Towards transactional memory for real-time systems

In this paper, we explore a new synchronization paradigm for real-time systems: transactional memory for real-time systems. Transactional memory is considered as a solution for parallel programs on a shared memory chip multiprocessor. It simplifies the programming model and increases the average case throughput. However, in real-time systems we are interested in the worst-case execution time. In this paper we show that for a periodic thread model the maximum number of transaction aborts can be bounded and the system is time predictable. Furthermore, we propose a possible hardware implementation in the context of a Java processor and show first results in a multiprocessor simulation.

Computational Abstraction Steps

In this paper we discuss computational abstraction steps as a way to create class abstractions from concrete objects, and from examples. Computational abstraction steps are regarded as symmetric counterparts to computational concretisation steps, which are well-known in terms of function calls and class instantiations. Our teaching experience shows that many novice programmers find it difficult to write programs that use abstractions which materialise to concrete objects much later in the development process. As the contribution of this paper we propose to initiate a programming process by creating or capturing concrete values, objects, or actions. As the next step, some of these are lifted to a higher level by computational means. In the object-oriented paradigm the target of such steps is classes. We hypothesise that the proposed approach primarily will be beneficial to novice programmers or during the exploratory phases of a program development process. In some specific niches it is also expected that our approach will be a help to professional programmers.

Mapping and Visiting in Functional and Object-oriented Programming

Mapping and visiting represent different programming styles for traversals of collections of data. Mapping is rooted in the functional programming paradigm, and visiting is rooted in the object-oriented programming paradigm. This paper explores the similarities and differences between mapping and visiting, seen across the traditions in the two different programming paradigms. The paper is concluded with recommendations for mapping and visiting in programming languages that support both the functional and the object-oriented paradigms

Assessing Problem-Based Learning in a Software Engineering Curriculum Using Bloom’s Taxonomy and the IEEE Software Engineering Body of Knowledge.

Problem-Based Learning (PBL) has often been seen as an all-or-nothing approach, difficult to apply in traditional curricula based on traditional lectured courses with exercise and lab sessions. Aalborg University has since its creation in 1974 practiced PBL in all subjects, including computer science and software engineering, following a model that has become known as the Aalborg Model. Following a strategic decision in 2009, the Aalborg Model has been reshaped. We first report on the software engineering program as it was in the old Aalborg Model. We analyze the programme wrt competence levels according to Bloom’s taxonomy and compare it with the expected skills and competencies for an engineer passing a general software engineering 4-year program with an additional 4 years of experience as defined in the IEEE Software Engineering Body of Knowledge (SWEBOK) [Abran et al. 2004]. We also compare with the Graduate Software Engineering 2009 Curriculum Guidelines for Graduate Degree Programmes in Software Engineering (GSwE2009) [Pyster 2009]. We then describe the new curriculum and draw some preliminary conclusions based on analyzing the curriculum according to Bloom’s taxonomy and the results of running the program for 2 years. As the new program is structured to be compliant with the Bologna Process and thus presents all activities in multipla of 5 European Credit Transfer System points, we envision that elements of the program could be used in more traditional curricula. This should be especially easy for programs also complying with the Bologna Process.</jats:p