Evaluating and Improving Reverse Engineering Tools

Developers tend to leave some important steps and actions (e.g. properly designing the system's architecture, code review and testing) out of the software development process, and use risky practices (e.g. the copy-paste technique) so that the software can be released as fast as possible. However, these practices may turn out to be critical from the viewpoint of maintainability of the software system. In such cases, a cost-effective solution might be to re-engineer the system. Re-engineering consists of two stages, namely reverse-engineering information from the current system and, based on this information, forward-engineering the system to a new form. In this way, successful re-engineering significantly depends on the reverse engineering phase. Therefore, it is vital to guarantee correctness, and to improve the results of the reverse engineering step. Otherwise, the re-engineering of the software system could fail due to the bad results of reverse engineering. The above issues motivated us to develop a method which extends and improves one of our reverse engineering tools, and to develop benchmarks and to perform experiments on evaluating and comparing reverse engineering tools

BEFRIEND - a benchmark for evaluating reverse engineering tools

Reverse engineering tools analyze the source code of a software system and produce various results, which usually point back to the original source code. Such tools are e.g. design pattern miners, duplicated code detectors and coding rule violation checkers. Most of the time these tools present their results in different formats, which makes them very difficult to compare. In this paper, we present work in progress towards implementing a benchmark called BEFRIEND (BEnchmark For Reverse engInEering tools workiNg on source coDe) with which the outputs of reverse engineering tools can be easily and efficiently evaluated and compared. It supports different kinds of tool families, programming languages and software systems, and it enables the users to define their own evaluation criteria. Furthermore, it is a freely available web-application open to the community. We hope that in the future it will be accepted and used by the community members to evaluate and compare their tools with each other

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester 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.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester 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.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

Generating Levels That Teach Mechanics

The automatic generation of game tutorials is a challenging AI problem. While it is possible to generate annotations and instructions that explain to the player how the game is played, this paper focuses on generating a gameplay experience that introduces the player to a game mechanic. It evolves small levels for the Mario AI Framework that can only be beaten by an agent that knows how to perform specific actions in the game. It uses variations of a perfect A* agent that are limited in various ways, such as not being able to jump high or see enemies, to test how failing to do certain actions can stop the player from beating the level.Comment: 8 pages, 7 figures, PCG Workshop at FDG 2018, 9th International Workshop on Procedural Content Generation (PCG2018