Advanced Programming Language Features for Executable Design Patterns "Better Patterns Through Reflection

The Design Patterns book [GOF95] presents 24 time-tested patterns that consistently appear in well-designed software systems. Each pattern is presented with a description of the design problem the pattern addresses, as well as sample implementation code and design considerations. This paper explores how the patterns from the "Gang of Four'', or "GOF'' book, as it is often called, appear when similar problems are addressed using a dynamic, higher-order, object-oriented programming language. Some of the patterns disappear -- that is, they are supported directly by language features, some patterns are simpler or have a different focus, and some are essentially unchanged.

Revised Report on the Algorithmic Language Scheme

Data and procedures and the values they amass, Higher-order functions to combine and mix and match, Objects with their local state, the message they pass, A property, a package, the control of point for a catch- In the Lambda Order they are all first-class. One thing to name them all, one things to define them, one thing to place them in environments and bind them, in the Lambda Order they are all first-class. Keywords: Scheme, Lisp, functional programming, computer languages.

Leveraging Learning and Language Via Communication Bootstrapping

In a Communication Bootstrapping system, peer components with different perceptual worlds invent symbols and syntax based on correlations between their percepts. I propose that Communication Bootstrapping can also be used to acquire functional definitions of words and causal reasoning knowledge. I illustrate this point with several examples, then sketch the architecture of a system in progress which attempts to execute this task.

Naive Physics, Event Perception, Lexical Semantics, and Language Acquisition

This thesis proposes a computational model of how children may come to learn the meanings of words in their native language. The proposed model is divided into two separate components. One component produces semantic descriptions of visually observed events while the other correlates those descriptions with co-occurring descriptions of those events in natural language. The first part of this thesis describes three implementations of the correlation process whereby representations of the meanings of whole utterances can be decomposed into fragments assigned as representations of the meanings of individual words. The second part of this thesis describes an implemented computer program that recognizes the occurrence of simple spatial motion events in simulated video input.

ARLO: Another Representation Language Offer

This paper describes ARLO, a representation language loosely modelled after Greiner and Lenant's RLL-1. ARLO is a structure-based representation language for describing structure-based representation languages, including itself. A given representation language is specified in ARLO by a collection of structures describing how its descriptions are interpreted, defaulted, and verified. This high level description is compiles into lisp code and ARLO structures whose interpretation fulfills the specified semantics of the representation. In addition, ARLO itself- as a representation language for expressing and compiling partial and complete language specifications- is described and interpreted in the same manner as the language it describes and implements. This self-description can be extended of modified to expand or alter the expressive power of ARLO's initial configuration. Languages which describe themselves like ARLO- provide powerful mediums for systems which perform automatic self-modification, optimization, debugging, or documentation. AI systems implemented in such a self-descriptive language can reflect on their own capabilities and limitations, applying general learning and problem solving strategies to enlarge or alleviate them.

Assimilation of New Information by a Natural Language Understanding System

This work describes a program, called TOPLE, which uses a procedural model of the world to understand simple declarative sentences. It accepts sentences in a modified predicate calculus symbolism, and uses plausible reasoning to visualize scenes, resolve ambiguous pronoun and noun phrase references, explain events, and make conditional predications. Because it does plausible deduction, with tentative conclusions, it must contain a formalism for describing its reasons for its conclusions and what the alternatives are. When an inconsistency is detected in its world model, it uses its recorded information to resolve it, one way or another. It uses simulation techniques to make deductions about creatures motivation and behavior, assuming they are goal-directed beings like itself.

Natural Language Input for a Computer Problem Solving System

The STUDENT problem solving system, programmed in LISP, accepts as input a comfortable but restricted subset of English which can express a wide variety of algebra story problems. STUDENT finds the solution to a large class of these problems. STUDENT can utilize a store of global information not specific to any one problem, and may make assumptions about the interpretation of ambiguities in the wording of the problem being solved. If it uses such information or makes any assumptions, STUDENT communicates this fact to the user. The thesis includes a summary of other English language questions-answering systems. All these systems, and STUDENT, are evaluated according to four standard criteria. The linguistic analysis in STUDENT is a first approximation to the analytic portion of a semantic theory of discourse outlined in the thesis. STUDENT finds the set of kernel sentences which are the base of the input discourse, and transforms this sequence of kernel sentences into a set of simultaneous equations which form the semantic base of the STUDENT system. STUDENT then tries to solve this set of equations for the values of requested unknowns. If it is successful it gives the answers in English. If not, STUDENT asks the user for more information, and indicates the nature of the desired information. The STUDENT system is a first step toward natural language communication with computers. Further work on the semantic theory proposed should result in much more sophisticated systems.

Description and Theoretical Analysis (Using Schemata) of Planner: A Language for Proving Theorems and Manipulating Models in a Robot

Planner is a formalism for proving theorems and manipulating models in a robot. The formalism is built out of a number of problem-solving primitives together with a hierarchical multiprocess backtrack control structure. Statements can be asserted and perhaps later withdrawn as the state of the world changes. Under BACKTRACK control structure, the hierarchy of activations of functions previously executed is maintained so that it is possible to revert to any previous state. Thus programs can easily manipulate elaborate hypothetical tentative states. In addition PLANNER uses multiprocessing so that there can be multiple loci of changes in state. Goals can be established and dismissed when they are satisfied. The deductive system of PLANNER is subordinate to the hierarchical control structure in order to maintain the desired degree of control. The use of a general-purpose matching language as the basis of the deductive system increases the flexibility of the system. Instead of explicitly naming procedures in calls, procedures can be invoked implicitly by patterns of what the procedure is supposed to accomplish. The language is being applied to solve problems faced by a robot, to write special purpose routines from goal oriented language, to express and prove properties of procedures, to abstract procedures from protocols of their actions, and as a semantic base for English.

