Alan M. Turing – Simplification in Intelligent Computing Theory and Algorithms”
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Edsger Dijkstra: the Man Who Carried Computer Science on His Shoulders
INFERENCE / Vol. 5, No. 3 Edsger Dijkstra The Man Who Carried Computer Science on His Shoulders Krzysztof Apt s it turned out, the train I had taken from dsger dijkstra was born in Rotterdam in 1930. Nijmegen to Eindhoven arrived late. To make He described his father, at one time the president matters worse, I was then unable to find the right of the Dutch Chemical Society, as “an excellent Aoffice in the university building. When I eventually arrived Echemist,” and his mother as “a brilliant mathematician for my appointment, I was more than half an hour behind who had no job.”1 In 1948, Dijkstra achieved remarkable schedule. The professor completely ignored my profuse results when he completed secondary school at the famous apologies and proceeded to take a full hour for the meet- Erasmiaans Gymnasium in Rotterdam. His school diploma ing. It was the first time I met Edsger Wybe Dijkstra. shows that he earned the highest possible grade in no less At the time of our meeting in 1975, Dijkstra was 45 than six out of thirteen subjects. He then enrolled at the years old. The most prestigious award in computer sci- University of Leiden to study physics. ence, the ACM Turing Award, had been conferred on In September 1951, Dijkstra’s father suggested he attend him three years earlier. Almost twenty years his junior, I a three-week course on programming in Cambridge. It knew very little about the field—I had only learned what turned out to be an idea with far-reaching consequences. a flowchart was a couple of weeks earlier. -
Reinventing Education Based on Data and What Works • Since 1955
Reinventing Education Based on Data and What Works • Since 1955 Carnegie Mellon is reinventing education and the way we think about leveraging technology through its study of the science of learning – an interdisciplinary effort that we’ve been tackling for more than 50 years with both computer scientists and psychologists. CMU's educational technology innovations have inspired numerous startup companies, which are helping students to learn more effectively and efficiently. 1955: Allen Newell (TPR ’57) joins 1995: Prof. Kenneth R. Koedinger (HSS Prof. Herbert Simon’s research team as ’88,’90) and Anderson develop Practical a Ph.D. student. Algebra Tutor. The program pioneers a new form of computer-aided instruction for high 1956: CMU creates one of the world’s first school students based on cognitive tutors. university computation centers. With Prof. Alan Perlis (MCS ’42) as its head, it is a joint 1995: Prof. Jack Mostow (SCS ’81) undertaking of faculty from the business, develops Project LISTEN, an intelligent tutor Simon, Newell psychology, electrical engineering and that helps children learn to read. The National mathematics departments, and the Science Foundation included Project precursor to computer science. LISTEN’s speech recognition system as one of its top 50 innovations from 1950-2000. 1956: Simon creates a “thinking machine”—enacting a mental process 1995: The Center for Automated by breaking it down into its simplest Learning and Discovery is formed, led steps. Later that year, the term “artificial by Prof. Thomas M. Mitchell. intelligence” is coined by a small group Perlis including Newell and Simon. 1998: Spinoff company Carnegie Learning is founded by CMU scientists to expand 1956: Simon, Newell and J. -
The Advent of Recursion & Logic in Computer Science
