Software bugs are expensive. Recent estimates by the US National Institute of Standards and Technology claim that the cost of software bugs to the US economy alone is approximately 60 billion USD annually. As society becomes increasingly software-dependent, bugs also reduce our productivity and threaten our safety and security. Decreasing these direct and indirect costs represents a significant research challenge as well as an opportunity for businesses. Automatic software bug-finding and verification tools have a potential to completely revolutionize the software engineering industry by improving reliability and decreasing development costs. Since software analysis is in general undecidable, automatic tools have to use various abstractions to make the analysis computationally tractable. Abstraction is a double-edged sword: coarse abstractions, in general, yield easier verification, but also less precise results. This thesis focuses on exploiting the structure of software for abstracting away irrelevant behavior. Programmers tend to organize code into objects and functions, which effectively represent natural abstraction boundaries. Humans use such structural abstractions to simplify their mental models of software and for constructing informal explanations of why a piece of code should work. A natural question to ask is: How can automatic bug-finding tools exploit the same natural abstractions? This thesis offers possible answers. More specifically, I present three novel ways to exploit structure at three different steps of the software analysis process. First, I show how symbolic execution can preserve the data-flow dependencies of the original code while constructing compact symbolic representations of programs. Second, I propose structural abstraction, which exploits the structure preserved by the symbolic execution. Structural abstraction solves a long-standing open problem --- scalable interprocedural path- and context-sensitive program analysis. Finally, I present an automatic tuning approach that exploits the fine-grained structural properties of software (namely, data- and control-dependency) for faster property checking. This novel approach resulted in a 500-fold speedup over the best previous techniques. Automatic tuning not only redefined the limits of automatic software analysis tools, but also has already found its way into other domains (like model checking), demonstrating the generality and applicability of this idea. / Science, Faculty of / Computer Science, Department of / Graduate

Orientadores: Vanda Maria Gimenes Gonçalves, Sylvia Marai Ciasca / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-07T22:11:31Z (GMT). No. of bitstreams: 1 Barros_CarlosEduardode_M.pdf: 4485792 bytes, checksum: 920820e3bb075632111831774cf9e299 (MD5) Previous issue date: 2006 / Resumo: O objetivo deste estudo foi comparar o desenvolvimento das estruturas mentais em crianças do ensino fundamental com dislexia às sem dificuldades escolares. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da FCM/UNICAMP (Parecer no.310/2003) e as mães deram seu consentimento informado para a participação da criança no estudo. Tratou-se de um estudo seccional, caso-controle, com 28 escolares de 2ª à 7ª série do Ensino Fundamental, sendo 24 meninos e 4 meninas. A idade cronológica média foi de 11 anos ± 1,30. Cada grupo foi composto por 12 meninos e 2 meninas provenientes de escola pública da cidade de Campinas (SP) e Pouso Alegre (MG). Foram avaliados no Laboratório de Estudos do Desenvolvimento Infantil ¿ II (LEDI-II), sala A2 - 619, do Hospital das Clínicas/UNICAMP ou Laboratório de Estudos Interdisciplinares da Aprendizagem (LEIA), em Pouso Alegre/MG. Foram utilizadas as provas operatórias piagetianas de conservação, classificação (inclusão de classes) e seriação (relação transitiva assimétrica ou sistema de ordenação seriada). Houve diferença significativa, entre os grupos, nas provas de inclusão de classes, executadas por menor proporção de crianças disléxicas (p<0,001). O grupo de disléxicos não realizou ações reversíveis de composição A + A¿ = B ou a decomposição de seus elementos A = B - A¿ ou A¿ = B - A. Ambos os grupos apresentaram diferenças significativas no uso de argumentos operatórios (de p=0,029 à p<0,001) nas provas de conservação. Os grupos foram semelhantes na execução das provas de seriação. Concluiu-se que as provas de inclusão de classes mostraram diferença significativa entre os grupos, sendo que as crianças disléxicas avaliadas, nessa amostra, apresentaram ausência da função mental de quantificação inclusiva, sub-prova do grupo de provas piagetianas de classificação, esperada para essa faixa etária / Abstract: The objective of this study was to compare the development of the mental structures in children of primary school with dyslexia to without learning disorders. Approval was obtained from the Research Ethics Committee of the School of Medical Sciences - UNICAMP (Process nº 310/2003) and the mothers also gave their informed consent for their children¿s participation in the study. This was a cross-sectional case-control study with twenty eight school-children from the 2nd to 7th grade of the primary school. There was 24 boys and 4 girls and the mean chronological age was 11 years ± 1,30. Each group with 12 boys and 2 girls, from public school from Campinas/SP or Pouso Alegre (MG). They were evaluated at the Laboratório de Estudos do Desenvolvimento Infantil - II (LEDI-II), sala A2 ¿ 619, Hospital das Clínicas/UNICAMP or at the Laboratório de Estudos Interdisciplinares da Aprendizagem (LEIA), at Pouso Alegre/MG. The operational Piagetians proofs of conservation, classification (class-inclusion) and seriation of asymmetrical transitive relations (or system of serial ordering) were used. There was significant difference between the groups in the proofs of inclusion of classes, with lower proportion of dyslexic children (p<0,001). The dyslexic children had not fulfilled the additive groups of classes; they were incapable to realize the reversible actions of the composition A + A' = B or the decomposition of its elements A = B - A¿ or A' = B - A. Both groups showed significant difference in the proofs of conservation when using operations arguments ( p = 0,029 to p < 0,001). Both groups were similar in the seriation proofs. We concluded that the proofs of inclusion of classes showed significant difference between the groups, a function absent in the dyslexic children of this sample. The dyslexic children showed absence of operational reversibility in the classification proofs. They did not show the mental structure of inclusion of classes, expected for that chronological age / Mestrado / Ciencias Biomedicas / Mestre em Ciências Médicas

Hovering is an attempt to navigate the contemporary digital environment through traditional means. The imagery created function as paintings, photographs, prints, and drawings. They explore and raise questions about visual perception and sensory awareness, as well as highlighting the modular limitations of the pixelated image and the illusion of reality in the digital landscape.

