Automatically Restful Web Applications Marking Modular Serializable Continuations
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Proceedings of the 8Th European Lisp Symposium Goldsmiths, University of London, April 20-21, 2015 Julian Padget (Ed.) Sponsors
Proceedings of the 8th European Lisp Symposium Goldsmiths, University of London, April 20-21, 2015 Julian Padget (ed.) Sponsors We gratefully acknowledge the support given to the 8th European Lisp Symposium by the following sponsors: WWWLISPWORKSCOM i Organization Programme Committee Julian Padget – University of Bath, UK (chair) Giuseppe Attardi — University of Pisa, Italy Sacha Chua — Toronto, Canada Stephen Eglen — University of Cambridge, UK Marc Feeley — University of Montreal, Canada Matthew Flatt — University of Utah, USA Rainer Joswig — Hamburg, Germany Nick Levine — RavenPack, Spain Henry Lieberman — MIT, USA Christian Queinnec — University Pierre et Marie Curie, Paris 6, France Robert Strandh — University of Bordeaux, France Edmund Weitz — University of Applied Sciences, Hamburg, Germany Local Organization Christophe Rhodes – Goldsmiths, University of London, UK (chair) Richard Lewis – Goldsmiths, University of London, UK Shivi Hotwani – Goldsmiths, University of London, UK Didier Verna – EPITA Research and Development Laboratory, France ii Contents Acknowledgments i Messages from the chairs v Invited contributions Quicklisp: On Beyond Beta 2 Zach Beane µKanren: Running the Little Things Backwards 3 Bodil Stokke Escaping the Heap 4 Ahmon Dancy Unwanted Memory Retention 5 Martin Cracauer Peer-reviewed papers Efficient Applicative Programming Environments for Computer Vision Applications 7 Benjamin Seppke and Leonie Dreschler-Fischer Keyboard? How quaint. Visual Dataflow Implemented in Lisp 15 Donald Fisk P2R: Implementation of -
Introduction to the Literature on Programming Language Design Gary T
Computer Science Technical Reports Computer Science 7-1999 Introduction to the Literature On Programming Language Design Gary T. Leavens Iowa State University Follow this and additional works at: http://lib.dr.iastate.edu/cs_techreports Part of the Programming Languages and Compilers Commons Recommended Citation Leavens, Gary T., "Introduction to the Literature On Programming Language Design" (1999). Computer Science Technical Reports. 59. http://lib.dr.iastate.edu/cs_techreports/59 This Article is brought to you for free and open access by the Computer Science at Iowa State University Digital Repository. It has been accepted for inclusion in Computer Science Technical Reports by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Introduction to the Literature On Programming Language Design Abstract This is an introduction to the literature on programming language design and related topics. It is intended to cite the most important work, and to provide a place for students to start a literature search. Keywords programming languages, semantics, type systems, polymorphism, type theory, data abstraction, functional programming, object-oriented programming, logic programming, declarative programming, parallel and distributed programming languages Disciplines Programming Languages and Compilers This article is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/cs_techreports/59 Intro duction to the Literature On Programming Language Design Gary T. Leavens TR 93-01c Jan. 1993, revised Jan. 1994, Feb. 1996, and July 1999 Keywords: programming languages, semantics, typ e systems, p olymorphism, typ e theory, data abstrac- tion, functional programming, ob ject-oriented programming, logic programming, declarative programming, parallel and distributed programming languages. -
The Racket Manifesto∗
The Racket Manifesto∗ Matthias Felleisen, Robert Bruce Findler, Matthew Flatt, Shriram Krishnamurthi Eli Barzilay, Jay McCarthy, Sam Tobin-Hochstadt Abstract The creation of a programming language calls for guiding principles that point the developers to goals. This article spells out the three basic principles behind the 20-year development of Racket. First, programming is about stating and solving problems, and this activity normally takes place in a context with its own language of discourse; good programmers ought to for- mulate this language as a programming language. Hence, Racket is a programming language for creating new programming languages. Second, by following this language-oriented approach to programming, systems become multi-lingual collections of interconnected components. Each language and component must be able to protect its specific invariants. In support, Racket offers protection mechanisms to implement a full language spectrum, from C-level bit manipulation to soundly typed extensions. Third, because Racket considers programming as problem solving in the correct language, Racket also turns extra-linguistic mechanisms into linguistic constructs, especially mechanisms for managing resources and projects. The paper explains these principles and how Racket lives up to them, presents the evaluation framework behind the design process, and concludes with a sketch of Racket’s imperfections and opportunities for future improvements. 1998 ACM Subject Classification D.3.3 Language Constructs and Features Keywords and phrases design -
Design of a Simple Functional Programming Language and Environment for CS2