The Definition and Implementation of a Computer Programming Language Based on Constraints

The constraint paradigm is a model of computation in which values are deduced whenever possible, under the limitation that deductions be local in a certain sense. One may visualize a constraint 'program' as a network of devices connected by wires. Data values may flow along the wires, and computation is performed by the devices. A device computes using only locally available information (with a few exceptions), and places newly derived values on other, locally attached wires. In this way computed values are propagated. An advantage of the constraint paradigm (not unique to it) is that a single relationship can be used in more than one direction. The connections to a device are not labelled as inputs and outputs; a device will compute with whatever values are available, and produce as many new values as it can. General theorem provers are capable of such behavior, but tend to suffer from combinatorial explosion; it is not usually useful to derive all the possible consequences of a set of hypotheses. The constraint paradigm places a certain kind of limitation on the deduction process. The limitations imposed by the constraint paradigm are not the only one possible. It is argued, however, that they are restrictive enough to forestall combinatorial explosion in many interesting computational situations, yet permissive enough to allow useful computations in practical situations. Moreover, the paradigm is intuitive: It is easy to visualize the computational effects of these particular limitations, and the paradigm is a natural way of expressing programs for certain applications, in particular relationships arising in computer-aided design. A number of implementations of constraint-based programming languages are presented. A progression of ever more powerful languages is described, complete implementations are presented and design difficulties and alternatives are discussed. The goal approached, though not quite reached, is a complete programming system which will implicitly support the constraint paradigm to the same extent that LISP, say, supports automatic storage management.

Estrutura básica do MicroArray Gene Expression Markup Language - MAGE-ML.

Um dos objetivos da Rede Genômica Animal é a identificação de genes que contribuam para o melhoramento de características de interesse econômico em animais de produção. Uma das ferramentas para prospecção e análise desses genes é o Microarranjo de DNA, uma técnica que permite avaliar a expressão gênica em condições específicas. Apesar de seu uso amplamente difundido na comunidade científica, os procedimentos e as informações de experimentos nem sempre são padronizados, a despeito dos esforços na criação de uma linguagem padrão como o MAGE-ML. Este documento visa apresentar o padrão MAGE-ML para aqueles que ainda não se utilizam desse recurso e gostariam de aprender um pouco a respeito.

Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting.

Traditionally, language speakers are categorised as mono-lingual, bilingual, or multilingual. It is traditionally assumed in English language education that the ‘lingual’ is something that can be ‘fixed’ in form, written down to be learnt, and taught. Accordingly, the ‘mono’-lingual will have a ‘fixed’ linguistic form. Such a ‘form’ differs according to a number of criteria or influences including region or ‘type’ of English (for example, World Englishes) but is nevertheless assumed to be a ‘form’. ‘Mono-lingualism’ is defined and believed, traditionally, to be ‘speaking one language’; wherever that language is; or whatever that language may be. In this chapter, grounded in an individual subjective philosophy of language, we question this traditional definition. Viewing language from the philosophical perspectives such as those of Bakhtin and Voloshinov, we argue that the prominence of ‘context’ and ‘consciousness’ in language means that to ‘fix’ the form of a language goes against the very spirit of how it is formed and used. We thus challenge the categorisation of ‘mono’-lingualism; proposing that such a categorisation is actually a category error, or a case ‘in which a property is ascribed to a thing that could not possibly have that property’ (Restivo, 2013, p. 175), in this case the property of ‘mono’. Using this proposition as a starting point, we suggest that more time be devoted to language in its context and as per its genuine use as a vehicle for consciousness. We theorise this can be done through a ‘literacy’ based approach which fronts the context of language use rather than the language itself. We outline how we envision this working for teachers, students and materials developers of English Language Education materials in a global setting. To do this we consider Scotland’s Curriculum for Excellence as an exemplar to promote conscious language use in context.

Improving bilingual higher education: Training university professors in content and language integrated learning

With increasing international mobility, higher education must cater to the varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. However, this cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) at Laureate Network Universities worldwide as few studies have been conducted at the tertiary level, reflect upon data regarding student and teacher satisfaction with CLIL at the Universidad Europea de Madrid (UEM), and to propose improvements in English-taught subjects.

Data mining the yeast genome in a lazy functional language

Clare, A. and King R.D. (2003) Data mining the yeast genome in a lazy functional language. In Practical Aspects of Declarative Languages (PADL'03) (won Best/Most Practical Paper award).

Rural Housing, Affordable Housing and Speaking the Language of an Unaffordable Hearth

Huws, Catrin, 'Rural Housing, Affordable Housing and Speaking the Language of an Unaffordable Hearth', Journal of Planning and Environment Law, (2007) pp.1648-1660 RAE2008

The Welsh Language Act 1993 - A Measure of Success?

Huws, C., The Welsh Language Act 1993 - A Measure of Success?, Language Policy, 5(2) pp.141-160 RAE2008