Foundations of Software Science and Computation Structures

This open access book constitutes the proceedings of the 22nd International Conference on Foundations of Software Science and Computational Structures, FOSSACS 2019, which took place in Prague, Czech Republic, in April 2019, held as part of the European Joint Conference on Theory and Practice of Software, ETAPS 2019. The 29 papers presented in this volume were carefully reviewed and selected from 85 submissions. They deal with foundational research with a clear significance for software science

Logic and Automata

Mathematical logic and automata theory are two scientific disciplines with a fundamentally close relationship. The authors of Logic and Automata take the occasion of the sixtieth birthday of Wolfgang Thomas to present a tour d'horizon of automata theory and logic. The twenty papers in this volume cover many different facets of logic and automata theory, emphasizing the connections to other disciplines such as games, algorithms, and semigroup theory, as well as discussing current challenges in the field

Teaching and Learning in a Multicultural Teacher Education Course: Critically Analyzing Preservice Teachers' Reflections and Actions

This qualitative case study explored four early childhood preservice teachers’ experiences and reflections pertaining to a required critical multicultural teacher education course and sought to understand how they navigated student teaching the following academic year. Inquiring into teaching and learning in a critical multicultural education course and seeking to examine possible connections between the course and subsequent enactments of pedagogical practices in student teaching, this study was guided by the questions: How did preservice teachers construct their experiences in a multicultural education course? How did preservice teachers who had previously taken a multicultural education course make sense of and navigate their student teaching experiences? The dataset was comprised of three in-depth individual interviews with four early childhood preservice teachers—two White preservice teachers and two preservice teachers of color; field notes from observations of each preservice teacher’s student teaching placement; three individual assignments written in the multicultural education course; and reflective journals and lesson plans submitted during student teaching. These data were analyzed through a critical pedagogy lens via axial coding. Findings demonstrated that the required multicultural education course influenced preservice teachers in different ways, conveying the complexity of learning to teach and the intertwined nature of personal and professional identities. Preservice teachers’ experiences in the multicultural education course were deeply informed by their identities, dis/privileges, and representation in the course (in readings, videos of teaching practices, and the identity of the teacher educator). Preservice teachers’ navigations of student teaching in the following academic year were complex, being informed by a variety of factors, including their racial identity development, their life experiences and prior knowledge about race and difference, the racial identity of their mentor teacher in relation to theirs, and the demographics of their placements. Findings complicate simplistic notions of teaching and learning within the context of initial teacher education, pointing toward the need to recognize and account for the deeply entwined nature of racial identity development and the development of teachers committed to fostering equity and justice. Implications point toward needed transformations in early childhood teacher education

Formal methods and digital systems validation for airborne systems

This report has been prepared to supplement a forthcoming chapter on formal methods in the FAA Digital Systems Validation Handbook. Its purpose is as follows: to outline the technical basis for formal methods in computer science; to explain the use of formal methods in the specification and verification of software and hardware requirements, designs, and implementations; to identify the benefits, weaknesses, and difficulties in applying these methods to digital systems used on board aircraft; and to suggest factors for consideration when formal methods are offered in support of certification. These latter factors assume the context for software development and assurance described in RTCA document DO-178B, 'Software Considerations in Airborne Systems and Equipment Certification,' Dec. 1992

Computer Aided Verification

This open access two-volume set LNCS 13371 and 13372 constitutes the refereed proceedings of the 34rd International Conference on Computer Aided Verification, CAV 2022, which was held in Haifa, Israel, in August 2022. The 40 full papers presented together with 9 tool papers and 2 case studies were carefully reviewed and selected from 209 submissions. The papers were organized in the following topical sections: Part I: Invited papers; formal methods for probabilistic programs; formal methods for neural networks; software Verification and model checking; hyperproperties and security; formal methods for hardware, cyber-physical, and hybrid systems. Part II: Probabilistic techniques; automata and logic; deductive verification and decision procedures; machine learning; synthesis and concurrency. This is an open access book