scholarly journals A type- and scope-safe universe of syntaxes with binding: their semantics and proofs

2021 ◽  
Vol 31 ◽  
Author(s):  
GUILLAUME ALLAIS ◽  
ROBERT ATKEY ◽  
JAMES CHAPMAN ◽  
CONOR MCBRIDE ◽  
JAMES MCKINNA

Abstract The syntax of almost every programming language includes a notion of binder and corresponding bound occurrences, along with the accompanying notions of α-equivalence, capture-avoiding substitution, typing contexts, runtime environments, and so on. In the past, implementing and reasoning about programming languages required careful handling to maintain the correct behaviour of bound variables. Modern programming languages include features that enable constraints like scope safety to be expressed in types. Nevertheless, the programmer is still forced to write the same boilerplate over again for each new implementation of a scope-safe operation (e.g., renaming, substitution, desugaring, printing), and then again for correctness proofs. We present an expressive universe of syntaxes with binding and demonstrate how to (1) implement scope-safe traversals once and for all by generic programming; and (2) how to derive properties of these traversals by generic proving. Our universe description, generic traversals and proofs, and our examples have all been formalised in Agda and are available in the accompanying material available online at https://github.com/gallais/generic-syntax.

2019 ◽  
Vol 44 (3) ◽  
pp. 348-361 ◽  
Author(s):  
Jiangang Hao ◽  
Tin Kam Ho

Machine learning is a popular topic in data analysis and modeling. Many different machine learning algorithms have been developed and implemented in a variety of programming languages over the past 20 years. In this article, we first provide an overview of machine learning and clarify its difference from statistical inference. Then, we review Scikit-learn, a machine learning package in the Python programming language that is widely used in data science. The Scikit-learn package includes implementations of a comprehensive list of machine learning methods under unified data and modeling procedure conventions, making it a convenient toolkit for educational and behavior statisticians.


10.28945/2464 ◽  
2002 ◽  
Author(s):  
Michael De Raadt ◽  
Richard Watson ◽  
Mark Toleman

Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universities has been undertaken. The census aimed to reveal not only what computer programming languages are being taught, but also how they are being taught. From the results of this census two key factors emerged: perceived industry pressure for graduates with certain language skills versus academic training for generic programming skills.


2020 ◽  
Author(s):  
Mirko Mälicke

<p><span>Geostatistical and spatio-temporal methods and applications have made major advances during the past decades. New data sources became available and more powerful and available computer systems fostered the development of more sophisticated analysis frameworks. However, the building blocks for these developments, geostatistical packages available in a multitude of programming languages, have not experienced the same attention. Although there are some examples, like the gstat package available for the R programming language, that are used as a de-facto standard for geostatistical analysis, many languages are still missing such implementations. During the past decade, the Python programming language has gained a lot of visibility and became an integral part of many geoscientist’s tool belts. Unfortunately, Python is missing a standard library for geostatistics. This leads to a new technical implementation of geostatistical methods with almost any new publication that uses Python. Thus, reproducing results and reusing codes is often cumbersome and can be error-prone.</span></p><p><span>During the past three years I developed scikit-gstat, a scipy flavored geostatistical toolbox written in Python to tackle these challenges. Scipy flavored means, that it uses classes, interfaces and implementation rules from the very popular scipy package for scientific Python, to make scikit-gstat fit into existing analysis workflows as seamlessly as possible. Scikit-gstat is open source and hosted on Github. It is well documented and well covered by unit tests. The tutorials made available along with the code are styled as lecture notes and </span><span>are</span><span> open </span><span>to everyone</span><span>. The package is extensible, to make it as easy as possible for other researchers to build new models on top, even without experience in Python. Additionally, scikit-gstat has an interface to the scikit-learn package, which makes it usable in existing data analysis workflows that involve machine learning. During the development of scikit-gstat a few other geostatistical packages evolved, namely pykrige for Kriging and gstools mainly for geostatistical simulations and random field generations. Due to overlap and to reduce development efforts, the author has made effort to implement interfaces to these libraries. This way, scikit-gstat understands other developments not as competing solutions, but as parts of an evolving geostatistical framework in Python that should be more streamlined in the future.</span></p>