The Advent of Recursion & Logic in Computer Science MSc Thesis (Afstudeerscriptie) written by Karel Van Oudheusden –alias Edgar G. Daylight (born October 21st, 1977 in Antwerpen, Belgium) under the supervision of Dr Gerard Alberts, and submitted to the Board of Examiners in partial fulfillment of the requirements for the degree of MSc in Logic at the Universiteit van Amsterdam. Date of the public defense: Members of the Thesis Committee: November 17, 2009 Dr Gerard Alberts Prof Dr Krzysztof Apt Prof Dr Dick de Jongh Prof Dr Benedikt Löwe Dr Elizabeth de Mol Dr Leen Torenvliet 1 “We are reaching the stage of development where each new gener- ation of participants is unaware both of their overall technological ancestry and the history of the development of their speciality, and have no past to build upon.” J.A.N. Lee in 1996 [73, p.54] “To many of our colleagues, history is only the study of an irrele- vant past, with no redeeming modern value –a subject without useful scholarship.” J.A.N. Lee [73, p.55] “[E]ven when we can't know the answers, it is important to see the questions. They too form part of our understanding. If you cannot answer them now, you can alert future historians to them.” M.S. Mahoney [76, p.832] “Only do what only you can do.” E.W. Dijkstra [103, p.9] 2 Abstract The history of computer science can be viewed from a number of disciplinary perspectives, ranging from electrical engineering to linguistics. As stressed by the historian Michael Mahoney, different `communities of computing' had their own views towards what could be accomplished with a programmable comput- ing machine. -
Semantics and Syntax a Legacy of Alan Turing Scientific Report
Semantics and Syntax A Legacy of Alan Turing Scientific Report Arnold Beckmann (Swansea) S. Barry Cooper (Leeds) Benedikt L¨owe (Amsterdam) Elvira Mayordomo (Zaragoza) Nigel P. Smart (Bristol) 1 Basic theme and background information Why was the programme organised on this particular topic? The programme Semantics and Syn- tax was one of the central activities of the Alan Turing Year 2012 (ATY). The ATY was the world-wide celebration of the life and work of the exceptional scientist Alan Mathison Turing (1912{1954) with a particu- lar focus on the places where Turing has worked during his life: Cambridge, Bletchley Park, and Manchester. The research programme Semantics and Syntax took place during the first six months of the ATY in Cam- bridge, included Turing's 100th birthday on 23 June 1912 at King's College, and combined the character of an intensive high-level research semester with outgoing activities as part of the centenary celebrations. The programme had xx visiting fellows, xx programme participants, and xx workshop participants, many of which were leaders of their respective fields. Alan Turing's work was too broad for a coherent research programme, and so we focused on only some of the areas influenced by this remarkable scientists: logic, complexity theory and cryptography. This selection was motivated by a common phenomenon of a divide in these fields between aspects coming from logical considerations (called Syntax in the title of the programme) and those coming from structural, mathematical or algorithmic considerations (called Semantics in the title of the programme). As argued in the original proposal, these instances of the syntax-semantics divide are a major obstacle for progress in our fields, and the programme aimed at bridging this divide. -
Mount Litera Zee School Grade-VIII G.K Computer and Technology Read and Write in Notebook: 1
Mount Litera Zee School Grade-VIII G.K Computer and Technology Read and write in notebook: 1. Who is called as ‘Father of Computer’? a. Charles Babbage b. Bill Gates c. Blaise Pascal d. Mark Zuckerberg 2. Full Form of virus is? a. Visual Information Resource Under Seize b. Virtual Information Resource Under Size c. Vital Information Resource Under Seize d. Virtue Information Resource Under Seize 3. How many MB (Mega Byte) makes one GB (Giga Byte)? a. 1025 MB b. 1030 MB c. 1020 MB d. 1024 MB 4. Internet was developed in _______. a. 1973 b. 1993 c. 1983 d. 1963 5. Which was the first virus detected on ARPANET, the forerunner of the internet in the early 1970s? a. Exe Flie b. Creeper Virus c. Peeper Virus d. Trozen horse 6. Who is known as the Human Computer of India? a. Shakunthala Devi b. Nandan Nilekani c. Ajith Balakrishnan d. Manish Agarwal 7. When was the first smart phone launched? a. 1992 b. 1990 c. 1998 d. 2000 8. Which one of the following was the first search engine used? a. Google b. Archie c. AltaVista d. WAIS 9. Who is known as father of Internet? a. Alan Perlis b. Jean E. Sammet c. Vint Cerf d. Steve Lawrence 10. What us full form of GOOGLE? a. Global Orient of Oriented Group Language of Earth b. Global Organization of Oriented Group Language of Earth c. Global Orient of Oriented Group Language of Earth d. Global Oriented of Organization Group Language of Earth 11. Who developed Java Programming Language? a. -
