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A Brief Scientific Biography of Robin Milner
A Brief Scientific Biography of Robin Milner Gordon Plotkin, Colin Stirling & Mads Tofte Robin Milner was born in 1934 to John Theodore Milner and Muriel Emily Milner. His father was an infantry officer and at one time commanded the Worcestershire Regiment. During the second world war the family led a nomadic existence in Scotland and Wales while his father was posted to different parts of the British Isles. In 1942 Robin went to Selwyn House, a boarding Preparatory School which is normally based in Broadstairs, Kent but was evacuated to Wales until the end of the war in 1945. In 1947 Robin won a scholarship to Eton College, a public school whose fees were a long way beyond the family’s means; fortunately scholars only paid what they could afford. While there he learned how to stay awake all night solving mathematics problems. (Scholars who specialised in maths were expected to score 100% on the weekly set of problems, which were tough.) In 1952 he won a major scholarship to King’s College, Cambridge, sitting the exam in the Examinations Hall which is 100 yards from his present office. However, before going to Cambridge he did two years’ national military service in the Royal Engineers, gaining a commission as a second lieutenant (which relieved his father, who rightly suspected that Robin might not be cut out to be an army officer). By the time he went to Cambridge in 1954 Robin had forgotten a lot of mathematics; but nevertheless he gained a first-class degree after two years (by omitting Part I of the Tripos). -
The History of Standard ML
The History of Standard ML DAVID MACQUEEN, University of Chicago, USA ROBERT HARPER, Carnegie Mellon University, USA JOHN REPPY, University of Chicago, USA Shepherd: Kim Bruce, Pomona College The ML family of strict functional languages, which includes F#, OCaml, and Standard ML, evolved from the Meta Language of the LCF theorem proving system developed by Robin Milner and his research group at the University of Edinburgh in the 1970s. This paper focuses on the history of Standard ML, which plays a central rôle in this family of languages, as it was the first to include the complete set of features that we now associate with the name “ML” (i.e., polymorphic type inference, datatypes with pattern matching, modules, exceptions, and mutable state). Standard ML, and the ML family of languages, have had enormous influence on the world of programming language design and theory. ML is the foremost exemplar of a functional programming language with strict evaluation (call-by-value) and static typing. The use of parametric polymorphism in its type system, together with the automatic inference of such types, has influenced a wide variety of modern languages (where polymorphism is often referred to as generics). It has popularized the idea of datatypes with associated case analysis by pattern matching. The module system of Standard ML extends the notion of type-level parameterization to large-scale programming with the notion of parametric modules, or functors. Standard ML also set a precedent by being a language whose design included a formal definition with an associated metatheory of mathematical proofs (such as soundness of the type system). -
Pametno Zrcalo
Pametno zrcalo Ovžetski, Marija Undergraduate thesis / Završni rad 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Electrical Engineering, Computer Science and Information Technology Osijek / Sveučilište Josipa Jurja Strossmayera u Osijeku, Fakultet elektrotehnike, računarstva i informacijskih tehnologija Osijek Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:200:023400 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-24 Repository / Repozitorij: Faculty of Electrical Engineering, Computer Science and Information Technology Osijek SVEUČILIŠTE JOSIPA JURJA STROSSMAYERA U OSIJEKU FAKULTET ELEKTROTEHNIKE, RAČUNARSTVA I INFORMACIJSKIH TEHNOLOGIJA Stručni studij PAMETNO ZRCALO Završni rad Marija Ovžetski Osijek, 2020. Obrazac Z1S: Obrazac za imenovanje Povjerenstva za završni ispit na preddiplomskom stručnom studiju Osijek, 27.08.2020. Odboru za završne i diplomske ispite Imenovanje Povjerenstva za završni ispit na preddiplomskom stručnom studiju Ime i prezime studenta: Marija Ovžetski Preddiplomski stručni studij Elektrotehnika, Studij, smjer: smjer Informatika Mat. br. studenta, godina upisa: AI 4628, 24.09.2019. OIB studenta: 67363945938 Mentor: doc. dr. sc. Ivan Aleksi Sumentor: Sumentor iz tvrtke: Predsjednik Povjerenstva: Prof.dr.sc. Željko Hocenski Član Povjerenstva 1: doc. dr. sc. Ivan Aleksi Član Povjerenstva 2: Doc.dr.sc. Tomislav Matić Naslov završnog rada: Pametno zrcalo Arhitektura računalnih sustava Znanstvena -
Annual Review 2019 CONTENTS
