Forty hours of declarative programming: Teaching Prolog at the Junior College Utrecht

This paper documents our experience using declarative languages to give secondary school students a first taste of Computer Science. The course aims to teach students a bit about programming in Prolog, but also exposes them to important Computer Science concepts, such as unification or searching strategies. Using Haskell's Snap Framework in combination with our own NanoProlog library, we have developed a web application to teach this course.Comment: In Proceedings TFPIE 2012, arXiv:1301.465

Linear, bounded, functional pretty-printing

We present two implementations of Oppen's pretty-printing algorithm in Haskell that meet the efficiency of Oppen's imperative solution but have a simpler, clear structure. We start with an implementation that uses lazy evaluation to simulate two co-operating processes. Then we present an implementation that uses higher-order functions for delimited continuations to simulate co-routines with explicit scheduling

On period maps that are open embeddings

For certain complex projective manifolds (such as K3 surfaces and their higher dimensional analogues, the complex symplectic projective manifolds) the period map takes values in a locally symmetric variety of type IV. It is often an open embedding and in such cases it has been observed that the image is the complement of a locally symmetric (Heegner) divisor. We explain that phenomenon and get our hands on the complementary divisor in terms of geometric data.Comment: 23

Nanotechnology and Technomoral Change

If nanotechnology lives up to its revolutionary promises, do we then need a ‘new’ type of ethics to guide this technological development? After distinguishing different senses in which ethics could be ‘new’, I focus on the phenomenon of TechnoMoral Change. Emerging technologies like nanotechnology have the potential to destabilize established moral norms and values. This is relevant because those norms and values are needed to discuss whether technological developments are desirable or not. I argue that to respond adequately to technological changes in our lifeworld we cannot afford moral rigidity but should rather develop ‘moral resilience’. This requires that we stop framing the relation between technology and humans in terms of who governs over whom. Instead, we have to explore how both mutually shape one another. I conceptualize technology’s influence on morality in terms of de- and restabilization, identify several mechanisms of technomoral change, argue that such change usually doesn’t occur on the level of individual norms but on the level of moral constellations, and end with a plea for technomoral learning