Interacting via the Heap in the Presence of Recursion

Almost all modern imperative programming languages include operations for dynamically manipulating the heap, for example by allocating and deallocating objects, and by updating reference fields. In the presence of recursive procedures and local variables the interactions of a program with the heap can become rather complex, as an unbounded number of objects can be allocated either on the call stack using local variables, or, anonymously, on the heap using reference fields. As such a static analysis is, in general, undecidable. In this paper we study the verification of recursive programs with unbounded allocation of objects, in a simple imperative language for heap manipulation. We present an improved semantics for this language, using an abstraction that is precise. For any program with a bounded visible heap, meaning that the number of objects reachable from variables at any point of execution is bounded, this abstraction is a finitary representation of its behaviour, even though an unbounded number of objects can appear in the state. As a consequence, for such programs model checking is decidable. Finally we introduce a specification language for temporal properties of the heap, and discuss model checking these properties against heap-manipulating programs.Comment: In Proceedings ICE 2012, arXiv:1212.345

Software systems for modeling articulated figures

Research in computer animation and simulation of human task performance requires sophisticated geometric modeling and user interface tools. The software for a research environment should present the programmer with a powerful but flexible substrate of facilities for displaying and manipulating geometric objects, yet insure that future tools have a consistent and friendly user interface. Jack is a system which provides a flexible and extensible programmer and user interface for displaying and manipulating complex geometric figures, particularly human figures in a 3D working environment. It is a basic software framework for high-performance Silicon Graphics IRIS workstations for modeling and manipulating geometric objects in a general but powerful way. It provides a consistent and user-friendly interface across various applications in computer animation and simulation of human task performance. Currently, Jack provides input and control for applications including lighting specification and image rendering, anthropometric modeling, figure positioning, inverse kinematics, dynamic simulation, and keyframe animation

Formal Specification and Testing of a Management Architecture

The importance of network and distributed systems management to supply and maintain services required by users has led to a demand for management facilities. Open network management is assisted by representing the system resources to be managed as objects, and providing standard services and protocols for interrogating and manipulating these objects. This paper examines the application of formal description techniques to the specification of managed objects by presenting a case study in the specification and testing of a management architecture. We describe a formal specification of a management architecture suitable for scheduling and distributing services across nodes in a distributed system. In addition, we show how formal specifications can be used to generate conformance tests for the management architecture

Learning Particle Dynamics for Manipulating Rigid Bodies, Deformable Objects, and Fluids

Real-life control tasks involve matters of various substances---rigid or soft bodies, liquid, gas---each with distinct physical behaviors. This poses challenges to traditional rigid-body physics engines. Particle-based simulators have been developed to model the dynamics of these complex scenes; however, relying on approximation techniques, their simulation often deviates from real-world physics, especially in the long term. In this paper, we propose to learn a particle-based simulator for complex control tasks. Combining learning with particle-based systems brings in two major benefits: first, the learned simulator, just like other particle-based systems, acts widely on objects of different materials; second, the particle-based representation poses strong inductive bias for learning: particles of the same type have the same dynamics within. This enables the model to quickly adapt to new environments of unknown dynamics within a few observations. We demonstrate robots achieving complex manipulation tasks using the learned simulator, such as manipulating fluids and deformable foam, with experiments both in simulation and in the real world. Our study helps lay the foundation for robot learning of dynamic scenes with particle-based representations.Comment: Accepted to ICLR 2019. Project Page: http://dpi.csail.mit.edu Video: https://www.youtube.com/watch?v=FrPpP7aW3L

Evaluating rules of interaction for object manipulation in cluttered virtual environments

A set of rules is presented for the design of interfaces that allow virtual objects to be manipulated in 3D virtual environments (VEs). The rules differ from other interaction techniques because they focus on the problems of manipulating objects in cluttered spaces rather than open spaces. Two experiments are described that were used to evaluate the effect of different interaction rules on participants' performance when they performed a task known as "the piano mover's problem." This task involved participants in moving a virtual human through parts of a virtual building while simultaneously manipulating a large virtual object that was held in the virtual human's hands, resembling the simulation of manual materials handling in a VE for ergonomic design. Throughout, participants viewed the VE on a large monitor, using an "over-the-shoulder" perspective. In the most cluttered VEs, the time that participants took to complete the task varied by up to 76% with different combinations of rules, thus indicating the need for flexible forms of interaction in such environments

Cosmic Survey: What are Your Ideas About the Universe?

The Cosmic Survey allows teachers to gauge students' knowledge of astronomy and astrophysics by exploring their ideas of 'How far? How big? How old?' for various stellar bodies. In this activity, a three-part questionnaire launches students on discussions about where objects in space are located, and when they formed, providing an introduction to the concepts of structure and evolution of the universe. By physically manipulating images of objects in space, students represent their own mental models of space and time. Answers are provided for the survey questions, which provide a way to gauge student misconceptions. Educational levels: Intermediate elementary, Middle school, High school