What Does Aspect-Oriented Programming Mean for Functional Programmers?

Aspect-Oriented Programming (AOP) aims at modularising crosscutting concerns that show up in software. The success of AOP has been almost viral and nearly all areas in Software Engineering and Programming Languages have become "infected" by the AOP bug in one way or another. Interestingly the functional programming community (and, in particular, the pure functional programming community) seems to be resistant to the pandemic. The goal of this paper is to debate the possible causes of the functional programming community's resistance and to raise awareness and interest by showcasing the benefits that could be gained from having a functional AOP language. At the same time, we identify the main challenges and explore the possible design-space

Transportable Applications Environment (TAE) Plus: A NASA tool for building and managing graphical user interfaces

The Transportable Applications Environment (TAE) Plus, developed at NASA's Goddard Space Flight Center, is an advanced portable user interface development which simplifies the process of creating and managing complex application graphical user interfaces (GUI's). TAE Plus supports the rapid prototyping of GUI's and allows applications to be ported easily between different platforms. This paper will discuss the capabilities of the TAE Plus tool, and how it makes the job of designing and developing GUI's easier for application developers. TAE Plus is being applied to many types of applications, and this paper discusses how it has been used both within and outside NASA

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

Ada as an implementation language for knowledge based systems

Debates about the selection of programming languages often produce cultural collisions that are not easily resolved. This is especially true in the case of Ada and knowledge based programming. The construction of programming tools provides a desirable alternative for resolving the conflict