The Turing Machine on the Dissecting Table

Since the beginning of the twenty-first century there has been an increasing awareness that software rep- resents a blind spot in new media theory. The growing interest in software also influences the argument in this paper, which sets out from the assumption that Alan M. Turing's concept of the universal machine, the first theoretical description of a computer program, is a kind of bachelor machine. Previous writings based on a similar hypothesis have focused either on a comparison of the universal machine and the bachelor machine in terms of the similarities of their structural features, or they have taken the bachelor machine as a metaphor for a man or a computer. Unlike them, this paper stresses the importance of the con- text as a key to interpreting the universal Turing machine as a bachelor machine and, potentially, as a self-portrait

Configurable 3D-integrated focal-plane sensor-processor array architecture

A mixed-signal Cellular Visual Microprocessor architecture with digital processors is described. An ASIC implementation is also demonstrated. The architecture is composed of a regular sensor readout circuit array, prepared for 3D face-to-face type integration, and one or several cascaded array of mainly identical (SIMD) processing elements. The individual array elements derived from the same general HDL description and could be of different in size, aspect ratio, and computing resources

EasyUC: using EasyCrypt to mechanize proofs of universally composable security

We present a methodology for using the EasyCrypt proof assistant (originally designed for mechanizing the generation of proofs of game-based security of cryptographic schemes and protocols) to mechanize proofs of security of cryptographic protocols within the universally composable (UC) security framework. This allows, for the first time, the mechanization and formal verification of the entire sequence of steps needed for proving simulation-based security in a modular way: Specifying a protocol and the desired ideal functionality; Constructing a simulator and demonstrating its validity, via reduction to hard computational problems; Invoking the universal composition operation and demonstrating that it indeed preserves security. We demonstrate our methodology on a simple example: stating and proving the security of secure message communication via a one-time pad, where the key comes from a Diffie-Hellman key-exchange, assuming ideally authenticated communication. We first put together EasyCrypt-verified proofs that: (a) the Diffie-Hellman protocol UC-realizes an ideal key-exchange functionality, assuming hardness of the Decisional Diffie-Hellman problem, and (b) one-time-pad encryption, with a key obtained using ideal key-exchange, UC-realizes an ideal secure-communication functionality. We then mechanically combine the two proofs into an EasyCrypt-verified proof that the composed protocol realizes the same ideal secure-communication functionality. Although formulating a methodology that is both sound and workable has proven to be a complex task, we are hopeful that it will prove to be the basis for mechanized UC security analyses for significantly more complex protocols and tasks.Accepted manuscrip

Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device