Design of a Simple Functional Programming Language and Environment for CS2 Brian T. Howard Department of Computer Science, DePauw University Abstract There are several advantages to introducing a functional language early in a student's college experience: it provides an excellent setting in which to explore recursively-defined functions and data structures, it encourages more abstract thinking, and it exposes students to a language paradigm that is likely quite different from their previous experience. Even in a core curriculum based on a traditional imperative (and object-oriented) language, it is valuable to spend two or three weeks investigating a functional language. However, we have found that most existing functional languages and environments pose significant hurdles to the introductory student, especially when the language is only being used for a short time. This paper discusses some of our ideas to simplify the framework, and allow students to experiment easily with the important concepts of functional programming in the setting of CS2. 1 Motivation There have been many proposals over the years to incorporate functional languages into the intro- ductory computer science curriculum, dating back at least to the mid-1980's with Abelson and Suss- man's influential text, Structure and Interpretation of Computer Programs [1]. They advocated the use of the Scheme dialect of Lisp because of its simple syntax and support for powerful abstraction mechanisms. Some more recent course designs [2, 3, 10] have also used Scheme, while others have used statically-typed languages such as Miranda, Haskell, or Standard ML [4, 6, 13, 15, 17, 18]. In each case, the reasons given for choosing a functional language include the support for abstractions (including recursion and higher-order functions), the simple semantics (with few or no side-effects), and the exposure to a different language paradigm and problem-solving style. -
Realm of Racket.Pdf
REALM OF RACKET REALM OF RACKET Learn to Program, One Game at a Time! (list Forrest Bice Rose DeMaio Spencer Florence Feng-Yun Mimi Lin Scott Lindeman Nicole Nussbaum Eric Peterson Ryan Plessner David Van Horn Matthias Felleisen Conrad Barski, MD) San Francisco REALM OF RACKET. Copyright © 2013 by Matthias Felleisen, David Van Horn, Conrad Barski, M.D., Forrest Bice, Rose DeMaio, Spencer Florence, Feng-Yun Mimi Lin, Scott Lindeman, Nicole Nussbaum, Eric Peterson, Ryan Plessner. All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without the prior writ- ten permission of the copyright owner and the publisher. Printed in USA First printing 17 16 15 14 13 1 2 3 4 5 6 7 8 9 ISBN-10: 1-59327-491-2 ISBN-13: 978-1-59327-491-7 Publisher: William Pollock Production Editor: Alison Law Cover Illustration: Eric Peterson Illustrations: Feng-Yun Mimi Lin and Eric Peterson Interior Design and Composition: Rose DeMaio and Nicole Nussbaum Developmental Editors: Keith Fancher and William Pollock Copyeditor: Marilyn Smith Proofreader: Paula L. Fleming For information on distribution, translations, or bulk sales, please contact No Starch Press, Inc. directly: No Starch Press, Inc. 38 Ringold Street, San Francisco, CA 94103 phone: 415.863.9900; fax: 415.863.9950; [email protected]; www.nostarch.com Library of Congress Cataloging-in-Publication Data: Felleisen, Matthias. Realm of Racket : learn to program, one game at a time! / by Matthias Felleisen, Conrad Barski, Forrest Bice, Rose DeMaio, Spencer Florence, Feng-yun Mimi Lin, Scott Lindeman, Nicole Nussbaum, Eric Peterson, Ryan Plessner, and David Van Horn. -
Learning to Program in a Constructionist Way Mattia Monga, Michael Lodi, Dario Malchiodi, Anna Morpurgo, Bernadette Spieler
Learning to program in a constructionist way Mattia Monga, Michael Lodi, Dario Malchiodi, Anna Morpurgo, Bernadette Spieler To cite this version: Mattia Monga, Michael Lodi, Dario Malchiodi, Anna Morpurgo, Bernadette Spieler. Learning to program in a constructionist way. Proceedings of Constructionism 2018, Aug 2018, Vilnius, Lithuania. hal-01913065 HAL Id: hal-01913065 https://hal.inria.fr/hal-01913065 Submitted on 6 Nov 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Learning to program in a constructionist way Constructionism Working Group 6 Michael Lodi∗ Dario Malchiodi Bernadette Spieler Alma Mater Studiorum - Mattia Monga Technische Universität Graz Università di Bologna Anna Morpurgo Austria Italy [email protected] [email protected] [email protected] [email protected] [email protected] Università degli Studi di Milano Italy ABSTRACT skills, as is recognizing how a relatively low number of abstract Although programming is often seen as a key element of construc- patterns can be applied to a potentially infinite spectrum of specific tionist approaches, the research on learning to program through situations.Programming languages and environments can either a constructionist strategy is somewhat limited, mostly focusing help or distract novices, thus the choice is not neutral and their on how to bring the abstract and formal nature of programming characteristics should be analyzed carefully to foster a good learn- languages into “concrete” or even tangible objects, graspable even ing context. -
9 European Lisp Symposium