Halting Problems: a Historical Reading of a Paradigmatic Computer Science Problem
PROGRAMme Autumn workshop 2018, Bertinoro L. De Mol Halting problems: a historical reading of a paradigmatic computer science problem Liesbeth De Mol1 and Edgar G. Daylight2 1 CNRS, UMR 8163 Savoirs, Textes, Langage, Universit´e de Lille, [email protected] 2 Siegen University, [email protected] 1 PROGRAMme Autumn workshop 2018, Bertinoro L. De Mol and E.G. Daylight Introduction (1) \The improbable symbolism of Peano, Russel, and Whitehead, the analysis of proofs by flowcharts spearheaded by Gentzen, the definition of computability by Church and Turing, all inventions motivated by the purest of mathematics, mark the beginning of the computer revolution. Once more, we find a confirmation of the sentence Leonardo jotted despondently on one of those rambling sheets where he confided his innermost thoughts: `Theory is the captain, and application the soldier.' " (Metropolis, Howlett and Rota, 1980) Introduction 2 PROGRAMme Autumn workshop 2018, Bertinoro L. De Mol and E.G. Daylight Introduction (2) Why is this `improbable' symbolism considered relevant in comput- ing? ) Different non-excluding answers... 1. (the socio-historical answers) studying social and institutional developments in computing to understand why logic, or, theory, was/is considered to be the captain (or not) e.g. need for logic framed in CS's struggle for disciplinary identity and independence (cf (Tedre 2015)) 2. (the philosophico-historical answers) studying history of computing on a more technical level to understand why and how logic (or theory) are in- troduced in the computing practices { question: is there something to com- puting which makes logic epistemologically relevant to it? ) significance of combining the different answers (and the respective approaches they result in) ) In this talk: focus on paradigmatic \problem" of (theoretical) computer science { the halting problem Introduction 3 PROGRAMme Autumn workshop 2018, Bertinoro L. -
Pioneers of Computing
Pioneers of Computing В 1980 IEEE Computer Society учредило Золотую медаль (бронзовую) «Вычислительный Пионер» Пионерами учредителями стали 32 члена IEEE Computer Society, связанных с работами по информатике и вычислительным наукам. 1 Pioneers of Computing 1.Howard H. Aiken (Havard Mark I) 2.John V. Atanasoff 3.Charles Babbage (Analytical Engine) 4.John Backus 5.Gordon Bell (Digital) 6.Vannevar Bush 7.Edsger W. Dijkstra 8.John Presper Eckert 9.Douglas C. Engelbart 10.Andrei P. Ershov (theroretical programming) 11.Tommy Flowers (Colossus engineer) 12.Robert W. Floyd 13.Kurt Gödel 14.William R. Hewlett 15.Herman Hollerith 16.Grace M. Hopper 17.Tom Kilburn (Manchester) 2 Pioneers of Computing 1. Donald E. Knuth (TeX) 2. Sergei A. Lebedev 3. Augusta Ada Lovelace 4. Aleksey A.Lyapunov 5. Benoit Mandelbrot 6. John W. Mauchly 7. David Packard 8. Blaise Pascal 9. P. Georg and Edvard Scheutz (Difference Engine, Sweden) 10. C. E. Shannon (information theory) 11. George R. Stibitz 12. Alan M. Turing (Colossus and code-breaking) 13. John von Neumann 14. Maurice V. Wilkes (EDSAC) 15. J.H. Wilkinson (numerical analysis) 16. Freddie C. Williams 17. Niklaus Wirth 18. Stephen Wolfram (Mathematica) 19. Konrad Zuse 3 Pioneers of Computing - 2 Howard H. Aiken (Havard Mark I) – США Создатель первой ЭВМ – 1943 г. Gene M. Amdahl (IBM360 computer architecture, including pipelining, instruction look-ahead, and cache memory) – США (1964 г.) Идеология майнфреймов – система массовой обработки данных John W. Backus (Fortran) – первый язык высокого уровня – 1956 г. 4 Pioneers of Computing - 3 Robert S. Barton For his outstanding contributions in basing the design of computing systems on the hierarchical nature of programs and their data. -
Programming Languages: Design and Implementation
طراحی و پیادهسازی زبان های برنامهسازی Programming Languages: Design and Implementation 40364 نیمسال دوم 1400 - 1399 slide 1 اهداف درس سیر طبیعی تحوﻻت مفاهیم و روش های طراحی و پیادهسازی نسل های مختلف زبان های برنامهسازی به روشی تجربی و گام به گام مهندسی زبان های برنامه سازی )زبان های ویژه دامنه( آشنایی با پیاده سازی مفسرها به ویژه بر بستر ماشین های مجازی اصول طراحی زبان های برنامه سازی و روش ها و ساختارهای داده ای به کار رفته در پیادهسازی یا محقق کردن محیط برنامه نویسی ایجاد توانایی ارزیابی، مقایسه و انتخاب میان زبان های برنامه سازی موجود برنامه سازی تابعی معناشناسی و استدﻻل پیرامون برنامه slide 2 Grading and Other Admin affairs Your grade components: • Final Exam • Mid Term Exam • Assignments (paper based) • Assignments (programming including a final project) • Class Presentation … Class Administration Policies: slide 3 Main References Daniel P. Friedman and Mitchell Wand, Essentials of Programming Languages, 3rd Edition, MIT Press, 2008. M.Felleisen, R.Findler, M.Flatt, S.Krishnamurthi, E.Barzilay, J.McCarthy, S.Tobin-Hochstadt, A Programmable Programming Language, Communications of the ACM, Vol. 61, No. 3, Pp. 62-71, March 2018. https://racket-lang.org/ My class and Slides slide 4 Other Useful General Text Books S.Krishnamurthi, Programming Languages: Application and Interpretation, 2nd Edition, http://cs.brown.edu/courses/cs173/2012/book/b ook.pdf, 2017. Peter Sestoft, Programming Language Concepts, 2nd Edition, 2017. Michael Scott, Programming Language Pragmatics, (with its complimentary CD) slide 5 Other Useful General Text Books -
Alan M. Turing 23.Juni 1912 – 7.Juni 1954
Alan M. Turing 23.juni 1912 – 7.juni 1954 Denne lista inneholder oversikt over bøker og DVD-er relatert til Alan M.Turings liv og virke. De fleste dokumentene er til utlån i Informa- tikkbiblioteket. Biblioteket har mange bøker om Turingmaskiner og be- regnbarhet, sjekk hylla på F.0 og F.1.*. Litteratur om Kryptografi finner du på E.3.0 og om Kunstig intelligens på I.2.0. Du kan også bruke de uthevete ordene som søkeord i BIBSYS: http://app.uio.no/ub/emnesok/?id=ureal URL-ene i lista kan brukes for å sjekke dokumentets utlånsstatus i BIBSYS eller bestille og reservere. Du må ha en pdf-leser som takler lenker. Den kryptiske opplysningen i parentes på linja før URL viser plas- sering på hylla i Informatikkbiblioteket (eller bestillingsstatus). Normalt vil bøkene i denne lista være plassert på noen hyller nær utstillingsmon- teren, så lenge Turing-utstillingen er oppstilt. Bøkene kan lånes derfra på normalt vis. [1] Jon Agar. Turing and the universal machine: the making of the modern computer. Icon, Cambridge, 2001. (K.2.0 AGA) http://ask.bibsys.no/ask/action/show?pid=010911804&kid=biblio. [2] H. Peter Alesso and C.F. Smith. Thinking on the Web: Berners-Lee, Gödel, and Turing. John Wiley & Sons, Hoboken, N.J., 2006. (I.2.4 Ale) http://ask.bibsys.no/ask/action/show?pid=08079954x&kid=biblio. [3] Michael Apter. Enigma. Basert på: Enigma av Robert Harris. Teks- tet på norsk, svensk, dansk, finsk, engelsk. In this twisty thriller about Britain’s secret code breakers during World War II, Tom Je- richo devised the means to break the Nazi Enigma code (DVD) http://ask.bibsys.no/ask/action/show?pid=082617570&kid=biblio. -
Pathrika 46 ALWYN.P65
No. 46 September 2007 Newsletter of the Indian Academy of Sciences 2007 Mid-Year Meeting As has been the general practice, the 18th Mid-Year Meeting of the Academy was held on July 13 and 14, 2007, at the Indian Institute of Science, Inside... Bangalore. Those attending included 210 Fellows (90 from Bangalore), 5 Associates, 30 Teacher invitees (4 local) and many local students and the general public. 1. 2007 Mid-Year Meeting ............... 1 On Thursday July 12, 2007, the day prior to the main meeting, two special activities were organized by the 2. 73rd Annual Meeting, ................... 2 Science Education Panel for the benefit of the invited Thiruvananthapuram teachers: a pre-lunch symposium comprising 3 talks on selected topics in current life science research; and 3. 2007 Associates ........................... 4 a post-lunch discussion session led by S C Lakhotia on the need and problems of science curricular reforms at college and university levels. In the evening a full 4. Special issues of Journals .......... 