2020 ◽  
Author(s):  
Cut Nabilah Damni

AbstrakSoftware komputer atau perangkat lunak komputer merupakan kumpulan instruksi (program atau prosedur) untuk dapat melaksanakan pekerjaan secara otomatis dengan cara mengolah atau memproses kumpulan intruksi (data) yang diberikan. (Yahfizham, 2019 : 19) Sebagian besar dari software komputer dibuat oleh (programmer) dengan menggunakan bahasa pemprograman. Orang yang membuat bahasa pemprograman menuliskan perintah dalam bahasa pemprograman seperti layaknya bahasa yang digunakan oleh orang pada umumnya dalam melakukan perbincangan. Perintah-perintah tersebut dinamakan (source code). Program komputer lainnya dinamakan (compiler) yang digunakan pada (source code) dan kemudian mengubah perintah tersebut kedalam bahasa yang dimengerti oleh komputer lalu hasilnya dinamakan program executable (EXE). Pada dasarnya, komputer selalu memiliki perangkat lunak komputer atau software yang terdiri dari sistem operasi, sistem aplikasi dan bahasa pemograman.AbstractComputer software or computer software is a collection of instructions (programs or procedures) to be able to carry out work automatically by processing or processing the collection of instructions (data) provided. (Yahfizham, 2019: 19) Most of the computer software is made by (programmers) using the programming language. People who make programming languages write commands in the programming language like the language used by people in general in conducting conversation. The commands are called (source code). Other computer programs called (compilers) are used in (source code) and then change the command into a language understood by the computer and the results are called executable programs (EXE). Basically, computers always have computer software or software consisting of operating systems, application systems and programming languages.


2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Mark Noone ◽  
Aidan Mooney ◽  
Keith Nolan

This article details the creation of a hybrid computer programming environment combining the power of the text-based Java language with the visual features of the Snap! language. It has been well documented that there exists a gap in the education of computing students in their mid-to-late teenage years, where perhaps visual programming languages are no longer suitable and textual programming languages may involve too steep of a learning curve. There is an increasing need for programming environments that combine the benefits of both languages into one. Snap! is a visual programming language which employs “blocks” to allow users to build programs, similar to the functionality offered by Scratch. One added benefit of Snap! is that it offers the ability to create one’s own blocks and extend the functionality of those blocks to create more complex and powerful programs. This will be utilised to create the Hybrid Java environment. The development of this tool will be detailed in the article, along with the motivation and use cases for it. Initial testing conducted will be discussed including one phase that gathered feedback from a pool of 174 first year Computer Science students. These participants were given instructions to work with the hybrid programming language and evaluate their experience of using it. The analysis of the findings along with future improvements to the language will also be presented.


1975 ◽  
Vol 4 (45) ◽  
Author(s):  
Ole Sørensen

In the spring of 1973 it was decided to implement the language BCPL on the experimental microprogrammable computer RIKKE-1 being constructed in this department. The language was chosen to be the systems programming language for RlKKE-1, one argurment being the possibility of transferring the Oxford Operating system OS 8 to RIKKE-1. This paper describes the design process for an internal representation of OCODE, the resulting machine, the emulator, and the assembler, and finally there is a discussion of our experiences of running the OCODE machine during the past 8 months. Some future analysis and possible modifications are mentioned.


Author(s):  
Muhammad Shumail Naveed ◽  
Muhammad Sarim ◽  
Kamran Ahsan

Programming is the core of computer science and due to this momentousness a special care is taken in designing the curriculum of programming courses. A substantial work has been conducted on the definition of programming courses, yet the introductory programming courses are still facing high attrition, low retention and lack of motivation. This paper introduced a tiny pre-programming language called LPL (Learners Programming Language) as a ZPL (Zeroth Programming Language) to illuminate novice students about elementary concepts of introductory programming before introducing the first imperative programming course. The overall objective and design philosophy of LPL is based on a hypothesis that the soft introduction of a simple and paradigm specific textual programming can increase the motivation level of novice students and reduce the congenital complexities and hardness of the first programming course and eventually improve the retention rate and may be fruitful in reducing the dropout/failure level. LPL also generates the equivalent high level programs from user source program and eventually very fruitful in understanding the syntax of introductory programming languages. To overcome the inherent complexities of unusual and rigid syntax of introductory programming languages, the LPL provide elementary programming concepts in the form of algorithmic and plain natural language based computational statements. The initial results obtained after the introduction of LPL are very encouraging in motivating novice students and improving the retention rate.


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