I’m interested in paint’s malleability. In my work, I transform the physical possibilities of paint in a literal way, using it as a tactile material to be cut apart, reassembled, or simply exposed for what it is. My paintings are labor-intensive. They are not predetermined, they meticulously evolve; crafted rather than executed. Remnant material from one painting, the result of a working process of cutting, gouging, or sanding, leads directly to the production of a new piece. In my work there is no illusion, material is meant to reiterate itself. Unlike abstract painters of the early 20th century, who hoped their work could aspire to spiritual harmony. My paintings are much more pragmatic, every day, present, and real.

With inspiration from Elsa Schiaparelli’s Bowknot sweater, this work investigates the possibilities to create knitted versions of woven archetypes with the aim to reconstruct sartorial attires through abstraction in knit. This is conducted through the exploration of the construction of the suit jacket, with a focus on the layering of fusing to build shape. The work is abstracted based on the gestalt psychology theory of figure-ground with the purpose to play with the viewer’s perception of what is seen. The concept of figure-ground is also further explored within colour. Based on Carlos Cruz Diez theories of colour and the work titled Couleur Additive a study to create the perception of the colour grey is made. The final result is a menswear collection visualised in a virtual form made with the software CLO3D.

This paper examined how well different levels of visual abstraction in 2D characters can be remediated into 3D, focusing on the viewer’s opinion of the character and perception of its role or personality. Artifacts of two characters—six artifacts in total—were used in order to examine this. Each character’s artifacts consisted of 1) a visually abstracted 2D design, 2) an abstraction-preserving 3D model, and 3) a non-abstraction-preserving 3D model. Six participants were interviewed, and were asked to state their opinion of each artifact as well as their interpretation of its role and personality. The results showed that a 2D to 3D remediation method aimed at preserving design choices either did not affect the viewer’sopinion of the character, or made them like the 3D character more than the 2D version. Furthermore, the perception of character personality had slight differences in the abstraction-preserving 3D model compared to the 2D image.

Computer scientists have been working towards a common definition of abstraction; however, the instruction and assessment of abstraction remain categorically underresearched. Because abstraction is often cited as a component of computational thinking, abstraction has been summarily likened to a higher order thinking skill. A broad conceptual framework including philosophy, psychology, constructionism, and computational thinking was aligned with the descriptive qualitative design and guided the literature review and data analysis. This qualitative examination of how teachers determine curriculum, deliver instruction, and design assessments in K-12 computer science education provides insight into best practices and variables for future quantitative study. The instructional strategies, objectives, and assessments of twelve K-12 computer science teachers from 3 states were examined in this descriptive qualitative examination of instruction using thematic coding analysis. The majority of teachers had little to no professional development regarding teaching abstraction. All teachers in the study were unsure what student abstraction abilities should be according to grade level. Teachers'€™ understanding of abstraction ranged from very little knowledge to very knowledgeable. The majority of teachers did not actively assess abstraction. Teachers described successfully teaching abstraction through multiple instructional practices and spiraling curriculum. Practical descriptive insights illuminate additional variables to research the instruction of abstraction qualitatively and quantitatively, as well as provide anecdotal instructional successes.

Through a series of paintings, drawings, videos, and large-scale sculptures/installation, I intend to create an environment that explores relationships between the safe and the unsafe place, the sweet and the grotesque, the dream and the reality, and the remembered and the forgotten. I am investigating landscape and how it relates to the body, human relationships, memory, and status of being.

In order to model check a software component which is not a standalone program, we need a model of the software which completes the program. This problem is important for software engineers who need to deploy an existing component into a new environment. The model is typically generated by abstracting the surrounding software environment in which the component will be executed. However, abstracting the surrounding software is a difficult and error-prone task, particularly when the surrounding software is a complex software artifact which can not be easily abstracted. In this dissertation, we present a new approach to the problem by abstracting the software component under test and leaving the surrounding software concrete. We derive this abstract-concrete mixed model automatically for both sequential and concurrent C programs and verify them using the SPIN model checker. We give verification results for several components under test contained within complex software environments to demonstrate the strengths and weaknesses of our approach. We are able to find errors in components which were too complex for analysis by existing model checking techniques. We prove that this mixed abstract-concrete model can be bisimilar to the original complete software system using an abstraction refinement scheme. We then show how to generate test cases for the component under test using this abstraction refinement process.

This paper will explore classical and contemporary methods of painting applied to the portrait. It will emphasize the metaphor of paint as flesh and the connotations of the breakdown of the painted form that stands in for flesh as it relates to our preoccupations with our own mortality. Borrowing from influences like Lucian Freud, Jenny Saville, and Francis Bacon, the artwork explores the creation of a form that is physical and confrontational, and is intended to provoke a psychological response in the viewer. This series of figuration bases its processes on traditional methods, while borrowing from modern art devices to interpret intangible human characteristics that clarify the representation of the subject and the moment being captured. The ultimate product of this two-fold approach is an image that is a tightly rendered representational portrait that simultaneously lends itself to gestural study.