Compiling Exceptions Correctly

Exceptions are an important feature of modern programming languages, but their compilation has traditionally been viewed as an advanced topic. In this article we show that the basic method of compiling exceptions using stack unwinding can be explained and verified both simply and precisely, using elementary functional programming techniques. In particular, we develop a compiler for a small language with exceptions, together with a proof of its correctness.

The PROSPER Toolkit

The PROSPER (Proof and Specification Assisted Design Environments) project advocates the use of toolkits which allow existing verification tools to be adapted to a more flexible format so that they may be treated as components. A system incorporating such tools becomes another component that can be embedded in an application. This paper describes the PROSPER Toolkit which enables this. The nature of communication between components is specified in a language-independent way. It is implemented in several common programming languages to allow a wide variety of tools to have access to the toolkit.

Student attitudes to plagiarism and collusion within computer science

There is a widespread perception among staff in Computer Science that plagiarism is a major problem particularly in the form of collusion in programming exercises. While departments often make use of electronic detection measures, the time consumed prosecuting plagiarism offences remains a problem. As a result departments continue to seek ways to reduce the amount of plagiarism and collusion that occurs. This paper reports the findings of a questionnaire based study which attempted to assess the students' attitudes to the issues involved in the hope that such an understanding might result in practical measures for minimizing the problem. The study revealed that while students did understand the definition of plagiarism in its most extreme cases they were often confused about less clear-cut situations. Changes in the previous experience of incoming students meeting modules originally designed on the assumption that students already had some programming background and were equipped for self-directed study would also appear to be a contributory factor in the extent of collusion in programming exercises.