidence, we present a short evaluation of the language and weaver as applied today in the software development process of ASML

Jeeg: Temporal Constraints for the Synchronization of Concurrent Objects

We introduce Jeeg, a dialect of Java based on a declarative replacement of the synchronization mechanisms of Java that results in a complete decoupling of the 'business' and the 'synchronization' code of classes. Synchronization constraints in Jeeg are expressed in a linear temporal logic which allows to effectively limit the occurrence of the inheritance anomaly that commonly affects concurrent object oriented languages. Jeeg is inspired by the current trend in aspect oriented languages. In a Jeeg program the sequential and concurrent aspects of object behaviors are decoupled: specified separately by the programmer these are then weaved together by the Jeeg compiler

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming