Symbolic power, robotting, and surveilling

Symbolic power is discussed with reference to mathematics and formal languages. Two distinctions are crucial for establishing mechanical and formal perspectives: one between appearance and reality, and one between sense and reference. These distinctions include a nomination of what to consider primary and secondary. They establish the grammatical format of a mechanical and a formal world view. Such views become imposed on the domains addressed by means of mathematics and formal languages. Through such impositions symbolic power of mathematics becomes exercised. The idea that mathematics describes as it prioritises is discussed with reference to robotting and surveillance. In general, the symbolic power of mathematics and formal languages is summarised through the observations: that mathematics treats parts and properties as autonomous, that it dismembers what it addresses and destroys the organic unity around things, and that it simplifies things and reduces them to a single feature. But, whatever forms the symbolic power may take, it cannot be evaluated along a single good-bad axis.

O aprendizado de regras matemáticas: uma pesquisa de inspiração wittgensteiniana com crianças da 4ª série no estudo da divisão

Neste trabalho, investigamos o aprendizado de regras matemáticas no contexto da sala de aula, com ênfase, principalmente, nas discussões sobre a linguagem. Nosso objetivo principal foi pesquisar as dificuldades de ordem lingüística, enfrentadas pelos alunos no decurso do aprendizado das regras matemáticas, em especial, o conceito/algoritmo da divisão. Para tanto, discutimos, entre outras coisas, o tema “seguir regras”, proposto pelo filósofo austríaco Ludwig Wittgenstein em sua obra Investigações Filosóficas. Nosso trabalho e nossas análises foram fundamentadas, principalmente, na filosofia deste autor, que discute, entre outros temas, a linguagem e sua significação e os fundamentos da matemática, bem como nas reflexões do filósofo Gilles-Gaston Granger que analisa as linguagens formais. Realizamos uma pesquisa de campo que foi desenvolvida na Escola de Aplicação da Universidade Federal do Pará, em uma turma da quarta série do ensino fundamental. As aulas ministradas pela professora da turma foram observadas e, posteriormente, foi solicitado aos alunos que resolvessem problemas de divisão verbais e não-verbais, seguido de uma breve entrevista, na qual indagamos, entre outras questões, como os alunos resolveram os problemas envolvendo a divisão. Em nossas análises destacamos algumas dificuldades dos alunos, percebidas nas observações e em seus registros escritos ou orais: alguns alunos, em suas estratégias de resolução, inventam novas “regras matemáticas”. Há ainda aqueles que “confundem” os contextos na resolução de problemas matemáticos verbais, bem como a dificuldade de compreensão de problemas que trazem informações implícitas.

Enseñando a programar: un camino directo para desarrollar el pensamiento computacional

Está ampliamente aceptado que es fundamental desarrollar la habilidad de resolver problemas. El pensamiento computacional se basa en resolver problemas haciendo uso de conceptos fundamentales de la informática. Nada mejor para desarrollar la habilidad de resolver problemas usando conceptos informáticos que una asignatura de introducción a la programación. Este trabajo presenta nuestras reflexiones acerca de cómo iniciar a un estudiante en el campo de la programación de computadores. El trabajo no detalla los contenidos a impartir, sino que se centra en aspectos metodológicos, con la inclusión de experiencias y ejemplos concretos, a la vez que generales, extensibles a cualquier enseñanza de programación. En general, aunque se van desarrollado lenguajes cada vez más cercanos al lenguaje humano, la programación de ordenadores utilizando lenguajes formales no es una materia intuitiva y de fácil comprensión por parte de los estudiantes. A la persona que ya sabe programar le parece una tarea sencilla, pero al neófito no. Es más, dominar el arte de la programación es complejo. Por esta razón es indispensable utilizar todas las técnicas y herramientas posibles que faciliten dicha labor.

An algebraic definition of Knuthian semantics /

"Contract no. E(04-3)-34, PA 214."

On the covering problem for unambiguous context-free grammars /

"UIUCDCS-R-74-624"

LINGOL, a readable formalism for programming language semantics /

"UILU-ENG 77 1766."

A comparative discussion of variable-valued logic and grammatical inference /

Bibliography: p. 45-46.

On the strong covering problem for LR(k) grammars /

"UIUCDCS-R-74-625"

Fuzzy logic in web data mining for website assessment

This paper proposes a novel application of fuzzy logic to web data mining for two basic problems of a website: popularity and satisfaction. Popularity means that people will visit the website while satisfaction refers to the usefulness of the site. We will illustrate that the popularity of a website is a fuzzy logic problem. It is an important characteristic of a website in order to survive in Internet commerce. The satisfaction of a website is also a fuzzy logic problem that represents the degree of success in the application of information technology to the business. We propose a framework of fuzzy logic for the representation of these two problems based on web data mining techniques to fuzzify the attributes of a website.

Architectural design in object-z

We present a process for introducing an object-oriented architecture into an abstract functional specification written in Object-Z. Since the design is derived from the specification, correctness concerns are addressed as pan of the design process. We base our approach on refactoring rules that apply to class structure, and use the rules to implement design patterns. As a motivating example, we introduce a user-interface design that follows the model-view-controller paradigm into an existing specification.

Refactoring object-z specifications

Object-Z offers an object-oriented means for structuring formal specifications. We investigate the application of refactoring rules to add and remove structure from such specifications to forge object-oriented designs. This allows us to tractably move from an abstract functional description of a system toward a lower-level design suitable for implementation on an object-oriented platform.

Formalising progress properties of non-blocking programs

A non-blocking program is one that uses non-blocking primitives, such as load-linked/store-conditional and compare-and-swap, for synchronisation instead of locks so that no process is ever blocked. According to their progress properties, non-blocking programs may be classified as wait-free, lock-free or obstruction-free. However, a precise description of these properties does not exist and it is not unusual to find a definition that is ambiguous or even incorrect. We present a formal definition of the progress properties so that any confusion is removed. The formalisation also allows one to prove the widely believed presumption that wait-freedom is a special case of lock-freedom, which in turn is a special case of obstruction-freedom.

Towards a refinement calculus for concurrent real-time programs

We define a language and a predicative semantics to model concurrent real-time programs. We consider different communication paradigms between the concurrent components of a program: communication via shared variables and asynchronous message passing (for different models of channels). The semantics is the basis for a refinement calculus to derive machine-independent concurrent real-time programs from specifications. We give some examples of refinement laws that deal with concurrency.