2 Annual Review 2019 CONTENTS Mission 4 Introduction 6 Programmes 12 Computers 34 Partnerships 43 Governance 44 Financial information 46 Annual Review 2019 3 MISSION ur mission is to put the power n We enable any school to offer through providing low-cost, challenging, but it should of computing and digital students the opportunity to high-performance single-board also be fun. Our approach is Omaking into the hands of study computing and computer computers and free software. deliberately playful, but we take people all over the world. We do science through providing our mission and learning goals this so that more people are able the best possible curriculum, We believe that the best way to very seriously. We think that to harness the power of computing resources, and training learn computing is through making the opportunity to develop the and digital technologies for work, to for teachers. something that you care about and skills and confidence to make solve problems that matter to them, sharing it with others. Learning things with computers should and to express themselves creatively. n We work to deepen our computing can sometimes be be accessible to all. understanding of how young people learn about computing Our strategy: and digital making, and to use n We engage millions of young that knowledge to increase people in learning computing the impact of our own work and digital making skills and to advance the field of through a thriving network computing education. of clubs and events, and through partnerships with n We make computing and youth organisations. -
Bit-Level Partial Evaluation of Synchronous Circuits
Bit-Level Partial Evaluation of Synchronous Circuits Sarah Thompson Alan Mycroft Computer Laboratory Computer Laboratory University of Cambridge University of Cambridge [email protected] [email protected] ABSTRACT Table 1: Rewrite Rules for Combinational PE Partial evaluation has been known for some time to be very effective when applied to software; in this paper we demonstrate that it can also be usefully applied to hard- a ∧ a → a a ∨ a → a ware. We present a bit-level algorithm that supports the a ∧ false → false a ∧ true → a partial evaluation of synchronous digital circuits. Full PE a ∨ false → a a ∨ true → true of combinational logic is noted to be equivalent to Boolean minimisation. A loop unrolling technique, supporting both ¬false → true ¬true → false partial and full unrolling, is described. Experimental results are given, showing that partial evaluation of a simple micro- processor against a ROM image is equivalent to compiling Section 3 this is extended to encompass loop unrolling of the ROM program directly into low level hardware. synchronous circuits. Section 4 introduces HarPE, the hard- ware description language and partial evaluator used to sup- 1. INTRODUCTION port the experimental work leading to the results described in Section 4. Partial evaluation [12, 14, 13] is a long-established tech- nique that, when applied to software, is known to be very powerful; apart from its usefulness in automatically creating 2. PE OF COMBINATIONIAL CIRCUITS (usually faster) specialised versions of generic programs, its The simplest form of hardware partial evaluation is al- ability to transform interpreters into compilers is particu- ready well known to hardware engineers, though under a larly noteworthy. -
Raspberry Pi Foundation
Raspberry Pi Foundation Younger users of today's technology will only drive the technology of tomorrow if their education gives them the tools to build it Jack Lang [email protected] Jan 2015 What is a Raspberry Pi? • Video URL: player.vimeo.com/video/90103691?title=0&b yline=0&portrait=0&color=cccccc Model B+ $35 Applicants for CS at Cambridge 600 500 400 300 200 100 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 Year of admission Where Did It All Start? • Missing Applicants – In around 2005 at Computer firms were expanding – But getting fewer programmers applying for jobs – At first we thought it was something we were doing wrong… • Missing Graduates – Admissions tutors had the same Source: CPHC problem – After 2001, there was a precipitous drop-off in University Computer Science admissions School GCSE Computing decline Source: http://www.jcq.org.uk Identified Need • Eric Schmidt (Google CEO) said the country that invented the computer was "throwing away your great computer heritage" by failing to teach programming in schools. "I was flabbergasted to learn that today computer science isn't even taught as standard in UK schools," he said. "Your IT curriculum focuses on teaching how to use software, but gives no insight into how it's made. " • University admissions for CS dropped by 60% since 2000 • Kids have stopped programming – they download • Computing at School group formed http://www.computingatschool.org.uk/ Raspberry Pi history • Feb 2008 I wrote a manifesto…. • Eben Upton had been experimenting with low cost designs • David Braben was thinking about educational software to increase the flow of games programmers • We formed an Educational Charity….(2008) – Six trustees: • JL, Eben Upton, David Braben, Prof Alan Mycroft, Rob Mullins, Pete Lomas • Talked to the BBC about using “BBC Micro” as a name… Aims • Encourage self-directed learning and broaden participation in computing – Blank canvas vs. -
Department of Computer Science and Technology |