Proceedings of the 9th European Lisp Symposium AGH University of Science and Technology, Kraków, Poland May 9 – 10, 2016 Irène Durand (ed.) ISBN-13: 978-2-9557474-0-7 Contents Preface v Message from the Programme Chair . vii Message from the Organizing Chair . viii Organization ix Programme Chair . xi Local Chair . xi Programme Committee . xi Organizing Committee . xi Sponsors . xii Invited Contributions xiii Program Proving with Coq – Pierre Castéran .........................1 Julia: to Lisp or Not to Lisp? – Stefan Karpinski .......................1 Lexical Closures and Complexity – Francis Sergeraert ...................2 Session I: Language design3 Refactoring Dynamic Languages Rafael Reia and António Menezes Leitão ..........................5 Type-Checking of Heterogeneous Sequences in Common Lisp Jim E. Newton, Akim Demaille and Didier Verna ..................... 13 A CLOS Protocol for Editor Buffers Robert Strandh ....................................... 21 Session II: Domain Specific Languages 29 Using Lisp Macro-Facilities for Transferable Statistical Tests Kay Hamacher ....................................... 31 A High-Performance Image Processing DSL for Heterogeneous Architectures Kai Selgrad, Alexander Lier, Jan Dörntlein, Oliver Reiche and Marc Stamminger .... 39 Session III: Implementation 47 A modern implementation of the LOOP macro Robert Strandh ....................................... 49 Source-to-Source Compilation via Submodules Tero Hasu and Matthew Flatt ............................... 57 Extending Software Transactional -
The Racket Manifesto∗
The Racket Manifesto∗ Matthias Felleisen, Robert Bruce Findler, Matthew Flatt, Shriram Krishnamurthi, Eli Barzilay, Jay McCarthy, and Sam Tobin-Hochstadt PLT Design Inc. {matthias,robby,mflatt,sk,eli,jay,samth}@racket-lang.org Abstract The creation of a programming language calls for guiding principles that point the developers to goals. This article spells out the three basic principles behind the 20-year development of Racket. First, programming is about stating and solving problems, and this activity normally takes place in a context with its own language of discourse; good programmers ought to for- mulate this language as a programming language. Hence, Racket is a programming language for creating new programming languages. Second, by following this language-oriented approach to programming, systems become multi-lingual collections of interconnected components. Each language and component must be able to protect its specific invariants. In support, Racket offers protection mechanisms to implement a full language spectrum, from C-level bit manipulation to soundly typed extensions. Third, because Racket considers programming as problem solving in the correct language, Racket also turns extra-linguistic mechanisms into linguistic constructs, especially mechanisms for managing resources and projects. The paper explains these principles and how Racket lives up to them, presents the evaluation framework behind the design process, and concludes with a sketch of Racket’s imperfections and opportunities for future improvements. 1998 ACM Subject Classification D.3.3 Language Constructs and Features Keywords and phrases design guidelines, language generation, full-spectrum language Digital Object Identifier 10.4230/LIPIcs.SNAPL.2015.113 1 Racket, Historically Speaking In 1995, we set out to create an outreach project for novice programmers. -
2010 Workshop on Scheme and Functional Programming
2010 Workshop on Scheme and Functional Programming Montreal,´ Quebec,´ Canada Saturday and Sunday August 21-22, 2010 2 Preface This report contains the papers presented at the Eleventh Workshop on Scheme and Functional Programming, held on Saturday and Sunday, August 21 and 22, 2010 at the Universite´ de Montreal.´ Eight papers were submitted in response to the call for papers. Each paper was evaluated by three reviewers. After due deliberation, the program committee decided to accept all papers. This year the program includes lightning talks which we hope will help the exchange of new ideas and developments between the participants. We thank Olin Shivers and Robby Findler who have graciously accepted our invitation to present their work. The Scheme Language committees will report on their progress towards the next Scheme standard. The workshop has been extended from its traditional one day format to a day and a half to accommodate all of the presentations. Finally we would like to thank Robby Findler for helping out with the formatting of the proceedings, and Virginie Allard-Cameus,´ Marie-Josee´ Boulay, and Line Pariseau for taking care of the catering and other local arrangements. Marc Feeley Universite´ de Montreal´ Organizer and Program Chair Program Committee Alan Bawden (independent consultant) Felix S. Klock II (Adobe Systems Incorporated) Olivier Danvy (Aarhus University) Jay McCarthy (Brigham Young University) Christopher Dutchyn (University of Saskatchewan) Scott McKay (ITA software) Marc Feeley (Universite´ de Montreal)´ Steering Committee William D. Clinger (Northeastern University) Christian Queinnec (Universite´ Pierre et Marie Curie) Marc Feeley (Universite´ de Montreal)´ Manuel Serrano (INRIA Sophia Antipolis) Robby Findler (Northwestern University) Olin Shivers (Northeastern University) Dan Friedman (Indiana University) Mitchell Wand (Northeastern University) 3 4 Schedule & Table of Contents Saturday, August 21 8:15 On-site registration and breakfast 9:00 Invited Talk: Eager parsing and user interaction with call/cc ........................ -
Task-Specific Programming Languages for Promoting Computing Integration: a Precalculus Example