4 S C Lakhotia meeting of the Academy's Science Education Panel, with representatives from INSA and NASI, was held. 5. Discussion Meeting ..................... 7 Academy President D Balasubramanian was also present. The opening Special Lecture by G Sundararajan on "The indentation of 6. Summer Fellowships ................... 8 materials to probe their mechanical behaviour" was an object lesson in classical physics of materials. It explained how conceptually simple methods 7. Refresher Courses ....................... 9 indenting material samples with suitable indentors yields information, valid in certain 8. Lecture Workshops .................... 12 domains, on hardness, plastic flow, stress-strain behaviour 9. Obituaries ................................... 12 etc. -
Lesson Plan Alan Turing
Lesson Plan Alan Turing Plaque marking Alan Turing's former home in Wilmslow, Cheshire Grade Level(s): 9-12 Subject(s): Physics, History, Computation In-Class Time: 60 min Prep Time: 10 min Materials • Either computers or printed copies of the CIA’s cypher games • Prize for the winner of the Code War Game • Discussion Sheets Objective In this lesson students will learn about the life and legacy of Alan Turing, father of the modern-day computer. Introduction Alan Turing was born on June 23,1912 in Paddington, London. At age 13, he attended boarding school at Sherbon School. Here he excelled in math and science. He paid little attention to liberal arts classes to the frustration of his teachers. After Sherbon, Turing went on to study at King’s College in Cambridge. Here Turing produced an elegant solution to the Entscheidungsproblem (Decision problem) for universal machines. At this time, Alonzo Church also published a paper solving the problem, which led to their collaboration and the development of the Church-Turing Thesis, and the idea of Turing machines, which by theory can compute anything that is computable. Prepared by the Center for the History of Physics at AIP 1 During WWII Turing worked as a cryptanalysist breaking cyphers for the Allies at Blectchy Park. It was here that Turing built his “Bombe”, a machine that could quickly break any German cipher by running through hundreds of options per second. Turing’s machine and team were so quick at breaking these codes the German army was convinced they had a British spy in their ranks. -
The Legacy of Alan Turing and John Von Neumann
Chapter 1 Computational Intelligence: The Legacy of Alan Turing and John von Neumann Heinz Muhlenbein¨ Abstract In this chapter fundamental problems of collaborative computa- tional intelligence are discussed. The problems are distilled from the semi- nal research of Alan Turing and John von Neumann. For Turing the creation of machines with human-like intelligence was only a question of program- ming time. In his research he identified the most relevant problems con- cerning evolutionary computation, learning, and structure of an artificial brain. Many problems are still unsolved, especially efficient higher learn- ing methods which Turing called initiative. Von Neumann was more cau- tious. He doubted that human-like intelligent behavior could be described unambiguously in finite time and finite space. Von Neumann focused on self-reproducing automata to create more complex systems out of simpler ones. An early proposal from John Holland is analyzed. It centers on adapt- ability and population of programs. The early research of Newell, Shaw, and Simon is discussed. They use the logical calculus to discover proofs in logic. Only a few recent research projects have the broad perspectives and the am- bitious goals of Turing and von Neumann. As examples the projects Cyc, Cog, and JANUS are discussed. 1.1 Introduction Human intelligence can be divided into individual, collaborative, and collec- tive intelligence. Individual intelligence is always multi-modal, using many sources of information. It developed from the interaction of the humans with their environment. Based on individual intelligence, collaborative in- telligence developed. This means that humans work together with all the available allies to solve problems.