UNIVERSITY OF CAMBRIDGE Computer Laboratory Computer Science Tripos Part II Optimising Compilers http://www.cl.cam.ac.uk/Teaching/0708/OptComp/ Alan Mycroft [email protected] 2007–2008 (Lent Term) Learning Guide The course as lectured proceeds fairly evenly through these notes, with 7 lectures devoted to part A, 5 to part B and 3 or 4 devoted to parts C and D. Part A mainly consists of analysis/transformation pairs on flowgraphs whereas part B consists of more sophisticated analyses (typically on representations nearer to source languages) where typically a general framework and an instantiation are given. Part C consists of an introduction to instruction scheduling and part D an introduction to decompilation and reverse engineering. One can see part A as intermediate-code to intermediate-code optimisation, part B as (already typed if necessary) parse-tree to parse-tree optimisation and part C as target-code to target-code optimisation. Part D is concerned with the reverse process. Rough contents of each lecture are: Lecture 1: Introduction, flowgraphs, call graphs, basic blocks, types of analysis Lecture 2: (Transformation) Unreachable-code elimination Lecture 3: (Analysis) Live variable analysis Lecture 4: (Analysis) Available expressions Lecture 5: (Transformation) Uses of LVA Lecture 6: (Continuation) Register allocation by colouring Lecture 7: (Transformation) Uses of Avail; Code motion Lecture 8: Static Single Assignment; Strength reduction Lecture 9: (Framework) Abstract interpretation Lecture 10: (Instance) Strictness analysis Lecture 11: (Framework) Constraint-based analysis; (Instance) Control-flow analysis (for λ-terms) Lecture 12: (Framework) Inference-based program analysis Lecture 13: (Instance) Effect systems Lecture 14: Instruction scheduling Lecture 15: Same continued, slop Lecture 16: Decompilation. -
Mapping the Join Calculus to Heterogeneous Hardware
Mapping the Join Calculus to Heterogeneous Hardware Peter Calvert Alan Mycroft Computer Laboratory Computer Laboratory University of Cambridge University of Cambridge [email protected] [email protected] As modern architectures introduce additional heterogeneity and parallelism, we look for ways to deal with this that do not involve specialising software to every platform. In this paper, we take the Join Calculus, an elegant model for concurrent computation, and show how it can be mapped to an architecture by a Cartesian-product-style construction, thereby making use of the calculus’ inherent non-determinism to encode placement choices. This unifies the concepts of placement and scheduling into a single task. 1 Introduction The Join Calculus was introduced as a model of concurrent and distributed computation [4]. Its elegant primitives have since formed the basis of many concurrency extensions to existing languages—both functional [3, 5] and imperative [1, 8]—and also of libraries [6]. More recently, there has also been work showing that a careful implementation can match, and even exceed, the performance of more conventional primitives [7]. However, most of the later work has considered the model in the context of shared-memory multi- core systems. We argue that the original Join Calculus assumption of distributed computation with disjoint local memories lends itself better to an automatic approach. This paper adapts our previous work on Petri-nets [2] to show how the non-determinism of the Join Calculus can express placement choices when mapping programs to heterogeneous systems; both data movement between cores and local computation are seen as scheduling choices. -
Raspberry Pi Foundation UK Registered Charity 1129409 ANNUAL REVIEW 2014 Raspberrypi.Org
ANNUAL REVIEW 2014 Raspberry Pi Foundation UK registered charity 1129409 ANNUAL REVIEW 2014 raspberrypi.org ANNUAL REVIEW 2014 1 ANNUAL REVIEW 2014 Raspberry Pi provides the opportunity for kids all over the world to learn computer science DAVID CLEEVELY . 3 EBEN UPTON . 4-5 CLIVE BEALE . 6 LIZ UPTON . 7 RACHEL RAYNS . .8 DAVE HONESS. .9 CARRIE ANNE PHILBIN . 10-11 COMMUNITY - ANDREW MULHOLLAND . 12-13 JEREMY SCHWARTZ CONTENTS COMMUNITY - . .14-15 2 RASPBERRY PI ANNUAL REVIEW 2014 FROM THE CHAIRMAN David Cleevely CBE, FREng, FIET The Foundation wants to make learning computer science fun and exciting, through hands-on computing projects he Raspberry Pi Foundation and secondary teachers, open computing, and we will be extending is a charity, funded by one to individuals around the world, all these forms of partnership in the Tof the most innovative described by one recently graduating coming year. In total the Raspberry ideas in computing: the idea that teacher as “the best CPD I have ever Pi Foundation spent about £1.85m on a $35 computer can enable a new had the pleasure of undertaking”. charitable activities in 2014. generation to learn how to program The basis for this success was laid and use computers creatively. In the Part-funded by you down by the original Trustees and future, the ability to generate and But we don’t do this on our own. Founders of Raspberry Pi: Jack Lang, manipulate information will be as We are funded mostly by our David Braben, Eben Upton, Alan important as the ability to generate wholly-owned trading subsidiary, Mycroft, Louis Glass, Rob Mullins and control electricity was in the Raspberry Pi Trading, which gifts its and Pete Lomas, ably assisted in past, creating a societal and economic profits to the Foundation – about the Foundation by Lance Howarth need to encourage improvement £1.5m in 2014. -
The History of Standard Ml Ideas, Principles, Culture