Task-Specific Programming Languages for Promoting Computing Integration: A Precalculus Example Mark Guzdial Bahare Naimipour [email protected] [email protected] University of Michigan, Computer Science & Engineering University of Michigan, Engineering Education Research Ann Arbor, Michigan Ann Arbor, Michigan ABSTRACT of high schools in those states offering computer science [25]. The A task-specific programming language (TSPL) is a domain-specific US national framework for K-12 CS Education [47] recommends programming language (in programming languages terms) designed that students should be able to use computing as a true literacy, for a particular user task (in human-computer interaction terms). for both reading (consuming or using computation) and writing Users of task-specific programming are able to use the tool tocom- (creating). How do we engage more students in gaining computa- plete useful tasks, without prior training, in a short enough period tional literacy? We have shown that learning computing in a context that one can imagine fitting it into a normal class (e.g., around 10 (such as manipulating digital media in Media Computation) can minutes). We are designing a set of task-specific programming lan- dramatically improve student engagement and retention within guages for use in social studies and precalculus courses. Our goal the discipline [14], in part because students have a greater sense of is offer an alternative to more general purpose programming lan- relevance and utility [15, 32]. guages (such as Scratch or Python) for integrating computing into Computing education research has supported the hypothesis other disciplines. An example task-specific programming language that context can make computer science learning more successful. -
On Teaching How to Design Programs Observations from a Newcomer
Reprinted from Proceedings of the 2014 ACM SIGPLAN International Conference on Functional Programming (ICFP'14) On Teaching How to Design Programs Observations from a Newcomer Norman Ramsey Department of Computer Science, Tufts University [email protected] Abstract The contributions of this paper are This paper presents a personal, qualitative case study of a first • To articulate a refined, extended version of the design method course using How to Design Programs and its functional teaching presented in How to Design Programs, and to develop a view languages. The paper reconceptualizes the book’s six-step design of the method, from a newcomer’s perspective, that can help a process as an eight-step design process ending in a new “review teacher prepare and lead a class (Section 2) and refactor” step. It recommends specific approaches to students’ • To identify, from observation, where students struggle with difficulties with function descriptions, function templates, data ex- the method and what points can be emphasized to help them amples, and other parts of the design process. It connects the pro- succeed (Section 3) cess to interactive “world programs.” It recounts significant, infor- mative missteps in course design and delivery. Finally, it identifies • To communicate what it’s like for a functional programmer with some unsolved teaching problems and some potential solutions. no Scheme experience to work with the languages and tools (Section 4) Categories and Subject Descriptors D.1.1 [Applicative (Func- • tional) Programming]; K.3.2 [Computer and Information Science To identify and learn from one beginner’s mistakes (Section 5) Education]: Computer Science Education • To identify some open problems and sketch potential solutions (Section 6) Keywords Introductory programming course; Program by Design; How to Design Programs; Racket; Reflective practice I have written the paper for people who wish to use functional programming to teach an introductory course. -
Teaching Algebra Through Functional Programming:An Analysis of the Bootstrap Curriculum
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2013-03-16 Teaching Algebra through Functional Programming:An Analysis of the Bootstrap Curriculum Robert Lee Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Educational Methods Commons, Game Design Commons, and the Science and Mathematics Education Commons BYU ScholarsArchive Citation Lee, Robert, "Teaching Algebra through Functional Programming:An Analysis of the Bootstrap Curriculum" (2013). Theses and Dissertations. 3519. https://scholarsarchive.byu.edu/etd/3519 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Teaching Algebra Through Functional Programming: An Analysis of the Bootstrap Curriculum Robert William Lee A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Science Geoffrey A. Wright, Chair Peter J. Rich Jay A. McCarthy Keith R. Leatham School of Technology Brigham Young University March 2013 Copyright © 2013 Robert William Lee All Rights Reserved ABSTRACT Teaching Algebra Through Functional Programming: An Analysis of the Bootstrap Curriculum Robert Lee School of Technology, BYU Master of Science Bootstrap is a computer-programming curriculum that teaches students to program video games using Racket, a functional programming language based on algebraic syntax. This study investigated the relationship between learning to program video games from a Bootstrap course and the resulting effect on students’ understanding of algebra. Courses in three different schools, lasting about six weeks each, were studied.