THE HISTORY OF STANDARD ML IDEAS, PRINCIPLES, CULTURE David MacQueen ML Family Workshop University of Chicago (Emeritus) September 3, 2015 Let us start by looking back a bit further at some of the people who founded the British community of programming language research. For instance, Turing, Strachey, Landin, etc. British PL Research Max Newman Mervyn Pragnell the catalyst! Alan Turing Christopher Strachey Rod Burstall Peter Landin I used to go out to a cafe just around the corner from this reference library … and one day I was having my coffee in Fields cafe, and a voice came booming across the crosswise tables, and this voice said "I say didn't I see you reading Principia Mathematica in the reference library this morning?" And that's how I got to know the legendary Peter Landin Mervyn Pragnell who immediately tried to recruit me to his reading group. Peter Landin talk at the Science Museum. 5 June 2001, available on Vimeo ’Rod Burstall … recalls that, while looking for a logic text in a London bookshop, he asked a man whether the shop had a copy. "I'm not a shop assistant," the man responded, and "stalked away," only to return to invite him to join the informal seminar where he would meet Peter Rod Burstall Landin and, subsequently, Christopher Strachey.’ Mervyn Pragnell’s Underground Study Group ”The sessions were held illicitly after-hours at Birkbeck College, University of London, without the knowledge or permission of the college authorities.[8] Pragnell knew a lab technician with a key that would let them in, and it was during these late night sessions that many famous computer scientists cut their theoretical teeth. -
The Raspberry Pi Foundation
The Raspberry Pi Foundation Robert Mullins [email protected] December 2011 The Raspberry Pi Foundation ● UK registered charity (No. 1129409), May 2009 ● Founders/trustees: ● David Braben (Frontier Developments) ● Jack Lang (Computer Lab./Judge Business School/....) ● Pete Lomas (Norcott Technologies) ● Dr. Robert Mullins (Computer Lab.) ● Prof. Alan Mycroft (Computer Lab.) ● Dr. Eben Upton (Broadcom, PhD from CL) ● Martin Cartwright, CFO Motivation ● Computer science skills increasingly important ● Decline in CS student numbers ● IT vs. CS at school ● Frustration vs. fun – need something that works! ● Interfaces – electronics is fun too ● Access to computers “..but we don't need to know how our cars work?” st ● Computers are the tool of the 21 century ● Computer science is concerned with much more than simply being able to use a computer ● Yes, we should understand how they work and how to program them, but not all about the computer itself... ● Thinking like a computer scientist (“Computational Thinking”) is a key skill: – Designing algorithms, using abstraction and decomposition, selecting appropriate representations, learning how to build correct, robust and scalable systems, etc. – There are endless applications and opportunities “I was flabbergasted to learn that computer science isn't even taught as standard in UK schools…that is just throwing away your great computing Heritage.” Eric Schmidt (Google CEO), August 2011 “We need another BBC Micro.... the Raspberry Pi is a very easy thing to get out to a lot of schools” Ed Vaizey, MP, Minister for Culture and Creative Industries, October 2011 “I think Eric Schmidt is right... we're not doing enough to teach the next generation of programmers.” "We need Government to give clear signals to schools that computing is important by allowing it as an option within the national curriculum. -
Raspberry Pi Foundation Annual Review 2018
Raspberry Pi Foundation Annual Review 2018 1 Annual Review 2018 ANNUAL REVIEW 2 Annual Review 2018 CONTENTS Our mission 4 Introductions 5 Computers 10 Outreach 14 Community 28 Learning 32 Governance and partnerships 44 Annual Review 2018 3 OUR MISSION ur mission is to put the power network of volunteer-led of computing and digital clubs, exciting competitions Omaking into the hands of and events, and partnerships people all over the world. We do this with youth organisations so that more people can harness this power for work, to solve problems n We provide training and that matter to them, and to express support to educators, themselves creatively. volunteers, and parents who want to help young people Our strategy: learn these skills n We provide low-cost, high- n We build and support performance single-board communities of young computers and free software people, parents, volunteers, through Raspberry Pi Trading businesses, and educators that Ltd, so that computing and share our mission digital making are accessible to all Since launching our first product in February 2012, we have sold n We help young people acquire more than 22 million Raspberry computing and digital making Pi computers and have helped to skills through compelling establish a global community of learning resources, a thriving digital makers and educators. We help young people acquire computing and digital making skills 4 Annual Review 2018 INTRODUCTION FROM THE CHAIRMAN DAVID CLEEVELY 018 was a remarkable year for opportunities for even more people to the Foundation. Millions of gain computing skills. people used the educational While the Foundation continues 2projects on our website.